A. Organization: Vision and Purpose, Governance ... · A. Organization: Vision and Purpose, Governance, ... Vision and Purpose, Governance, Leadership and Staff, ... college/career

Whittier High School WASC/CDE Self-Study Report

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A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

Focus Group Leaders

Kathleen Bailey, Practical Arts Randy Carruth, Social Studies

Matthew Francev, English

Alethea Shallbetter VAPA Amy Huttayasomboon Math

Andrew Cupp Special Ed Carina Milligan Psychologist Carlos Carballo Security

Christina Phrasavath Math Christopher Dalley Special Ed

Cynthia Garcia Classified Heather Stirewalt Science

Isela Reza Instr. Aide Issac Garcia Instr. Aide James Hope English

Joe Delgadillo Counselor Joseph Huerta Instr. Aide

Josh Reyes Custodian Kele Perkins Social Studies Lance Young PE

Martha Ventura Classified Mireya Rodriguez Instr. Aide Priscilla Calderon Cafeteria

Randy Castillo Dean of Students Randy Teeters Special Ed Robert Cuen Custodian

Sabrina Luevano Cafeteria Sandy Casteneda World Languages Vanessa Stewart English

Visko Ancich Science Wanda Seguin Attendance Coordinator


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Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

Analysis must show distinctions that appear across the range of students (grade level, diverse background, and abilities) and the variety of programs offered at the school. Examples include: Online instruction approaches (school site or off site, integrated within other programs

and/or offered separately) Specialized programs such as IB Diploma Program, college/career readiness programs,

school/college partnerships, AVID, and independent study programs. Note: In some areas additional prompts have been inserted to emphasize the analysis related to online instruction.

A1. Organization Criterion

The school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, and the belief that all students can achieve at high academic levels. Supported by the governing board and the central administration, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.

Indicators with Prompts

Vision – Mission – Schoolwide Learner Outcomes – Profile

Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should know and perform; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn.

Prompt: Evaluate the degree to which the development of the school’s statements has been impacted by pertinent student/community profile data, identified future global competencies, and current educational research.

Findings Supporting Evidence

“To prepare every student to meet the A-G four-year college requirements to ensure they are prepared for all post-secondary opportunities.” The above statement is the stated mission of Whittier High School, and all work done by the highly qualified staff at this institution reflects this mission. Vision Statement: “Whittier High School is a close community where:

● Rigorous learning experiences are provided to all students by a well-trained staff, enhanced with appropriate technology and resources in order for students to be quality producers who are creative problem solvers, critical thinkers, collaborative learners, and effective communicators. ● Students are provided with a wealth of enrichment and leadership opportunities beyond the classroom. ● Families and community members are essential partners in

● Posters of Mission Statement and Vision Statement

● Minutes from Leadership Meetings

● Posters of A-G Requirements

● CLASS Posters ● Vision Statement Posters


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the education of our students. ● Students are safe and develop positive relationships with respect for every individual’s worth, dignity, and ability to learn, while demonstrating the skills of good Citizenship, Leadership, Achievement, Self-respect, and Service to others.

We are CARDINALS with CLASS! The above statement is the stated vision of Whittier High School, and all work done by the highly qualified staff at this institution reflects this vision. The mission and vision statements are strongly supported by administration, teachers, and staff. Administration, teachers, and all staff regularly communicate the importance of the mission and vision statements and attaining academic goals. Our students are consistently reminded of the importance of meeting the A-G requirements. Additionally, students are reminded of the importance of our school-wide vision. Our goal is that all students at Whittier High School are prepared to meet high academic standards through a rigorous, standards-based, relevant curriculum.

Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes

Indicator: The processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision, mission and schoolwide learner outcomes are effective.

Prompt: Evaluate the effectiveness of the processes.


Whittier High School created its current mission statement four years ago, under the leadership of Principal Lori Eshilian. This mission statement is: “To prepare all students to meet the A-G four-year college requirements.” During a period of contemplation, the administration found that the previous mission statement lacked measurability and failed to capture the essence of Whittier High School. The leadership council, which is composed of administrators, counselors, department leaders, and teacher leaders, reviewed the former mission statement. The consensus from the leadership council was that the mission statement was indeed too broad and did not call for results-oriented outcomes. A great deal of discussion among the leadership council regarding the values and objectives of Whittier High School took place. Department leaders then continued the discussion with teachers in their respective departments to receive input and reported this input back to the leadership team. As stated, the new mission statement has been revised to read “To prepare every student to meet the A-G four year college requirements to ensure they are prepared for all post-secondary opportunities.”

Whittier High School Mission Statement

● Leadership Minutes ● Department Meeting

Minutes ● EADMS (Educator’s

Assessment Data Management System) Data

● Guidance Newsletter ● Campus Watch form ● Course offerings


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Administrators, teachers, and counselors composed a list of the work we do at Whittier High School. The comprehensive list included offering courses that prepare all students for high school graduation and beyond, implementing effective instructional strategies that engage all students in the classroom, offering various academic and extracurricular programs (such as Senators, Puente, AVID, Bridge, and the Cardinal Computer Academy), aligning curriculum and materials to the California State Standards, creating and revising common assessments, analyzing data, monitoring instruction, publishing the monthly Guidance newsletter, preparing students for standardized tests, vertical teaming with feeder schools, collecting the Campus Watch form completed by the middle schools, rewarding students who achieve, writing across the curriculum, implementing discipline policies, and preparing students for college and post-secondary opportunities. Whittier High School is an academic institution in which students and staff go beyond preparing for high school graduation. The staff prepares all students to meet the challenges of rigorous learning. All ninth grade students are enrolled in college preparatory English, Algebra I (or higher), and Biology (college preparatory). The district has expanded the science requirement from two to three years. The English department emphasizes test-taking strategies and the math, science, and social studies tests have been formatted to correspond to state testing styles.

Understanding of Vision, Mission, and Schoolwide Learner Outcomes

Indicator: Students, parents, and other members of the school community demonstrate understanding of and commitment to the vision, mission, and the schoolwide learner outcomes.

Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, and schoolwide learner outcomes.


All of our key stakeholders, such as, PTA, Site Council, ELAC and Whittier Alumni Association, are examples of parent and community partnership organizations that share the vision of Whittier High School with their members and provide feedback to the school, which is then shared with teachers and staff. Our school’s mission and vision is shared at Back to School Night every year, and at Future Frosh Night. The mission and vision are also evident throughout the campus. The vision statement and Cardinals with CLASS posters hang in every classroom at Whittier High School. Communication with parents has increased through the use of TeleParent and ParentVue with Synergy. Parents receive official grade reports eight times per year, in addition to having the ability to access grades and attendance online at any time. The staff communicates to students and parents the SAT and ACT testing dates. Teachers receive posters of all SAT and ACT dates, financial

TeleParent ● Synergy ● SAT/ACT posters ● CCA Document ● Senator Program ● Academic Mentor Program ● CCA Mentor Meeting

Agendas ● Foreign Language Parent

Meeting Minutes


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aid deadlines, and college application deadlines through the daily bulletin, school web site, classroom visits, and parent meetings held by the New Horizons and Guidance offices. Parents are also provided this information through Back to School Night, Future Frosh Night, School Site Council, ParentVue and StudentVue. The vision statement inherently encompasses the previous ESLRs, now Schoolwide Learner Outcomes. Whittier High School continues to educate students to be Effective Communicators, Creative Problem Solvers, Collaborative Learners, and Critical Thinkers. Effective Communicators - Seniors are required to complete a senior project in which students write a research paper and present their findings to a panel of teachers and community members with the aid of a PowerPoint presentation; students craft PowerPoint presentations in a variety of classes across the school; AVID students write to several essay prompts per year; students in the Cardinal Computer Academy meet with adult mentors to develop communication skills and to discuss career plans for the future; presentations are made each day by a student in AP Biology regarding the topic to be taught that day; Senators are trained in building rapport with their freshmen mentees; high level Math students are trained to tutor struggling students; students prepare speeches and compete against other schools as part of our Speech Club; Foreign Language students make visual, oral, or written presentations on something they have learned after every chapter; and students in most classes regularly communicate that they have understood a concept through a test or quiz, essay or short answer assignment, student response board, or ticket-out-the-door. Creative Problem Solvers- Whittier High School students demonstrate that they are creative problem solvers through a variety of formal and informal assessments, including, but not limited to: regularly completing independent homework assignments, summarizing concepts, researching topics, working on science labs, using questioning and reading strategies, addressing warm-up activities, engaging in Sustained Silent Reading, reading a transcript and assessing classes needed for graduation and A-G requirements, practicing math problems which have proven to be a struggle, creating original art pieces, performing musical and dramatic pieces, and utilizing embedded support time. Collaborative Learners - Cardinals work collaboratively through role-plays, simulations, musical performances, plays, student body elections, assemblies, Club Rush, Freshman First Day, class projects, Cardinal Computer Academy leadership meetings and events, Senator activities, clubs, science labs, parent advisory meetings through foreign language classes, Girls’ League fundraisers for the community, Thanksgiving canned food drive and


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baskets, Cardinal Computer Academy charity projects, and athletics. Academic Mentors are upper- grade students who go into 9th grade classes and provide assistance. Critical Thinkers - Students read primary source documents, classical literature, and college-level textbooks. Some teachers use the Socratic method to encourage students to explore multiple meanings from one passage. All science labs require students to formulate and test hypotheses. Students in dance, music, theatre, and visual arts understand and manipulate elements and principles of art to create a work of art, project, or performance. Four weeks prior to state tests, advanced Algebra I students take a tutorial to learn more complex concepts. English 3 students spend time preparing for the multiple choice and written portion of the EAP, with the written portion occurring before the CST (California Standards Test) and the multiple choice portion given at the same time as the CST. Spiraling curriculum allows students to link a previously learned concept with a new concept.

Regular Review and Revision

Indicator: The school is implementing an effective process for regular review/revision of the school vision, mission, and the schoolwide learner outcomes based on student needs, global, national, and local needs, and community conditions.

Prompt: Evaluate the effectiveness of the process for revising these statements with wide involvement.


The regular review of student data has always been essential in allowing Whittier High school to refine its vision to fit students’ needs. The use of EADMS (Educator’s Assessment Data Management System), Moodle, Synergy, and other web-based means of collecting and sharing data has been crucial in providing all stakeholders access to current information that can be used to make appropriate revisions. All staff members have access to student information such as demographics, parent contact information, and targeted student performance data. The district works collaboratively with administrators, department heads and course leads in order to discuss current data. Information analyzed includes common assessment data, CST (California Standards Test) scores, A-G completion rates, on-target rates, D/F rates, attendance and demographic trends. This information is also discussed through the Curriculum Improvement Team (CIT), which is a district-wide group comprised of department chairs, administrators and district personnel. Department chairs and course leads are a critical link between Whittier High School and other schools in the district.

EADMS Data ● Moodle ● Synergy ● CIT Minutes


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Conclusions

Prompt: Comment on the degree to which this criterion is being addressed.


Whittier High School is a highly collaborative team where all stakeholders are valued in the educational process. This has allowed Whittier High School to establish a clear vision for what we expect students to learn and accomplish. This has been done through leadership, teacher, parent, and student meetings. The vision and mission statements are routinely evaluated in order to maintain a clear direction.

● Leadership Minutes ● WASC Meeting Agendas ● School Site Council

Meeting Minutes

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.


WHS’s mission and vision clearly addresses all critical learner needs identified in our Self-Study. All stake holders were involved in the process of reviewing our mission and vision. WHS has a very clear focus on preparing ALL students to meet the A-G requirements, to be Critical Thinkers, Collaborative Learners, Creative Problem Solvers, and Effective Communicators. To be fully prepared for the 21st Century our students will need the highest level of literacy skills, and ALL students (including our increasing population of English Learners) will need to be prepared for a wide range of post-secondary college and career opportunities.

● Vision Statement

● Mission Statement


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A2. Governance Criterion

The governing board (a) has policies and bylaws that are aligned with the school’s purpose and support the achievement of the schoolwide learner outcomes and academic standards based on data-driven instructional decisions for the school; (b) delegates implementation of these policies to the professional staff; and (c) monitors results regularly and approves the single schoolwide action plan and its relationship to the Local Educational Agency (LEA) plan.


Governing Board

Indicator: The policies and procedures are clear regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings.

Prompt: Provide evidence that the policies and procedures regarding the selection, composition, and specific duties of the governing board, including the frequency and regularity of board meetings are clear.


The district has established policies that call for the annual review of school performance data by the Board of Trustees, including each site’s submission of a Single Plan for Student Achievement, as well as an Annual Report submitted by the principal.. With input from the district and school site administrators, teachers, staff, and parents, the Board of Trustees and the superintendent set goals for the district and respective school sites. These goals are aligned to Whittier High School’s purpose and SLOs (Student Learner Outcomes), and support the academic achievement of all students. The district makes available Board Policy Regulations at the district and at our school site. The district’s website posts a calendar of all monthly Board of Trustee meetings; the agenda for each meeting is published 72 hours in advance and all meetings are open to the public. After each meeting, the district posts the meeting’s minutes on the district website as well as at each school site. The Board of Trustees regularly uses the district’s publication, Whatever It Takes: Guide to Instructional Direction (Version III), as a tool to delegate the implementation of policies. Furthermore, monitoring results of district policies is a high priority for the Board of Trustees, the superintendent, district administration, and site administration. The Whittier Union High School District Board of Trustees requires the superintendent to annually submit a report of progress for each of its schools. The principal writes this annual report with input from various staff members and other stakeholders. Each goal area mirrors the WASC-CDE FOL criteria with established measurable targets noted and three years of data provided. Measurable targets include: API (Academic Performance Index), AYP, common assessment results, on-target for graduation

● Single Plan Document ● Minutes from Board of

Trustees Meetings ● Board Policy Regulations ● Whatever It Takes: Guide

to Instructional Direction


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(credit-based) rates, A-G college requirement rates, CAHSEE (California High School Exit Exam) rates, and attendance. The board also attempts to stay abreast of what is happening on each school’s campus by inviting administrative and student representatives to board meetings each year. At the meeting, board and school personnel recognize students for individual achievements, share campus highlights and best practices, and display student work samples. In addition, the superintendent works with ASB student representatives and invites them to attend additional board meetings to report information and generate interest in student activities.

Relationship of Governance to Vision, Mission, and Schoolwide Learner Outcomes

Indicator: The governing board’s policies are directly connected to the school’s vision, mission, and schoolwide learner outcomes.

Prompt: Evaluate the adequacy of the policies to support the school’s vision, mission, and schoolwide learner outcomes through its programs and operations.


The Whittier Union High School District’s Board of Trustees are actively involved in establishing instructional direction, setting goals for student achievement, implementing policies, and monitoring of academic results. They do so through visits to the school sites, meetings with site leadership, and presentations by school staff. In order to stay in tune with instructional practices, our superintendent visits every classroom at every school four times per year. Through the development of support roles at the district level, the Board assists the school in reporting and analyzing data to improve instruction and refine school programs. While district-wide expectations are clearly in place, each school in the district is given a degree of latitude on how to implement the mission and vision based on the school’s particular strengths and unique staffing qualities and student needs, thereby fostering a spirit of innovation and empowering staff to make day-to-day decisions to help all students achieve. The overriding policy of the governing board and of the district is to do “Whatever It Takes” to assist students in their quest to reach their highest potential. This same philosophy guides the creation and refinement of the vision statement and SLOs at Whittier High School. Each year, at a regularly scheduled board meeting, the Whittier High School principal highlights one or more of the school’s programs that have advanced student achievement by doing “Whatever It Takes.” The Whittier Union High School District has worked industriously in its endeavor to become a Professional Learning Community (PLC). The publication Whatever It Takes: Guide to Instructional Direction (Version III) outlines the vision for the district.

Board of Trustees Minutes ● Superintendent Visit to

School Sites ● School Board Minutes ● Whatever It Takes: Guide

to Instructional Direction


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Understanding the Role of the Governing Board

Indicator: The school community understands the governing board’s role, including how parents can participate in the school’s governance.

Prompt: Evaluate the ways the school community and parents are informed as to how they can participate in the school’s governance.


Delegating implementation of the aforementioned policies has been accomplished using a variety of means: The district hosts a gathering prior to the first day of school, called Day One. All district employees assemble in the Whittier High School auditorium to listen to the superintendent’s message. Staff members are recognized for accomplishments, new administrators are introduced, and the superintendent, presents her motivational challenges for the upcoming school year as well as reviews the consistent message of the district’s Whatever It Takes: Guide to Instructional Direction. Whatever It Takes: Guide to Instructional Direction for the Whittier Union High School District (Version III, [reviewed and revised in 2011 with the support and help of teacher leaders, administrators, and district personnel]) is regularly used as a tool when delegating implementation of policies. The Board of Trustees, district administration, site administration, and staff leadership thoughtfully refer to the publication upon considering decisions. Principals from each site meet with the superintendent on a regular basis to report, discuss, and evaluate implementation of the “Whatever It Takes” policies. The Educational Services Department has played an integral role in providing support for Professional Learning Community (PLC) work by training course leads and department leaders in leadership skills on the use of EADMS (Educator’s Assessment Data Management System), providing pullout days to create and revise common assessments, processing and distributing common assessments to all sites, and reviewing protocol used for analyzing data. Whittier High School’s principal, Lori Eshilian, meets with course leads and department leaders in a general session at the beginning of each school year to outline the responsibilities of the positions regarding common assessments and data collection. She subsequently meets with each course lead periodically to receive updates. The course lead position is now in its seventh year of existence. The district created the position in order to facilitate the design and revision of curriculum, common assessments, data gathering, and data analysis. The district funds eight positions per site, with additional course leads funded with site categorical monies.

Day One Agenda ● Whatever It Takes: Guide

to Instructional Direction ● Best Practices Meetings ● Course Lead Meeting

Minutes ● School Site Council

Calendar ● DELAC/ELAC Calendar


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Whittier High School actively seeks input from all school community members. Further, we have a variety of groups in which parents can participate. The parent members of Whittier High School’s Site Council are elected by their peers; these Council members help to create the annual Whittier Single Plan for Student Achievement. Parents of English learners participate in the District’s English Language Advisory Committee (DELAC) and Whittier’s English Language Advisory Committee (ELAC), and both committees are required to sign off on the district’s Local Educational Agency (LEA) plan each year. The school encourages parents to attend monthly board meetings, ELAC meetings, as well as our School Site Council meetings. Each board meeting includes time for community comments, where parents can attend to voice concerns to board members or school administration. Furthermore, district parents have also contacted board members directly via e-mail, and this additional means of communication is further evidence of the district’s “Whatever it Takes” attitude toward student success and family support.

Governing Board’s Involvement in Review and Refinement

Indicator: The governing board is involved in the regular review and refinement of the school’s vision, mission and schoolwide learner outcomes.

Prompt: Evaluate the processes for involving the governing board in the regular review and refinement of the school’s vision, mission, and schoolwide learner outcomes.


Each year, the district school board approves the Single School Plan for student achievement. District administrators have been involved in Whatever It Takes meetings at which all sites deliver a report regarding progress on systematic interventions. Twice each year, Educational Services provides a forum for course leads and department leaders to report progress on common assessments in their respective departments. EADMS (Educator’s Assessment Data Management System) serves as a means by which Educational Services may monitor the administration of common assessments by individual teachers. Educational Services has also ensured that each department has a computer, printer, and EADMS (Educator’s Assessment Data Management System) scanner to facilitate the common assessment work. Assistant Superintendent of Educational Services Loring Davies meets with Superintendent Thorstenson regularly to inform her of Whittier High School’s progress regarding common assessments in

● Single School Plan ● Best Practices Calendar ● EADMS Reports

● Course-lead/Department

Meeting Minutes


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each department. Principals from all schools in the district meet to report on progress and foster collegiality. Superintendent Thorstenson meets annually with the Associated Students Body (ASB) of each site to discuss her goals with the students and receive valued input. The principal or assistant principal meet with course leads and department leaders throughout the year to monitor progress on common assessments. Course leads and department leaders refer to a list of guiding questions as an avenue for discussions. They also report on which specific courses common assessments have been developed for, how many common assessments have been developed, what those assessments consist of, how the current common assessments are evaluated, whether all the members of the department participated, how the data from those common assessments is shared with members of the department, successes of the development and implementation of common assessments in the department, impediments to the development and implementation of common assessments in the department, and resources needed for the continued development and use of common assessments.

Professional Staff and Governing Board

Indicator: There is clear understanding about the relationship between the governing board and the responsibilities of the professional staff.

Prompt: Determine whether there is clear understanding about the relationship between the governing board and the responsibilities of the professional staff and how that understanding is developed and maintained.


The district has worked industriously in its endeavor to become a Professional Learning Community (PLC). The publication Whatever It Takes: Guide to Instructional Direction for the Whittier Union High School District outlines the vision for the district: 1. The district is committed to following the State Instructional Materials Adoption Sequence. Staff has the opportunity to review and analyze materials before choosing textbooks. Each department leader participates in the Curriculum Improvement Team (CIT) for his/her specific department, where they meet with their fellow department leaders from the other sites in the district. One school administrator serves as facilitator for each CIT. The CIT is a venue through which discussions are held and decisions are made regarding textbook and material selection, course offerings, course content and common assessments. 2. Each site has developed frequent interim standards-based assessments (common assessments) that are administered to

● Whatever It Takes: Guide to Instructional Direction

● CIT Meeting Calendar ● Department Common

Assessment Calendars ● Quarterly Assessment Data

on EADMS ● Whittier High’s Pyramid of

Interventions ● Best Practices Calendar


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students to identify those who need immediate intervention and to assess the degree to which students are learning the standards. 3. Departments have implemented district-wide quarterly or semester-end common assessments. These assessments ensure that teachers provide all students with instruction driven by rigorous standards, which prepares them to meet the A-G requirements. 4. The Pyramid of Interventions has been developed to meet the specific needs of students at each site. Whittier High School’s systematic interventions include effective instruction, providing test-taking strategies, alignment of curriculum to standards, development and implementation of common assessments, subsequent adjustment of curriculum and re-teaching based on common assessment data, re-takes of assessments to demonstrate later mastery, tutorials at the end of each class period, summer school, adult school, class re-designation, parent-teacher conferences, peer counseling, Senators, and IEPs. 5. The district has established practices that each site follows for interim assessments. Teacher leaders (course leads, department chairs, and intervention specialists) have received training on proper protocol to use during common assessments data analysis meetings and regularly implement such protocol.

Board’s Evaluation/Monitoring Procedures

Indicator: There is clarity of the evaluation and monitoring procedures carried out by the governing board, including the review of student performance, overall school programs and operations, and the fiscal health of the school.

Prompt: Determine the degree to which there is clarity of the evaluation and monitoring procedures carried out by the governing board.


The governing board of the district helps to create evaluation and monitoring procedures for the schools in the district. Annually, each school presents to the board an analysis of the measurable objectives achieved by each of the district’s schools. These objectives include API (Academic Performance Index) and AYP (Academic Yearly Progress)scores, on-target numbers, graduation rates, and AP scores. The board also reviews Whittier’s Annual Report, which sets forth Whittier High School’s achievement results, strategies for improving those results, and any modifications to previous plans for improvement. The superintendent’s weekly board update also informs the board of student performance. Whittier High School regularly assesses its overall school operations. At Back-to-School Night, parents complete a survey regarding Whittier High School’s effectiveness in serving their children. Annual student and staff surveys provide feedback on all

● Annual Report ● Parent/ Student Surveys ● Board of Trustees annual

budget vote ● Bond Oversight Committee

Minutes ● District Budget Reports


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aspects of Whittier High School’s site operations, including our facilities and discipline procedures. The Bond Oversight Committee also provides feedback to the district on the use of bond funds to improve school facilities. The fiscal health of Whittier comes under regular review by the Board of Trustees in the district’s First and Second Interim Reports, which provide information on the district’s budget. Each spring the district’s associate superintendent of Business Services delivers budget information to the board in open session; they then vote on the district budget for the upcoming school year.

Complaint and Conflict Resolution Procedures

Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders are effective.

Prompt: Comment on the effectiveness of the established governing board/school’s complaint and conflict resolution procedures.


Every attempt is made to try to resolve issues, conflicts, and complaints “in house” here at Whittier. For those complaints that cannot be resolved, the Board of Trustee has in place the following uniform complaint procedure: “Complaints alleging unlawful discrimination or failure to comply with state or federal law in adult basic education, consolidated categorical aid programs, migrant education, vocational education, child care and development programs, child nutrition programs and special education programs must be made in writing and submitted to the District’s Compliance Officer. The District shall prepare and send the complainant a written report within thirty (30) days. If the complainant is dissatisfied with the compliance officer’s decision, he/she may, within five (5) days, file his/her complaint in writing with the Board of Trustees. If the Board does not wish to hear the complaint, then the compliance officer’s decision is final. All action related to a complaint must be completed within 60 days of receipt. A complainant can appeal a district’s decision within fifteen (15) days to the California Department of Education. Allegations not authorized by the Uniform Complaint Procedures: Child Abuse, Child Development (Health and Safety Issues), Discrimination in the Child Nutrition Program or Federal Offenses of Gender Equity, Employment Discrimination, and Fraud. For information about Civil Law Remedies regarding these allegations, please contact the District’s Compliance Officer, Mr. Loring Davies, (562) 698-8121, Ext. 1020.”

District Complaint Procedure Documents

School Board Minutes


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Conclusions



The Board of Trustees plays an integral role in our schools. Many members are longtime and/or lifetime Whittier residents. Board members have been involved with the community for many years and have sent their children to schools in the district. This gives members a unique perspective, allowing them to interact with the school not only as administrative personnel, but also as parents and community members who are directly impacted by the Board’s own decisions and policies.

Board of Trustees Meeting Minutes



The Board of Trustees works closely with Superintendent Thorstenson in making sure that ALL students receive a quality education. They follow all mandated procedures carefully and have built a strong, trusting relationship with the each school site and the Whittier community. The district’s Whatever it Takes: Guide to Instructional Direction along with all of the Board’s policies and procedures support our focus on the critical learner needs identified in our Self-Study process: Improve school-wide literacy, Increase academic growth of English Learners, and Increase opportunities for students to pursue post-secondary college and career opportunities. This is evidenced in words from the Whatever it Takes document: “We are committed to doing Whatever it Takes to prepare our students well for their futures…Whittier Union is dedicated to equity, access and excellence. A quality standards-driven instructional program that is consistently delivered ensures that circumstances of birth, socioeconomic status, language proficiency, or disability are not barriers to learning.”

Board of Trustees Meeting Minutes

Whatever it Takes: Guide to Instructional Direction


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A3. Leadership and Staff Criterion

Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic standards. 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.


Broad-Based and Collaborative

Indicator: The school’s planning process is broad-based, collaborative, and has commitment of the stakeholders, including the staff, students, and parents.

Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders, including the staff, students, and parents.


At Whittier High School, the school leadership and staff consistently make decisions and initiate activities that enable students to meet the vision statement and academic standards. Administrators, teachers, counselors, and support staff play a part in the decision-making process. Principal Lori Eshilian meets with the administrative team weekly in cabinet meetings to plan activities, evaluate data, and review the school-wide action plan. Each administrator presents updates regarding his/her respective department(s) and gathers data to be discussed among the team. The administrators prepare analysis of the data, which is then shared with the faculty leadership team. The leadership team meets bi-monthly, usually on the 2nd and 4th Thursday of the month, to continue analysis of the data and plan activities accordingly. Department leaders then meet with their respective departments to further analyze data and receive input from department members. Department leaders gather teacher input and report it to the principal or to the appropriate administrator. The administrative team, leadership council, and departments regularly analyze attendance records, academic grades (including the overall D/F rate and the D/F rate by subject), student demographics (such as male/female achievement), discipline (including the numbers of referrals, fights, and suspensions), the CAHSEE (California High School Exit Exam) passage rate, standardized test scores, and the on-target for graduation rate (especially at the ninth grade level). Each year, Whittier High School’s school site council reviews and approves the action plan. The school site council consists of administrators, teachers, parents, and students. Members of the council are forwarded a copy of the action plan for review prior to

● Summer Mailer ● Orientation Materials ● Intervention Coordinator

Job Description ● New Horizons Calendar ● Guidance Calendar ● Site Council Minutes ● Master Schedule


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the scheduled meeting. The administration presents background information pertinent to the action plan, including a review of the data that served as the impetus for the plan. Parents, students, and teachers ask questions about the action plan and often discussion amongst stakeholders ensues. When the school site council has reviewed all points of the action plan satisfactorily, the council votes on whether to approve the school-wide action plan. Subsequent decisions made by the school site council are considered with the action plan as the central guide.

School Plan Correlated to Student Learning

Indicator: The school’s Single Plan for Student Achievement is directly correlated to the analysis of student achievement data about the critical learner needs, schoolwide learner outcomes, and academic standards.

Prompt: How do staff ensure that the analysis of student achievement of the critical learner needs, schoolwide learner outcomes, and academic standards are incorporated into the plan and impact the development, implementation, and monitoring of the plan?


School-wide plan is implemented through leadership meetings, department meetings, district CIT (Curriculum Improvement Team Meetings), common assessments, course-specific collaboration, and data analysis.

Minutes of leadership, department, CIT, and course-alike meetings

EADMS reports for data analysis

Grade reports

Correlation between All Resources, Schoolwide Learner Outcomes, and Plan

Indicator: There is correlation between allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishing of the Single Plan for Student Achievement.

Prompt: Evaluate the degree to which the allocation of all resources support the implementation, monitoring, and accomplishment of the Single Plan for Student Achievement.


Whittier High School’s staff works collaboratively to ensure the accomplishment of the Single Plan reviewed and revised each year. This is done in numerous ways. For example, within some departments, teachers work together to help struggling students move to a new teacher at the end of a grading period (swapping students with an “F” or “D” grade). In addition, if a student is failing Algebra 1 at the end of 1st semester, counselors in the Guidance Office will put the student into a parallel math class (in addition to their Algebra 1 class). The

General budget

Title I budget

Perkins expenditures

Partnership Academy expenditures


55

parallel math class will help them with the concepts of Algebra 1. Those struggling with Geometry go into a Concepts of Geometry class to help with the basics. If a student earns a D in Algebra 1 at end of Freshman year, they retake Algebra 1. If the student earns a D in Algebra 1 during Sophomore year, he/she is automatically placed into the Concepts of Geometry class his/her Junior year. If he/she earns a D in Algebra 2 at end of 1st semester, the student will be placed into an Intro to Algebra 2 class during 2nd semester (which is only offered 2nd semester). Sophomores struggling with English skills (or those identified as potentially struggling with English go into an intervention class 2nd semester to offer additional help for the CAHSEE (California High School Exit Exam). The English department provides Academic English Skills classes to freshmen (and sophomores as needed) based on their entering CST and California English Language Development Test (CELDT) scores. CAHSEE (California High School Exit Exam) preparatory courses (Standards Review courses) are offered in English and math for juniors and seniors who have not passed the CAHSEE. The school provides 30-minute CAHSEE pullout sessions, offering one-on-one tutoring for juniors and/or seniors who have not passed either the English and/or math section(s) of the CAHSEE. Students are not removed from core classes for the pullout sessions. In the past, the Attendance Office, in coordination with administration and depending on available finances, will host a pizza party and award a certificate for all students with perfect attendance throughout the entire year (all grade levels). If a student has perfect attendance all four years while at Whittier High School, the yearbook advisor provides the student(s) with a free yearbook. If they have already purchased one, they receive a refund. In conjunction with district policies and state requirements, such as AB1802, the Guidance Office staff works diligently to prepare all students to meet the A-G requirements. Under the leadership of Assistant Principal of Guidance Devon Monson, the Guidance staff has been both creative and productive. The following is a list of programs and activities which the counselors and guidance staff have successfully implemented: Freshmen First Day - The day before the entire student body begins school, freshmen attend all their classes and meet their senators--juniors and seniors who work specifically with freshmen to help them be successful during their first year of high school. Senators are trained by teachers and counselors and participate in Freshman

Bond expenditures

Re-allocation of class sections at semester based on student grades/achievement

Master schedule


56

Orientation. They conduct activities to help students connect to school. Throughout the school year, senators serve as mentors to ninth grade students. Some activities senators have held are movie night, final exam review sessions, and tailgating parties prior to freshman football games. Senators also assist in directing families during Back to School night and Future Frosh Night. Bridge Program - Students who come to Whittier High School scoring low on the English Assessment Test or deficient in their math credits are placed in the Bridge Program. Middle school counselors and teachers may also identify Bridge students through Campus Watch forms. Bridge students are required to take a Bridge summer school class along with Guided Study and Academic English Skills during the school year. The Bridge program provides students with the opportunity to increase their reading and math skills with the help of their Guided Study teacher and the Academic Mentors who work with them in small groups and individually. There is also a Biology review component as all freshmen take college preparatory Biology. Additionally, departments are evaluating student struggles after the first semester and adjusting schedules accordingly, including placing students in remedial courses to ensure success. Parent Power - This event is held in the summer for parents and incoming freshmen. Parents learn about the school leadership team, bell schedule, academic course offerings, behavior expectations, extra-curricular activities, and A-G college entrance requirements. The counseling staff emphasizes the importance of partnering with parents for maximum student success. Freshman First Day / Link Crew Orientation - Incoming ninth grade students are required to participate in a one-day orientation the week before school begins. Students spend the day on campus with senators, counselors, and administrators for team building, and to learn strategies that will help them succeed as a high school student. Freshman Reality Check - Counselors teach ninth graders how to read a transcript, examine their current academic standing, and review the A-G college requirements. Sophomore Sink or Swim - As tenth graders, students examine their current academic standing, learn how to make up credits, and review the A-G college requirements. Some students consider placement at an alternative educational site within the district (Frontier or Sierra Vista High School). Junior Jump Start - Eleventh graders examine their current academic standing, review how to make up credits, and review the A-G college requirements. Again, some students consider


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placement at an alternative educational site within the district (Frontier or Sierra Vista High School). Senior Action Plan - Twelfth grade students examine transcripts and write down exactly what they need to complete during their senior year in order to graduate. They also evaluate the A-G college requirements and their completion of them. Individual Academic Counseling - Counselors meet with students on an individual level throughout the year concerning course selection, credits, A-G college requirements, and post-secondary options. Pre-Programming - In order to determine summer and fall semester class selection, counselors meet with ninth, tenth, and eleventh grade students during the spring semester (March/April) and review the A-G college requirements. The New Horizons Office provides guidance and activities for students seeking post-secondary options after high school. Activities include: Junior Parent Night - Junior parents and students are invited to a presentation in late spring where they receive information on colleges, deadlines, and how to be college ready for the fall. There is an average of four college presenters, one from each of the four systems. Parents and students are also given handouts with information and useful websites to follow. Senior Parent Night - In the fall, senior parents attend a follow up presentation. In this presentation, parents are reintroduced to the topics from the spring junior parent night and receive updated information. This event is particularly important for parents who missed the presentation in the spring. This presentation goes hand in hand with our fall college kickoff which is an event geared toward students. College Kick-Off – This is a presentation provided to twelfth grade students who are eligible to apply to a four-year university in which application and financial aid deadlines are highlighted. Financial Aid Night - Students and parents attend a presentation to hear a college representative speak about the different facets of financial aid. Parents and students also receive assistance on the step-by-step process of applying for financial aid online. Cash for College Night - This is an additional financial aid presentation focused on completing the FAFSA (Free Application for Federal Student Aid) form correctly. A $1,000 scholarship is given to one student in attendance.


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Community College Events - Weekly visits from Rio Hondo Community College representatives and presentations by New Horizons offer information to students concerning the community college application process. Rio Hondo offers its assessment test at Whittier High School to graduating seniors during the spring semester. Whittier High School conducts field trips to Cerritos College and Rio Hondo College for seniors in the spring. College Fairs - Students can attend the district college fair in the fall. College Tours - AVID, Puente, New Horizons, and the Cardinal Computer Academy take students on college tours to schools on the West Coast, mostly in California. Senior Surveys - Twelfth grade students list their post-secondary plans. The New Horizons staff compiles and posts the data on the bulletin boards in the Administration building. University Admissions Counselors - Representatives from various schools come to speak to students about the advantages of attending their respective university. College and University Guest Speakers - Students can obtain information and ask questions from college recruiters. Coordinating Events and Speakers - College and career counselors host vocational college representatives. Working in conjunction with the staff of the New Horizons Office, a faculty member serves as the College Career Coordinator on campus. The teacher is given a release period to plan presentations from various college representatives, as well as various career presentations for students. Block Schedule With Embedded Support - The Whittier High School Secondary Education Association members voted in March 2006, and approved the new bell schedule, which was implemented in the fall of 2006. The uniqueness of Whittier High School’s block schedule is its embedded support component. Each block consists of 100 minutes of instruction and 20 minutes of embedded support. Teachers require students who have not met various criteria, such as understanding the day’s material, maintaining acceptable attendance, earning proficient test scores, or earning a class grade of C or better to remain in class for embedded support. During this time, students may make up missing or late assignments, retake a test, practice a skill, review a concept, etc. Embedded support is built into the schedule to provide opportunities for student improvement.


59

Additionally, the results of the block schedule site waiver vote over the last 6-7 years have become more favorable, gaining support and implementation from a vast majority of certificated staff members. Melanie Lopez , Categorical Program Counselor - The administration created this position this school year to assign a person to meet with a group of English Learners. Melanie meets with students once a week in the Guidance Office to discuss their academic successes, challenges, and progression. Intervention Coordinator - The administration created the position of Intervention Coordinator two years ago for the purpose of exploring and implementing various intervention programs to increase A-G completion rate, on-target rate, and overall student success rate. The intervention coordinator is also responsible for the Senators program.

Conclusions



Whittier High’s staff is highly effective in supporting student success. Through the “Whatever it Takes” model, teachers are well prepared to address student needs. The guidance office has established numerous interventions to support student success in the classroom. Summer professional development has also given teachers the opportunity to develop best practices and prepare for the upcoming Common Core testing. Due to the implementation of these strategies, student completion of the A-G college entrance requirement has increased along with students enrolling in AP and Honors courses. This has only been done through the collaborative efforts of all key stakeholders in the process.

Leadership minutes

Pyramid of Interventions

District Summer Professional Development



Whittier High School teachers work closely with administrators to ensure that we are highly effective in meeting our school’s critical academic needs. All teachers have a targeted focus on our English Learner (EL) students. Teachers are aware of the student designations and have implemented researched based strategies in order to improve achievement. We need to continue to build strong relationships with community members, and most importantly, parents of our students. We continue to analyze or progress and continue to implement strategies which will bring success to our English Learner (EL) population.

Increased A-G rate and attendance at college related activities and information nights.

Leadership minutes

Department Meetings


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A qualified staff facilitates achievement of the academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development.


Employment Policies and Practices

Indicator: The school has clear employment policies and practices related to qualification requirements of staff.

Prompt: Evaluate the clarity of employment policies and practices related to qualification/statutory requirements of current and potential staff for all programs, including all types of online instruction and specialized programs such as college/career preparation.


All teachers at Whittier High School are highly qualified as a result of significant efforts at the site and district levels. All current teachers are fully credentialed and CLAD certified, making for a teaching staff that is better prepared to address the needs of its student population. The district hiring process is in-depth and designed to ensure that only highly qualified teachers are hired. Using the projected enrollment numbers as a guide, the assistant superintendent of education services, in conjunction with the assistant superintendent of personnel services, determine the staffing numbers for Whittier High School. Simultaneously, the assistant principal of Guidance and the assistant principal of Curriculum work to create the master schedule based on the student course requests collected by counselors during student programming. When additional teachers are needed, based on allocations of staffing and/or requests of students for classes, new teachers may need to be hired. Given Whittier High School’s status as a Title 1 school, this hiring process has certainly been a top priority, particularly as it relates to ensuring all its teachers have met CLAD certification for our English Learner population. Additionally, numerous teachers hold advanced post-graduate degrees. Whittier High School has an extensive program of professional development that enables all staff, including paraprofessionals, to focus on supporting student achievement of academic standards and the SLOs (Student Learner Outcomes). Although we no longer have professional development days funded by the state, the efficient use of our categorical budget ensures that teachers have ample opportunities to participate in professional development both on site, at the district, and through other off-site trainings. District-wide, department leaders engage in subject specific Curriculum Improvement Teams (CITs) who act as the decision

● School Accountability Report Card

● Staff Development Agendas

● CIT Minutes

● Rosters of Staff Development

● Teacher Power Training Agendas

● BTSA Visitation Schedule

● CKH training rosters

● Data Walks Agendas


61

making body for that particular subject. CIT participants act as the liaisons between school site issues and district administration, allowing for dialogue amongst teachers in the development of courses of study, aligned to essential standards and measured by district common assessments. The district offers a variety of ongoing professional development opportunities for all staff through the Educational Services Division using Title 2 monies. These include California Standards Test (CST) debriefs, Integrating Technology for English Language Learners (iTELL) training, Strategic Alternative Learning Techniques (SALT) training (content-area literacy), leadership development days, Thinking Maps workshops, district Best Practices meetings (including common assessment and pacing guide revisions), and workshops focused on integrating educational technology and software: Synergy [online grading/attendance program], Moodle [web-based storage and sharing], iPads, Mobi clickers (individual student response system), interactive white boards, document cameras, and Study Island (online CAHSEE prep program for individual skill practice). Other collaborative opportunities include articulation time with middle school feeders at least twice each year and site planning time for groups of teachers, such as the Cardinal Computer Academy, AP, and AVID. Both Whittier High School and the district cooperate in the early training and induction of new teachers. Prior to the beginning of each new school year, all teachers new to the district must engage in Teacher Power, a two day training institute, where teachers learn district and site policies as well as specific teaching strategies and best practices. Teacher Power is facilitated by the District New Teacher Advisors (DNTAs) and attended by both district and site administrators. Many teachers new to the district participate in at least one year of support provided by the DNTAs. Beginning Teacher Support and Assessment (BTSA) participants are required to engage in a two-year induction program to ultimately clear their credential; additionally, they must create an extensive portfolio of reflections on their teachings and documentation of professional growth. Some processes that these new teachers engage in are: analyses of student work, parent communication techniques, in-depth studies of student profiles to better gauge student needs, and multiple seminars offered by the district and the Los Angeles County Office of Education that include focus topics such as Equity in the Classroom, English Language Learners, Health and Safety and Special Populations. Collaborative weekly meetings with a trained DNTA allow for both formal and informal dialogue and feedback regarding best teaching practices. For all teachers specifically new to Whittier High School, site administrators and teacher-leaders conduct a full day seminar before school begins to address needs, questions, and pertinent issues that new teachers experience.


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Whittier High School has focused on improving instructional practice and student achievement with a priority on rigor, relevance, and relationships. Within that global priority is a laser-like focus on reducing the achievement gap between our English Learners and English only students. Toward that end, most of Whittier High School’s staff has been trained in the Flippen Group’s Capturing Kids’ Hearts (CKH). AVID Path trainings have included English Language Learners along with Critical Reading, as well as content-specific strategies in math, science, English, and social studies that focus on increasing writing, inquiry, collaboration, and reading into daily instructional practice. Capturing Kids’ Hearts has sought to increase the tools available to teachers for building relational capacity with students to create a healthy, positive culture where students increase their self-managing skills and hold each other accountable both inside the classroom and across the campus. To date, the majority of Whittier High School teachers have attended these trainings with strategies modeled by teacher leaders and members of the administrative team. Informal walk-throughs as well as formal observations assist in measuring the frequency with which teachers use these high yield practices. Content area teachers also attend Kate Kinsella trainings in literacy strategies in preparation for the Common Core Standards. In the Practical Arts Department, Career Technical Education teachers and ROP teachers attend content based training to develop updated and revised skills necessary for their courses. Academy instructors who test for Microsoft Certifications are certified as Microsoft Office Specialists.

Qualifications of Staff

Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training and preparation.

Prompt: Evaluate the procedures to ensure all staff members in all programs, including online instruction based on staff background, training and preparation are qualified for their responsibilities within any type of instruction to ensure quality student learning.


The staff is aware of the district’s expectations for qualified, well-trained teachers. In addition to appropriate qualifications, the district personnel inform all staff members of the district’s standards of professional conduct. Assistant Superintendent of Personnel Martin Plourde visits Whittier High School each fall to review appropriate standards for school employees. Each staff member receives a pamphlet detailing these standards of conduct. The district provides all certificated staff with the services of a district credential supervisor who oversees the credential status of

Day 1 Agenda Pamphlets provided by

district Personnel records


63

each staff member. The district’s Personnel Department ensures that our staff is qualified based on background, training, and preparation. The district uses EDjoin to screen applicants; moreover, an applicant must be CLAD certified and fully credentialed to merit an interview. Additionally, Whittier High School employs a number of teachers who are National Board trained and certified. The district encourages teachers each year to consider becoming National Board certified.

Maximum Use of Staff Expertise

Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and specialized programs so that the expertise of the staff members is maximized in relation to impact on quality student learning.

Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process to ensure all staff are qualified and prepared or their responsibilities including any type of online instruction.


Each spring, Whittier High School staff members complete a District Site Placement Survey in which they indicate their preferred site assignments, as well as preferred teaching assignments for the upcoming school year. This district survey asks for updates about teachers’ current credential status along with continuing education related to professional development. The department chairs confer with site administrators and use this information to create the upcoming year’s master schedule. All teachers are required to possess the necessary credentials for all subjects they teach, and this requirement is reviewed annually by the district personnel department to ensure all requirements are current. This strategic staffing procedure ensures appropriate placement of staff within each department.

District Personnel records

Defining and Understanding Practices/Relationships

Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.

Prompt: Evaluate the administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty.


The district’s Whatever It Takes: Guide to Instructional Direction (Version III) clearly defines professional responsibilities and policies for administration and faculty. As reiterated in these

Whatever It Takes workshop minutes

Copy of Whatever It


64

documents, all staff members are dedicated to focusing on student learning and are assigned positions that will best utilize their knowledge and expertise. Teachers wrote and revised this document.

Takes: Guide to Instructional Direction

Internal Communication and Planning

Indicator: The school has effective existing structures for internal communication, planning, and resolving differences.

Prompt: How effective are the existing structures for internal communication, planning, and resolving differences?


Face-to-face meetings, internal memos, e-mail, and voicemail help accomplish professional communication between administration, faculty, and staff. All teachers have access to e-mail; this is the most common and effective means of disseminating information. Recently, our staff has sought out additional means of sharing campus information; this includes a school Twitter account maintained by the ASB (Associated Student Body) advisors as a means of informing students of upcoming events. Department and subject-alike meetings also provide numerous opportunities to distribute information from administrators to staff. Department chairs act as liaisons between administration and staff in order to facilitate the transfer of information and feedback. Leadership meetings provide a forum for administration and department chairs to discuss issues; department chairs then take relevant topics to department meetings, gather feedback and/or data, and return to subsequent leadership meetings to share information and determine appropriate action. This cyclical communication occurs regularly, and facilitates the transfer of accurate and timely information between administrators, teachers, and staff members. In addition, all staff attends regular meetings to address school-wide policies and issues that affect all stakeholders. Whittier High School also employs many additional forms of communication including Best Practices meetings, Moodle postings, and Period-by-Period conferences for various events, including The Great Shakeout Drill, CAHSEE (California High School Exit Exam) and CST (California Standards Test) preparation, and other major events or issues. For the last five years, Whittier High School’s principal has e-mailed The Cardinal Communique, a weekly campus update, reporting on significant issues relevant to the faculty and staff and looking ahead to important events. This weekly e-mail helps to create staff unity and keeps all staff members connected to what is happening on campus.

Administrative calendars Administrative

documentation Cardinal Communique WHS web link to Twitter

account Staff information training

dates & minutes for drills, CST/CAHSEE administration

Moodle link on district website


65

Staff Actions/Accountability to Support Learning

Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs. This includes an evaluation of the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentoring, group presentations.

Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs? Provide representative examples and data regarding impact on student learning.


The district’s Whatever It Takes: Guide to Instructional Direction (Version III) guides instruction at Whittier High School. The main goal of this living document is to support student learning using collaboration, common assessments, data analysis, and best practices to promote student achievement. District-wide, department leaders engage in subject specific Curriculum Improvement Teams (CITs) that act as the decision-making body for that particular subject. CIT participants act as the liaisons between school site issues and district administration, allowing for dialogue amongst teachers in the development of courses of study, aligned to essential standards and measured by district common assessments. All core subjects and some levels of World Language at Whittier High School have course-leads who facilitate meetings for the course subject-alike team and work with other district course leads to develop and refine common assessments and practices. The course lead is instrumental in guiding the on-site collaborative creation and implementation of the curriculum for that subject. Course leads and department chairs also act as liaisons between the district and the on-site faculty, sharing student performance data and proposed common assessments for review and analysis. New teachers, in particular, are provided several opportunities for support. Recently hired teachers receive mentoring support through the BTSA (Beginning Teacher Support and Assessment) Induction program and Teacher Power workshops during the summer. New teachers also meet regularly with the principal and department chair to discuss concerns, share successes, and address classroom needs.

Copy of Whatever it Takes: Guide to Instructional Direction

CIT meeting minutes Best Practices meeting

minutes Course-alike meeting

minutes BTSA records Teacher Power agendas


66

Evaluation of Existing Processes

Indicator: The school leadership regularly reviews the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning.

Prompt: To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning?


Bi-monthly leadership meetings address school-wide needs, faculty meetings held quarterly also address student needs and district and school site professional development and collaboration provide the opportunity to revisit and revise plans to address student needs. The district also provides regular technical training for teachers to expand their methodology in reaching students and communicating with parents.

Leadership minutes

Faculty meeting agendas

School calendar

District calendar

Conclusions



Staff surveys are enlisted yearly and feedback is required following each leadership meeting to analyze the input of staff to leadership meeting agenda items.

Staff surveys

Leadership meetings/agendas

Department meetings/agendas



100% of WHS teachers are highly qualified and meet all NCLB criteria including CLAD certification. They are well prepared to meet the diverse needs of our student body. WHS has focused all professional development in the last five years on the needs of our most academically at risk students through our Schoolwide Title1 Plan that is aligned to our Single School Action Plan. We will continue to address the critical needs of all students to improve literacy skills, and to ensure that they are fully prepared for all post-secondary college and career opportunities through the development of higher level 21st century skills.

Master schedule

Reallocation of sections at semester based on student progress

Teacher schedules


67


Leadership and staff are involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs.


Support of Professional Development

Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the schoolwide learner outcomes.

Prompt: How effective is the support of professional development/learning? Provide evidence and examples.


The leadership and staff at Whittier High School engage in continuous data analysis in order to provide a specific focus in identifying student learning needs. Faculty and staff are supported through the scheduling of staff development days at the beginning of the school year that are focused on providing training in various programs such as literacy strategies in all disciplines, implementation of the Professional Learning Communities (PLCs), development and implementation of our student Positive Behavior Intervention and Support program (PBIS), development of teacher preparation for standardized testing, NCLB (No Child Left Behind) guidelines, EADMS (Educator’s Assessment Data Management System) training, and new district directions and goals. In order to maintain our positive progress, the leadership and staff are continually seeking ways to further improve. One such strategy has been the development of an alternative bell schedule. Whittier High School has adopted a block schedule with embedded support for each course built into the school day. Students begin school at 9:00 am on Monday while teachers engage in professional development activities from 7:30 to 8:45 am. Departments use this time to continue reviewing and revising their curriculum. Content area meetings also take place in which teachers analyze common assessment data and share best practices for teaching a particular strand or concept. Tuesdays through Fridays serve as an alternating block schedule with each block lasting 120 minutes in length. The last 20 minutes is referred to as embedded support, where teachers provide additional support to students. Embedded support has played a role in the decrease of D/F rates. Another resource that is currently in use as a tool for studying data is the EADMS (Educator’s Assessment Data Management System) technology program. With this tool, teachers, subject-alike classes, department chairs, teacher-leaders, and administrators can stratify student data for specific results relating to common assessments,

● Summer Workshops Agendas

● Cardinal Camp Agenda ● EADMS (Educator’s

Assessment Data Management System) Data

● Bell Schedule ● Leadership Agendas ● Course-alike and

Department Meeting Agendas

● Workshop Materials ● PBIS workshop/meeting

minutes ● Evaluation Forms ● District Calendar of

Workshops ● Summer Workshops ● School Site Council

Agendas/Minutes ● Senator Constitution ● Master Schedule ● Saturday School Schedule ● District Training Schedule ● Leadership Training

Agenda ● Course-alike Best Practices

meeting minutes ● CST (California Standards

Test) Scores ● CAHSEE scores ● District Calendar of Events ● District records


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quarter assessments, CST (California Standards Test) and CAHSEE (California High School Exit Exam) results, and particular content standards. Whittier High School’s teachers and counselors attend a variety of professional development opportunities using categorical funding. These include College Board AP trainings, AVID Path and Summer Institute training, Capturing Kids Hearts training, LACOE (Los Angeles County Office of Education) sponsored English Learner training, California Association for Bilingual Education (CABE) conferences, California Association of Directors Activities (CADA) conferences, Educating for Careers, Partnership Academy training, and Career Technical Education CTE Pathway training. Teacher leaders attend leadership development training and participate in district and site-specific pullout days to hone their skills in working with their colleagues, pulling and analyzing common assessment data, and sharing best instructional practices. All of these support our district and site mission of ensuring rigor, relevance, and relationships with students. Our School Site Council is another group that is responsible for decision making on expenditures at Whittier High School. This group is made up of faculty, staff, administrators, students, and parents. They evaluate expenditures for educational purposes that can include professional development opportunities, purchasing new and innovative materials and equipment for the classrooms, as well as approving field trips. The variety of viewpoints provided by this group contributes to student and teacher success. Our Bridge Program (also known as Guided Study) is a program in which middle school counselors and teachers refer students based on test scores, achievement, and behavioral issues. Whittier High School counselors send Campus Watch forms to middle school counselors at the end of the year for completion/referral. These students’ parents receive a letter informing them that their child has been selected for the Whittier High School Summer Bridge program. Bridge students take Summer Bridge and Intro to Algebra. The only required yearlong class is Guided Study, and students are placed in Academic English Skills based on CELDT (California English Language Development Test) and CST (California Standards Test) scores. Whittier High School has one state-funding supported California Technical Education (CTE) partnership academy, the Cardinal Computer Academy, which has existed at Whittier High School for 25 years. At least half of the academy’s entering students are identified as at risk based on credits, grades, demographics. Over

● Summer Workshop meeting agendas

● Course-alike Meeting Minutes

● D/F Rates ● Capturing Kids Hearts ● Thinking Maps Training ● Puente Training ● California Partnership

Academy Training ● Intervention Meetings ● Technology Training ● Coordinator/Advisor

training ● Action Plan ● Campus Watch Form ● Master Schedule ● Parent Power meeting

agendas ● Academy yearly report ● Rio Hondo College

Articulation Agreements ● Certiport transcripts for

student certifications ● On Track Graduation Rates ● D/F Rates ● Saturday School

Attendance Records ● Increase in A-G

completion Rates


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the last six years, the A-G completion rate for the academy has surpassed the school average and the graduation rate has consistently ranged between 95-100%. Students earn college credit through articulation agreements with Rio Hondo College or receive college credit if they attend an American Council on Education (ACE) accredited college through their International Microsoft Certifications earned in their classes. Community connections are fostered through the junior year community mentor program and through the 40-hour community service requirement as well as internships, which are now connected to the senior project. WHS Senators is another critical organization of dedicated upperclassman, along with a sophomore group called the A-team, who help freshmen adjust to the transition between middle school and high school. Senators, also called Link Crew leaders, greet the freshmen and create a special welcome for them at freshman orientation. Senators help to keep freshmen on the path toward graduation, as well as help create a smoother transition for freshmen to their new high school campus. Senators promote tolerance, and while allowing competition among classes, foster a stronger bond between the classes. Link Crew leaders are role models and act as such. Link Crew leaders also bond with the freshmen and try to give them a grand experience so that they will always remember Whittier High School in a positive manner. Because of the California High School Exit Exam (CAHSEE) statewide requirement, Whittier High School has implemented parallel CAHSEE classes, CAHSEE pre-test exams, CAHSEE tutorials and Saturday CAHSEE prep workshops. These efforts have resulted in improvement of both passage rates and proficiency rates. In addition, seniors who have not passed the CAHSEE are placed in intensive one-on-one preparation classes. The district provides the curriculum and training for the courses. As a result of these efforts, all seniors passed the CAHSEE in 2010. Prior to the beginning of each school year, the administration and leadership team take part in a full-day retreat focusing on policy making and the identification and implementation of yearly goals regarding student improvement and success.

Supervision and Evaluation

Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff.

Prompt: How effective are the school’s supervision and evaluation procedures?


Whittier High School evaluates each of its teachers following the California Evaluation Standards for teachers as outlined in California Education Code. Tenured teachers in an evaluation year will have a minimum of two observations by an administrator

● PAR Program records ● Informal Observations

records ● Formal Observations,


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followed by reviews. The evaluation year provides the opportunity for specific feedback and further growth. Teachers receiving a “needs improvement” evaluation are encouraged to participate in a voluntary Peer Assistance Review Program (PAR). They receive ongoing support from their department chairs, WHS’s Instructional Coach, and the evaluating administrator. If they participate in the PAR program, they are also provided with a PAR teacher who provides weekly and monthly support on effective instruction, planning, and classroom management. All Whittier High School teachers are CLAD certified; district-sponsored agreements with various local colleges to deliver CLAD using various modalities (test prep, online course work, and traditional courses) helped support this effort. To accelerate completion of CLAD certification, the district provided stipends as an incentive for all teachers to meet this requirement.

Evaluations, Meetings records

● District Records ● Instructional Rounds

Documentation

Measurable Effect of Professional Development

Indicator: There are effective operating processes that determine the measurable effect of professional development, coaching, and mentoring on student performance.

Prompt: Comment on the effectiveness of the processes in determining the measurable effect of professional development, coaching, and mentoring on student performance. Provide evidence about whether the professional development/learning has had a positive impact on student learning.


Over the past several years, the staff has attended a significant number of professional development trainings related to the establishment and maintenance of PLCs (Professional Learning Communities). Course leads regularly facilitate communication between district schools, as evidenced by the development and refinement of common assessments. Furthermore, the continued upward trend of Whittier High School’s API (Academic Performance Index) score provides evidence of the effectiveness of these trainings and communications. The analysis of student performance indicators such as CST (California Standards Test) scores, CAHSEE (California High School Exit Exam) results, A-G completion rates, and the number of students taking Advanced Placement (AP) courses is a common practice at Whittier High School to measure the effect of professional development on student performance. We have seen significant growth in all measures of student achievement in the last six years. The percent of 9th, 10th, and 11th grade students on target for graduation has steadily increased since 2006. In the 2011/2012 school year, 95.8% of 11th grade students were on target for graduation. Since 2006, the percentage of 10th grade students who passed both the English Language Arts and math component of the CAHSEE (California High School Exit

● Common Assessment Data ● Achievement Data of

Guided Study Students and Athletes

● Athletic and Cheer Grade Checks

● Participation/enrollment records in PREP Classes

● Master schedule


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Exam) has increased dramatically as well. In line with our school mission statement, we have increased A-G completion rates among graduates from 27.1% in 2006 to 52.7% in 2012. Similarly, we have seen net increases in math, English, social studies, and science performance as evidenced by CST (California Standards Test) proficiency scores.

Conclusions



Whittier High School staff members provide a positive environment for students to succeed in, both academically and socially. Staff will frequently meet with each other and with personnel and colleagues from other sites throughout the district. Through these site and district meetings, we have developed our programs, such as Senators, brought the LEARN program to our campus, and developed an Embedded Support bell schedule to meet the needs of our students. Whittier High School teachers are given many opportunities towards professional development. This takes place through both department and course-alike meetings on campus and best practices and summer professional development at the district office. Whittier High School administration follows all district and state guidelines for evaluation. The district personnel office annually reviews the evaluation process with administrators.

Department Meetings

CIT Meetings

Learn Program

Bell Schedule

Summer Professional Development

Evaluation forms



Whittier High school data continues to show improvement on CST scores and students narrowing the achievement gap. Whittier High staff will continue to schedule staff development time for curriculum writing and alignment. We need to continue targeting best practices for our English Language students. We have identified the needs of our students to understand and use academic vocabulary school-wide. Whittier staff will continue implementing strategies for these students to read, write, and speak using academic language.

● College Applications and Acceptances

● CST data ● API data ● Summer Professional

Development ● Department meeting

minutes


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A6. Resources Criterion

The human, material, physical, and financial resources are 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 schoolwide learner outcomes.


Allocation Decisions

Indicator: There is a relationship between the decisions about resource allocations, the school’s vision, mission, and student achievement of the schoolwide learner outcomes and the academic standards. The school leadership and staff are involved in the resource allocation decisions.

Prompt: To what extent are resources allocated to meet the school’s vision, mission, and student achievement of the critical learner needs, the schoolwide learner outcomes and the academic standards. Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning?


The purpose of the school budget is to allocate resources appropriately to meet the identified needs of the students and staff. The budget allocation decisions are based on our Single School Plan with a specific focus on our identified Critical Learner Needs. Several times per year, the principal meets with the assistant principal of Curriculum (APC) and the New Horizons director to allocate funds and revisit the budget. Adjustments are made when needed to ensure the funds are spent effectively and wisely. The New Horizons director manages the categorical funds while the APC manages the instructional budget for the entire school. The APC also manages a variety of additional budgets including Academy and specialized grants. Depending on the budget, staff members working in programs funded by the specific budget are included in resource allocation decisions. The assistant principal of Business and Activities (APBA) oversees the ASB and Facilities budgets. The ASB clerk is responsible for the day to day protocols for the spending of ASB funds. The ASB students are responsible for reviewing proposed expenditures during their weekly meetings. During the 2012-2013 academic year, Whittier High School had 94 teachers, down from 107 in 2006-2007. We have four administrators, five guidance counselors, one Dean of Students, one New Horizons Director and four ROP instructors. Classified staff includes 22 instructional aides, 12 office clerks, one school psychologist, one speech and language pathologist, one part time assistant speech and language pathologist, one Special Education Department Career Connection counselor, one PREP program coordinator, 11 Cafeteria staff, one auditorium manager, none

Personnel Records ● Job Descriptions ● Campus Map ● Building Inspection and

Construction Schedule ● Event Calendar and

Contracts in Activities Office

● District Office records ● Title I Plan ● School- Wide Action Plan ● Title II Plan ● Department Meeting

Minutes ● CIT Minutes ● Best Practices Agenda ● Pacing Guides ● CST ● Percentage of Socio-

economically Disadvantaged students


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onsite maintenance personnel, five security personnel, one probation officer, and one full time School Resource Officer (SRO) from the Whittier Police Department. Whittier High School utilizes a wide array of state and federal categorical monies, in addition to general fund monies, to support student success in meeting standards and Schoolwide Learner Outcomes (SLOs) in accordance with the legal intent of each program. Categorical money is spent on salaries, staff development, training/conferences, instructional materials and equipment. The budget for Title I was $377,830 in 2011-2012. Title I money is used for Academic English Skills course sections and reading materials to supplement classroom libraries. Title I also funds Guided Study course sections and supplemental parallel math classes for 9th and 10th grade students. Title I money was used to purchase three computers carts. Additionally, Title I funds purchased computers for the computer lab. The Title I American Recovery and Reinvestment Act of 2009 (ARRA) was a one-time fund. Purchased with the funds were ELMO document cameras, Mobile Presentation Workstands, Mobi systems (individual student response systems), calculators, Thinking Maps materials/trainings, Buckle Down California Standards Review books and MyAccess (online writing program) student subscriptions. Also, funds went toward summer institutes for AVID, geography, physics, and Spanish courses. The combined budgets for Economic Impact AID (EIA) and Expanded Horizons for 2011-2012 was $168,097. The EIA fund pays for equipment, training and supplemental materials and services to support English Learners and economically disadvantaged students. The Expanded Horizons fund supports the instruction of students, school programs, cultural extracurricular activities and career/college guidance to students. Additionally, Whittier High School accesses Title II monies for staff development and for course- alike incentives when students have achieved CST (California Standards Test) target scores. Coordinating resources to maximize student success is a primary goal. This strategy has served us well in supporting programs that ensure students exceed expectations of attaining the standards and ESLRs. First and foremost, resources are driven by the needs of students. Throughout the year, teachers analyze assessment data using a variety of configurations. This begins in the first department meetings and our schoolwide Data and Donuts meeting, where CST (California Standards Test) data is reviewed, paying particular attention to strand/cluster information. CST analysis is focused on areas of strength and areas for improvement. From there, subject-alike teachers develop action plans focused on improving strand success that include revision of pacing guides, recycling of concepts on common assessments, and in sharing instructional


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practices that are proven to be most effective. This process continues throughout the year through the ongoing and systematic analysis of formative data, quarterly common assessments, and other site-based interim assessments that the math, science, English, social studies, and world language departments analyze regularly. Course leaders ensure that their teams develop and follow common pacing guides as well as create, administer, scan, and analyze common assessments using the subject-alike late start meetings. Course leads meet several times each year to share best practices, set improvement goals, and practice protocols to improve their collective efforts. As a result of these meetings, departments share best practices with the school. ROP (Regional Occupational Programs) are supported through Tri Cities ROP. Funds are allocated through the ROP Administration based on the needs and availability throughout three serviced cities: Whittier, Santa Fe Springs, and Pico Rivera. The various resources described above are examples of monies being allocated to address the needs of students and have resulted in significant improvement in student achievement. As a result of these efforts, Whittier’s API (Academic Performance Index) has increased significantly (nearly 90 points since the last full WASC visit), and we have experienced increased numbers of students achieving proficiency on the CST (California Standards Test). Whittier’s commitment to material and physical resources is also tied to the needs of students. For instance, a significant amount of technology has been purchased in recent years to increase relevance and student engagement during instruction including Mobi clickers (individual student response system), MyAccess and TurnItIn.com (online writing programs) and Pole Vault systems (AV switching and control systems with ceiling mounted projectors) in classrooms. Given that more than 75% of Whittier High School students are socio-economically disadvantaged, providing access to computers for research, word processing, and the development of research presentations ensures students’ successful completion of grade level benchmarks and their Senior Project; such assessments serve as the best culminating analysis of students’ achievement of our ESLRs. As a result, Whittier High School has invested in two hard-wired labs, three laptop carts, and two iPad carts for use in all subject areas.


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Practices

Indicator: There are processes operating in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)

Prompt: Evaluate the effectiveness of the school’s processes in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)


There are processes operating in relationship to district practices for developing an annual budget, conducting an annual audit, and at all times conducting quality business and accounting practices, including protections against mishandling of institutional funds.

● Budget Reports ● School Budget protocol ● District Budget protocol

Facilities

Indicator: The school’s facilities are adequate to meet the school’s vision, mission, schoolwide learner outcomes; the educational program and are safe, functional, and well-maintained.

Prompt: Specifically, to what extent do the facilities support the school’s vision, mission, schoolwide learner outcomes, the educational program, and the health and safety needs of students?


The school plant is maintained by both a site crew, led by a custodian on-site, and district crews. The site lead custodian and his team take great pride in maintaining a clean and safe environment for all students and staff. The district continues to maintain and upgrade facilities. Numerous improvement projects have taken place on campus since the last self-study. The facilities are adequate, safe, functional and well maintained. There are certain facilities on our campus that are rented out to organizations within our community. The 2,400 seat auditorium is the most commonly rented facility, which includes a Broadway-size stage, four classrooms, ticket office, property rooms, dressing rooms, and also includes updated lighting and sound. In addition, auditorium seats can be sponsored for a fee. The athletic fields and gymnasium are also rented to local athletic community teams. The baseball fields, football field, and basketball courts are rented; however, due to construction during the 2012-2013 school year, they were not available at that time. The district is paying for bus fees to transport student athletes to other community locations until their fields are ready for use. Thus, we are losing money because the facilities cannot be rented and the

● Custodial Maintenance Plan

● District Website with Fee Schedule for Auditorium

● Athletic Schedules


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district needs to cover financial transportation needs for these students. We expect this to be resolved by the end of the 2012-2013 school year with our fields reopening. Measure W: Measure W School Bond Overview In November 2008, the residents of the city of Whittier approved the ballot initiative Measure W. Measure W will provide $75 million from property taxes to renovate and improve schools in the Whittier Union High School District. The funds will come from the sale of bonds that will be issued over approximately ten years. Measure W continues the work started by Measure C in 1999 to improve school facilities, meet new program requirements and building standards, and to continue serving student needs, The proposed projects for Whittier High School include: ● Heating, Ventilation and Air-Conditioning (HVAC) in the large gymnasium and auditorium ● Installation of Pole Vault systems in all classrooms to replace television with ceiling mounted LCD projectors (completed) ● Installation of an all-weather track in the athletic complex ● Security cameras and safety lighting throughout the school ● Renovated parking and athletic field on the south side of campus (completed) ● Renovated landscape by Buildings P, Q, V, and S ● Installation of solar power generator for the auditorium ● New fence around the north side of the auditorium and pool (completed) The expenses covered by Measure W are set by law and are strictly limited to school repairs and construction. The funds cannot be used for operations including administrator and teacher salaries. To ensure that Measure W funds are spent according to law, the Board of Trustees of the Whittier Union High School District has appointed a Citizens’ Bond Oversight Committee as required by the regulations of Proposition 39. The committee reviews annual financial and performance audits and then presents a report to the Board of Trustees. The committee is made up of volunteers who represent specific groups, such as senior citizens, parents, businesses, and the community-at-large. Our staff cafeteria and lounge have also been newly renovated. Our campus was beautified with cobblestone walkways, beautiful grass areas, plants, trees and seating areas. Our library is being discussed as a new renovation project by our renovation committee composed of faculty and students.


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Instructional Materials and Equipment

Indicator: The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effective.

Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, the support systems for technology, software, textbooks, other printed materials, manipulatives, and laboratory materials for instruction including online.

Evaluate the effectiveness of the policies and procedures for acquiring and maintaining adequate technology and software for all instruction, including online.


Most instructional materials and equipment come from the site based budgets. There are funds allocated from the instructional budget for the departments that require laboratory materials including science, fine arts, performing arts, physical education, and technology based classes. The department chairs submit purchase requisitions to the assistant principal of Curriculum (APC) for processing. Instructional materials for other departments are based on requests and available funds. Requests are also made to the Whittier High School Alumni Association and PTSA (Parent Teacher Student Association) for funding. The APC works with the district to ensure books are ordered and processed and shared when needed with other schools in the district to meet textbook needs. Currently, as schools develop new courses, they are responsible for purchasing the necessary textbooks and materials for each course. As for technology and other materials, the school determines needs through staff input, which comes about through department chair meetings and site council meetings. A variety of budgets are used to ensure our teachers’ instructional needs are met. Our district purchasing department orders the necessary items in an efficient and quick manner. Additionally, several departments check out materials such as Mobi clickers (individual student response system), laptops, and graphing calculators and then check them back in each year to keep them safeguarded for the summer. We follow a similar procedure for class usage of the iPads and laptop carts.

Purchase orders

Lab sign-up records

Library sign-up records (laptop carts)

Cart check out records

Records of donations from Alumni Association

Records of PTSA donations

District schedule of rotating allocations for textbooks by discipline

IT records of software licenses, upgrades, and allocations per site


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Well-Qualified Staff

Indicator: Resources are available to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs such as online instruction and college/career.

Prompt: Determine if the resources are available to hire, nurture, and provide ongoing professional development for a well-qualified staff. Include specifics if online, IB, and/or college career preparation programs are in place.


District resources are allocated to meet the needs of our site to hire and develop new teachers. All new teachers are provided the opportunity to complete their credential through our new teacher induction program. Weekly, a district support provider works to nurture and develop strong instructional skills in new teachers. Providing ongoing professional development for new and permanent employees is one of the strengths of the district. Most professional development is funded at the district level and takes place during the school day through our district-wide course-alike Best Practices days. Additionally, any course-alike teachers can request time to develop and refine curriculum throughout the year. Summer professional development is available for all teachers. The Summer professional development is instrumental in refining assessments, designing pacing guides, and preparing for Common Core Standards. Off-site professional development for AP teachers is also provided on an as needed basis. While technology innovation is redirecting Career Technical Education (CTE) classes through the new CTE State Standards, career education has always found a home in those classes. As the CTE classes continue to align to new career demands, all classes are now including career exploration and research across all disciplines. This will assist students as they prepare for common core standards testing. The Cardinal Computer Academy and Regional Occupational Program (ROP) classes are a part of the CTE classes offered at Whittier High School. Online components are incorporated into the business/technology-based classes. Other programs preparing for college without a specific career focus are AVID and Puente.

● Site budgets

● CPA Grant Funds

● Perkins Funds

● PTSA Meeting Minutes and Budget

● District Textbook Sharing Procedures

● Check Out Procedures for Technology

● District summer professional development meetings minutes

● Attendance of AP workshops

● Teacher Power meeting agendas

● BTSA records

● District Best Practices meetings minutes

● Department meeting minutes

● Course-alike meeting minutes

● CTE Revised Standards

● Needs Assessment

● Check-out Logs

● Technology Inventory


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Long-Range Planning

Indicator: The district and school’s processes for regularly and effectively examining a long-range plan ensures the continual availability and coordination of appropriate resources supports students’ achievement of the critical learner needs, the academic standards, and the schoolwide learner outcomes.

Prompt: Evaluate the effectiveness of these processes.


The principal submits an annual report every November. The annual report reviews and evaluates the six goals and multiple measurable targets from the previous year. The six goals are: 1. Organization—Vision and Purpose 2. Organization—Leadership and Staff 3. Standards-Based Student Learning—Curriculum 4. Standards-Based Student Learning—Instruction 5. Standards-Based Student Learning—Assessment and Accountability 6. School Culture and Support for Student Personal and Academic Growth Each goal includes multiple measurable targets that include, but are not limited to, percentage of students completing the CSU/UC A-G requirements, API (Academic Performance Index) growth targets for school-wide and subgroups, English Language Arts and math CAHSEE (California High School Exit Exam) pass rates, AYP (Academic Yearly Progress) targets, common assessments, on target for graduation gates, and student attendance. For each measurable target, the principal describes our plan to meet the target, and develops and explains our plans for future improvement. The goals and measurable targets match the goals stated and reviewed in the Single Plan for student achievement on an annual basis at the leadership retreat. The School Site Council allocates their annual funds based upon the goals in the Single Plan.

● Principal’s Annual Report ● Single Plan for Student

Achievement ● School Site Council

meeting minutes ● SDAIE pull-out meeting

minutes ● Cross-curricular pull-out

meeting minutes ● District Best Practices

meeting minutes ● District summer

professional development meeting minutes

● District Common Core transition support workshops/materials

Conclusions



Whittier High School has gone through major facilities upgrades for more than 10 years. Nearly all of the projects have been completed. Through careful fiscal planning, the district has effectively managed the funds that have been provided through Measure W, state, and federal monies. Even though we have faced difficult economic times as all schools have, Whittier High School has continued to provide outstanding services to our students. The school district has provided BTSA services to new teachers along with professional development opportunities for all teachers.

District Budget

Purchase Orders

BTSA services


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Whittier High School utilizes current funding sources effectively to meet the needs of our students. Both general fund and categorical monies are utilized effectively and appropriately to accomplish our goals as outlined in our school’s Schoolwide Title 1 Plan and our Action Plan. Our teachers have benefited from focused and effective professional development aligned to our schoolwide research based instructional strategies as well as an intense focus on developing high functioning Professional Learning Communities. Our students have demonstrated continued growth in all measureable targets as a result of proper teacher training, adequate upgrading of technology, and resources for best practices. These practices will continue to support our efforts to address all of our critical learner needs.

● Whatever It Takes workshop minutes

● Cross-curricular collaboration meeting minutes

● CST/API data ● Increased AP course

offerings ● Guided Study Classes ● CAHSEE

prevention/intervention classes

● D/F swaps ● ROP course offerings ● CTE course offerings ● Cardinal Computer

Academy enrollment ● AVID enrollment ● Puente Academy

enrollment ● Student participation as

Senators ● California Advanced

Placement Program (CAPP) enrollment

● Teacher Advised and Supported Clubs

● Teacher/Staff Coached Athletics

● Participation in Student Leadership Opportunities


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WASC Category A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources:

Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Strength

● The school board does follow through/closely follows Ed. code and board policy ● Students view intervention practices positively; keeps them on track/on target ● Clear “Whatever It Takes” vision ● Amount and quality of professional development provided to staff ● Administrator walkthroughs ● Regular informal and formal feedback from evaluating administrators ● A-G completion increase ● Increased community service from students, clubs, and sports teams ● High number of teachers involved in events, clubs, sports, etc. ● Increased student enrollment in ASB leadership class ● All teachers highly qualified ● Leadership team ● Leadership regularly communicates with all staff ● Department meetings, Cardinal Camp, School Site Council, PTSA ● Connection with alumni association and Whittier Chamber of Commerce ● District collaboration with staff during budget crisis ● Adequate technology software and hardware ● Communication of vision and purpose to all stakeholders

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Growth

● Increase faculty understanding of individual teacher impact on WHS vision statement ● Increase the A-G rate ● Increase staff understanding of 21st century skills required for college and career success ● Increase the opportunities for staff to attend trainings and conferences ● Increase the opportunities for cross-curricular and technology collaboration