Bowman High School, a Model Continuation High School...Bowman High School, a Model Continuation High School 6 Chapter 1 Community and Student Profile Area Served Bowman High School

Bowman High School, a Model Continuation High School 1


William S. Hart Union High School District Board of Education

Mr. Joseph V. Messina President

Mr. Paul B. Strickland

Assistant Clerk

Mr. Steven M. Sturgeon

Clerk of the Board

Mr. Robert N. Jensen Jr.

Member

Mrs. Gloria E. Mercado-Fortine

Member

William S. Hart Union High School District Administration

Robert R. Challinor

Superintendent

Mrs. Vicki Engbrecht

Assistant Superintendent Ed Services

Dr. Michael Vierra

Assistant Superintendent Human Resources

Mrs. Kathy Hunter

Director of Student Services

Mrs. Michele Krantz

Director of Special Programs

Mr. Greg Lee

Director of Human Resources and Equity Services

Mr. Dave LeBarron

Director of Curriculum and Assessment

Bowman High School Administration

Mrs. Robin Geissler

Principal

Mr. Eran Zeevi

Assistant Principal


Leadership Team

Sandy Geyer - WASC Co-Coordinator Suzy Mansfield - WASC Co-Coordinator Robin Geissler - Principal

Eran Zeevi - Assistant Principal

Home Groups

English Math/Science Social Studies Special Education

Lindsey Villanueva Kathleen Watson Mike Mansfield

April Soria Sheryl Samworth

Emily Frey

Marlette Price Jenny Dermody

Kevin Klinger Ravinder Athwal

Liliana Pagan Heidi Levy

Jamie Herrington Mike Coombe

Stacey Killinger Geoff Chouinard Sheryl Samworth Rosa Villanueva

Sylvia Packler John McCarthy

Jose Rosales Colette Ybarra

Glenna Dangelo

Electives Students Parents Support Staff

Mary Gaskin Sandy Geyer Aaron Fuller Mike Nugent

Manuel Cortez

Eric Arredondo Jessica Barlow Angel Barron

Stephen Beecher Baylee Brandt Selena Deltoro Jonathan Lopez

Brittani Reddick Ana Lemus

Dolores Conejo Maria Betancourt Adiz Greenwood

Jamee Brandt Louis Fudale

Suzy Mansfield Lori Wilson

Carrie Covell Ami Gonzalez

Victoria Walton Jackie Cooke Todd Jackson

Carmen Viveros Deputy Mike Perry

Bud Webb Belinda Lowden Brenda Dupuis

Action Plan Groups Group #1 Reading Group # 2 Writing Group # 3 Numeracy Group # 4 Assessment

April Soria Sheryl Samworth

Lori Wilson Sylvia Packler Mike Coombe

Geoff Chouinard

Lindsey Villanueva Robin Geissler

Mike Mansfield Aaron Fuller Mary Gaskin

Jenny Dermody

Stacey Killinger Suzy Mansfield Kevin Klinger

Ravinder Athwal Jose Rosales Mike Nugent

Sandy Geyer Eran Zeevi

Jamie Herrington Marlette Price

Kathleen Watson John McCarthy


TABLE OF CONTENTS

Chapters Page

I Community and Student Profile .....................................................................................05

II Student and Community Profile – Overall Summary from Analysis of Profile Data ......32

III Report on Schoolwide Action Plan Progress ..................................................................39

IV Self-Study Findings

A. Organization .........................................................................................................53

B. Curriculum ............................................................................................................79

C. Instruction .......................................................................................................... 100

D. Assessment and Accountability ......................................................................... 114

E. School Culture and Support for Student Personal and Academic Growth ........ 128

V Action Plans .................................................................................................................. 146

Appendix


Chapter I

Community

and

Student Profile


Chapter 1 Community and Student Profile

Area Served Bowman High School is the sole continuation high school in the William S. Hart Union High School District located in the Santa Clarita Valley in the northern part of Los Angeles County. The school draws its students from the entire Santa Clarita Valley and has a maximum enrollment of approximately 500 students.

Over 21,600 students are enrolled in the district’s six comprehensive high schools, six junior high schools, an independent study high school, a continuation school, and a middle college high school. The district also operates a successful adult school and a Regional Occupational Program. The Hart District is currently looking to build one additional high school in the Castaic area to serve the Castaic community.

Community Profile The Community Profile information was gathered from the City of Santa Clarita Web site at: http://www.santa-clarita.com.

The City of Santa Clarita is the fourth largest city in Los Angeles County. Nestled between the San Gabriel Mountain Range to the east and the Santa Susana Mountain Range to the west - Santa Clarita is located just north of the San Fernando Valley, 30 miles from downtown Los Angeles, and 40 miles east of the Pacific Ocean. The total area of the city is 56.8 sq. miles and includes the communities of Canyon Country, Newhall, Saugus and Valencia.

Since incorporation in 1987, twenty communities positioned adjacent to the city have annexed into the City of Santa Clarita, adding a total of 8.03 square miles to the city. Population has increased from 110,642 in 1990 to 151,088 according to Census 2000. This increase in population can be attributed to the aforementioned annexations, birth rates and residents moving into Santa Clarita.

The Santa Clarita housing market has been robust with 11,309 units being obtained through either subdivisions or annexations in the 1990's. Census 2000 data shows:

Family households make up 75% of the 52,442 units within the city, while 47% of total housing units contain children under 18.

The average household size has increased from 2.84 people in the 1990 Census to 2.95 people.

The average family size has increased from 3.25 people to 3.38 people over the same period.

http://www.santa-clarita.com/


Overall, percentage of owner-occupied units has fallen from 75.7% in 1990 to 74.7% in 2000 as renter-occupied units have increased from 24.3% to 25.3% during the same period. This trend shows the changing diversity among housing types within the city to offer a variety of available housing units to the community. The changing of the City of Santa Clarita in its area, racial distribution, aging population and housing diversity demonstrates the city is coming of age. Other demographics about the community in which the Hart District resides follow.

Population Santa Clarita is the fourth largest city in Los Angeles County with a population of 176,971 in January 2011. Santa Clarita is the 24th largest city in the State of California. In Los Angeles County, only Los Angeles with a population of 3.8 million, Long Beach with less than 464,000, and Glendale with slightly over 192,000 were larger than Santa Clarita. Consequently, Santa Clarita plays an important role in the county based on its size.

Over the past ten years, Santa Clarita's population size has continued to steadily increase. During this time period, the population growth was the result of new housing construction in the city as well as annexations of surrounding areas into the city limits. Since 2007, the population of Santa Clarita and other comparison cities appears to have slowed down compared to the first part of the decade.


Santa Clarita's population grew by 17.5% from 2000 to 2010 and was almost twice the growth experienced in all of Los Angeles County. Only the communities of Lancaster and Palmdale in the Antelope Valley grew faster than Santa Clarita. By the year 2015, the population of the City of Santa Clarita is forecasted to exceed 193,000. Growth is forecasted to continue over the coming decades to 239,900 by the year 2035.

Education Santa Clarita's population is well-educated with 65% of adults at least 25 years of age having some college or higher. People in the city are more educated when compared to the Los Angeles County average in which only 54% have attained some college or higher. This indicates a greater likelihood for professionals and technical employees residing in the city.

Source: U.S. Bureau of the Census, 2005-2009 American Community Survey

Located either in or near the City of Santa Clarita are four well-known colleges whose total enrollment exceeds 60,000 students. In Santa Clarita are College of the Canyons, the fastest growing community college within California, along with California Institute of the Arts and The Master's College which are both renowned in their areas of specialty. Located near Santa Clarita is California State University, Northridge.

Name of College Enrollment

California Institute of the Arts 1467

California State University, Northridge 35272

College of the Canyons 22334

The Master’s College 1417

Total 60490

Another important indicator of the quality of life in Santa Clarita is test scores or Academic Performance Index (API) averages for each of the school districts serving Santa Clarita. Performance increased among every school district in 2010 compared to 2009. The API for the William S. Hart

64.8% 65.8% 61.9%

49.4%

52.6%

45.7%

67.9%

53.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Santa Clarita Burbank Glendale Lancaster Los Angeles Palmdale Pasadena LA County

Population 25+ With Some College or Higher


Union High School District which encompasses junior and senior high schools rose to 838 in 2012 from 830 in the previous school year.

Each of the Santa Clarita based school districts attained higher APIs in 2011 than the Los Angeles Unified School District, and all had higher or comparable APIs to other districts of cities nearby.

In the Santa Clarita area, 38 schools comprise the elementary school districts and 19 junior high and high schools are part of the William S. Hart Union High School District. The majority of these schools are either California Distinguished Schools and/or National Blue Ribbon Schools. This further demonstrates the superior quality of education available to families with children under the age of 18 in Santa Clarita.

Santa Clarita Area School District Number of Schools

Newhall Elementary 10

Saugus Union Elementary 15

Sulphur Springs Union Elementary 9

Castaic Union 4

William S. Hart Union High 19

Age Santa Clarita's population is relatively young in age with 28% of the population under the age of 18. Approximately 30% are between the ages of 25 and 44 and 24% are school age between the ages of 5 and 19.


Ethnicity In general, the city's population is not as diverse as the county's population. More than three-fourths or 76% of Santa Clarita's population describes itself as white. More than one-fourth or 28% of Santa Clarita's population is Hispanic compared to 47% of Los Angeles County and 36% of California's population. Santa Clarita's Asian population is quite diverse. In fact, 36% of the city's Asian population is Filipino followed by 16% who are Korean. An additional 16% are Asian Indian, 11% are Chinese, and 10% are Japanese.

WASC Accreditation History Bowman High School has a proven 39 year accreditation history, having been awarded accreditation since 1973. Bowman’s process of self-study and follow through to support student achievement demonstrates a high level of commitment to the WASC process. Bowman views the WASC process as an important opportunity for self-examination and improvement. In addition to successive six-year terms of accreditation, Bowman has also been recognized with three successive terms as a California Model Continuation High School.


School Purpose Current demands on education today have created urgency for options to aid students in completing their high school education. Jereann Bowman High School is one such option. Bowman High School was founded in September of 1969, primarily through the efforts of one special person—Jereann Bowman. She took a special interest in high school students who seemed to have problems succeeding in a regular high school. Her father, Judge C.M. McDougall, encouraged her to promote the need for a special school for those students who required a different setting to finish high school.

Because of her efforts, Bowman High School was opened in September 1969 near Canyon High School. In February 1992, Bowman High School moved to its new and present site on Centre Pointe Parkway. The new school was designed by staff and community members to be a model continuation high school campus.

After 44 years, Bowman has grown to its current population of approximately 430 students (2011 CALPADS) in the day school program, 25 students in independent study and 60 students in the work study evening program. Although average enrollment maximizes between 490 – 510 total students, the “open-entry, open- exit” system serves approximately 700 students per year. Enrollment trends show ethnic demographic populations remained consistent over the last six years, with a gradual increase in the average total number of students.

Core Values: We believe that all students can learn. We believe that every student deserves opportunities to succeed. We believe that honoring diversity strengthens us. We believe that failure is not an option.

Schoolwide Learning Outcomes:

BOWMAN HIGH SCHOOL STUDENTS WILL: Achieve Academic Proficiency in reading, writing and math by

Standards Based Instruction Critical and analytical thinking skills Technology and literacy strategies integrated throughout the

curriculum Academic intervention program Communicate Effectively by

Writing with organization, focus, and coherence Reading with comprehension, analysis, and insight Speaking with a command of standard English conventions Working in teams to achieve common goals

Demonstrate growth in Character Development by Making positive choices, observing laws and working in the community Cooperating and showing respect, empathy, and tolerance of individual differences


Acknowledging the historical contributions of diverse ethnic, racial, and religious groups

Exercising their rights, duties, and privileges of citizenship both locally and globally Explore Future Opportunities by

Acquiring the skills needed to meet their personal, academic, and vocational goals Developing and pursuing short and long term goals and creating steps to accomplish

them Actualizing their self worth and potential by realizing their talents and aptitudes Utilizing a variety of resources including technology and school/business

partnerships to obtain information about post- secondary options.

Mission Statement:

The mission of Bowman High School is to provide a safe haven where everyone is valued and all staff, in partnership with parents and families, is committed to doing what it takes for students to achieve academic success, as guided by state standards. Students are empowered to meet future challenges and to develop social awareness, civic responsibility, and personal growth so they will be active and informed participants in the global community.

Vision Statement: The vision of Bowman High School is to build strong, positive connections with students so they can achieve independence, confidence, and academic knowledge. Bowman believes in providing students with alternative opportunities to learn, grow and attain success. Bowman believes in a trusting, caring environment where diversity is honored and respected. Our students learn in a variety of ways and are viewed as individuals evolving into their own identities. Positive relationships are the core of Bowman’s success. We believe growth occurs when individuals feel safe, respected, and appreciated. Bowman creates a culture that values people and connections, making it a unique, accepting, academic environment for students to succeed on many levels. The legacy of Bowman is to prepare students to move forward with a strong sense of self into a life filled with promise.

Title I For the 2012-13 school year, Bowman was not identified as a Program Improvement School. In the 2011-12 school year, Bowman was designated as a Title I schoolwide school. Based on the district’s criteria of a lack of student success on the California Subject Test (CST) in English and Math, Bowman had designated 122 students based on English and 186 students based on math as Title I students, and they were receiving additional support through teacher training, curriculum support, and intervention classes. For the 2012-13 school year Bowman is no longer designated as a Title I school; however, students will continue to receive support services that include before and after school intervention classes, CAHSEE Core classes, and the MY Access writing program.


Special Needs Bowman provides special education support in the areas of resource (RS) and special day class (SC1). These spaces are limited by the number of teachers and their caseloads. For the beginning of the 2012-13 school year, Bowman has 75 special education students enrolled, of those 30 were designated Special Day Class 1, and the remaining 45 were Resource students. Bowman shares the services of a school psychologist who is on campus one day per week.

AYP: Since 2009, Bowman has met AYP criteria for participation rates in English and Math assessments and graduation rates. Bowman’s challenge continues to be reaching the annual targets (AMOs) for the percent of students reaching proficiency on the English and Math assessments. Bowman is not a Title I school and as such has not been designated as a Program Improvement school.

Enrollment In order to attend Bowman High School, a student must be in the eleventh or twelfth grade and be referred from one of the district’s eight other high schools, or come from another alternative program outside of the district (room permitting). Generally the reason for the referral to attend Bowman is credit deficiency, usually because of poor attendance. Less than one percent of the students attending Bowman are on discipline transfers usually on suspended expulsions for issues with substance abuse and/or fighting. The majority of students enter Bowman with the expressed goal of catching up on credits and returning to their sending school to graduate. In reality, approximately ten percent actually return, as most students opt to stay at Bowman and graduate.

When students are accepted for enrollment they are scheduled for an intake appointment with their parent/guardian and a counselor. These small group intake/orientation sessions are held monthly depending on enrollment space. Generally there are between 10 – 15 students at each session, including the beginning of the year (August) when between 200 – 250 new students are enrolled within the first three weeks.

The intake sessions allow for more personal contact between counselor and student and set the tone for the students’ interactions with the school. During this appointment process, paperwork required for enrollment is completed, students’ credit status is discussed and Bowman’s policies, procedures and expectations are reviewed. Also at this time, students are placed into appropriate intervention and support programs as necessary to promote completion of state and district academic graduation requirements, and student personal/social goals.

Once Bowman’s enrollment is full, student waiting lists are kept at the feeder schools until openings occur. Fifty-one percent of students who began in August at the start of the 2012-13 school year were new to Bowman.


Population Based on School Educational Program

2010-11 2011-12 2012-13

Total Enrollment 502 511 516

Day Program 403 418 418

Night Program 65 65 69

Independent Study Program 27 23 27

Home & Hospital 7 5 2

Population Based on Grade Level

2010-11 2011-12 2012-13


11th Grade 50 100 95

12th Grade 452 411 421

Gender and Ethnicity In 2011-12, Bowman ethnicity was 55% Hispanic, 32% white, 6% African American, 1% Asian, and 5% other. This does not reflect the district percentages in 2011-12 of 33% Hispanic, 47% white, 5% African American, 6% Asian, and 8% other. While the ratio of males to females varies throughout the year, males typically comprise 65- 70% of the student population.

Population Based on Gender

2010-11 2011-12 2012-13


Female 176 177 176

Male 326 334 340

470

498 509 512

463

511 515 502

511 516

420

440

460

480

500

520

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Enrollment

Enrollment


Population Based on Ethnicity

2010-11 2011-12 2012-13

N % N % N %

Hispanic 269 53.6% 282 55.2% 312 60.5%

American Indian 5 1.0% 4 0.8% 3 0.6%

Asian 5 1.0% 7 1.4% 12 2.3%

Pacific Islander 1 0.2% 0 0.0% 1 0.2%

Filipino 15 3.0% 15 2.9% 8 1.6%

African American 30 6.0% 31 6.1% 31 6.0%

White 171 34.1% 166 32.5% 148 28.7%

Two or More Ethnicities 6 1.2% 6 1.2% 1 0.2%

Population Based on Program

2010-11 2011-12 2012-13

N % N % N %

Resource 39 7.8% 44 8.6% 49 9.5%

SC1 34 6.8% 33 6.4% 32 6.2%

English Learner 84 16.7% 83 16.2% 93 18.0%

GATE 8 1.6% 6 1.2% 12 2.3%

LEP (EL +Selected RFEP) 156 31.1% 151 29.5% 158 30.6%

Socioeconomically Disadvantaged 227 45.2% 228 44.6% 215 41.7%

Language Proficiency In the 2012-13 school year, 158 students (or 30.6%) learned to speak another language before they learned English. Of these students, 93 (or 18.0%) are currently designated as English Learners, with 65 (or 12.6%) having been redesignated as being Fluent English Proficient (FEP). Overall, the percentage of English Learners in the district has gradually increased over the last two years, with current levels at 8.9%. This is considerably lower than the statewide total of 22.3%. Bowman targets EL students with instructional support in ELD IV classes which use Sourcebook, a recognized intervention program for English Learners. Long term English Learners or LTELs continue to be placed in parallel reading classes or in SADAIE history classes, as the Master Schedule permits. All teachers are CLAD certified at Bowman High School. Language Proficiency Numbers

Language Proficiency Totals

English Learners FEP Students Students Redesignated FEP

Bowman Hart State Bowman Hart State Bowman Hart State

2009-10 15.9% 6.8% 23.7% 6.8% 8.6% 18.7% 1.1% 7.6% 11.6%

2010-11 15.3% 8.1% 17.0% 19.9% 13.1% 14.2% 1.2% 4.8% 11.4%

2011-12 17.6% 8.9% 22.3% 18.2% 14.1% 21% 1.3% 4.9% N/A


Attendance Attendance is an ongoing concern at Bowman. Most of the students enrolled in the last three years have been behind in credits primarily because of poor or non- attendance at their previous schools. Students are moved between the morning and afternoon shifts based on attendance issues, and fifth year students who are demonstrating poor attendance meet with an administrator and a counselor and may be moved to the evening Work Study program or to Adult School. Bowman continues to implement strategies to increase positive attendance, such as recognition at awards assemblies, attendance contracts, and incentive programs. A computerized attendance accounting system helps monitor students efficiently, and notifies parents daily of their student’s absences. Parents are encouraged to check on their students attendance through the online Infinite Campus Parent Portal. Attendance is taken on the computer each period by teachers, and the attendance clerk runs a daily report for administration and counselors which is used as a basis for multiple intervention measures aimed at improving attendance. Personal contact is made daily by school staff and administration to encourage student accountability, and counselors work with students to improve attendance and address issues that may be keeping students from successfully attending and completing school. Occasionally, students may have valid reasons for not attending a daily school program. Pregnant or parenting students, or students with severe health issues may be placed either in Bowman’s Independent Study program (which requires students to come to school once a week and complete work at home) or on home study (where a teacher meets with a student outside of the school day several hours per week). A shared school deputy and the School Attendance and Review Board (SARB) compose the enforcement arm of school attendance policies. ASAM data is no longer collected due to a lack of funding at the state level.

Average Daily Attendance – All Students

2009-10* 2010-11 2011-12

Enrollment N/A 704 705

Total Apportionment Days N/A 64499 66308

Total Enrollment Days N/A 77467 78996

Attendance Rate N/A 83.2% 83.9%

*N/A=Data not available due to change in data system district-wide

Average Daily Attendance – **Long-Term Students

2009-10* 2010-11 2011-12

Enrollment N/A 375 380

Total Apportionment Days N/A 48028 50630

Total Enrollment Days N/A 57061 59322

Attendance Rate N/A 84.2% 85.4%

*N/A=Data not available due to change in data system district-wide

**Long term students defined as those continuously enrolled for 90+ days


*ADA for long-term students

Truancy Rates

Bowman Hart District

2009-10 2010-11 2011-12 2009-10 2010-11 2011-12

Number of students (N) 266 348 354 10460 12461 N/A

Truancy Rate (%) 51.7% 69.3% 66.2% 44.6% 53.2% N/A

Truancy reported in this chart is defined by the California Department of Education Safe and Healthy Kids Program as students with unexcused absences or tardies on three or more days. In recognition of the district-wide need to improve attendance rates, the Hart district has contracted for the 2012-13 school year with the School Innovations & Advocacy for their program Attention2Attendance. Suspensions and Expulsions Suspension and expulsion rates are based on CALPADS enrollment numbers, but incorporate all students enrolled for the year, not just long term students.

Source: California Department of Education Safe & Healthy Kids Program Office

83.2% 84.2%

86.4% 86.6% 86.6% 85.0%

88.1%

84.7% 84.2% 85.4%

80.00%

82.00%

84.00%

86.00%

88.00%

90.00%

2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12

Average Daily Attendance

Average Daily Attendance

244 240

169

0 8 20

0

50

100

150

200

250

300

2009-10 20010-11 2011-12

Suspensions/Expulsions

Suspensions Expulsions

70 68 66

0 8

20

0

10

20

30

40

50

60

70

80

2009-10 2010-11 2011-12

Crime Statistics

Violence/Drug Total Suspensions

Violence/Drug Total Expulsions


Socio Economic Status According to recent demographic data, the estimated median household income for residents of the city of Santa Clarita is approximately 78,000 with 9.6% of residents at or below the poverty level. The cost of living index in Santa Clarita is a high of 127 compared to the US average of 100. The city of Santa Clarita's unemployment rate was. 7.3% in March 2012 compared to 11.9% for Los Angeles County and 11.5% for California. According to 2010-11 School Accountability Report Card, 32% of Bowman students participated in the National School Lunch Program (NSLP). This may not be an accurate reflection of the number of families experiencing financial difficulties. Because of the shortened day, many students may not eat while at school, therefore, they don’t apply. All students are encouraged to apply and there does not appear to be any stigma felt by those students who do particpate in the program. In 2011-12, 9% of Bowman’s students were identified using the McKinney- Vento criteria as homeless. These students are referred for additional support through community and district programs.

Free and Reduced Lunch Programs

# Free and Reduced % Enrollment

2010-11 196 39.0%

2011-12 254 49.7%

2012-13 269 55.0%

Parent education levels are not reflective of the overall city profile, as only 21% of Bowman parents report at the college graduate or higher level in the 2011-12 school year. Thirty-one percent have completed some college, 23% graduated from high school, and 18% did not finish high school. It is common for students enrolled at Bowman to be the first person in their family to finish high school.

Parent Education Level

2010-11 2011-12 2012-13

N % N % N %

Graduate School 36 7.2% 25 4.9% 29 5.9%

College Graduate 90 17.9% 80 15.7% 62 12.7%

Some College 162 32.3% 156 30.5% 139 28.4%

High School Graduate 110 21.9% 117 22.9% 114 23.3%

Not a High School Graduate 89 17.7% 94 18.4% 85 18.2%

Declined to State 14 2.8% 39 7.6% 60 12.3%

Facilities Bowman is a 20 year old campus, the facilities at Bowman include 3 portable classroom buildings, 10 classrooms, including a computer lab, science lab facilities, an art studio, a kitchen classroom


and an administration building. Bowman just recently upgraded its computer lab, and currently has 113 computers for student use averaging about 5- 6 computers with Internet access per classroom. In addition, a mobile laptop lab provides students with additional technology access for a specialized writing program.

Staff

Bowman has 24 certificated staff, and 13 classified staff members including 2 fully credentialed counselors and 2 administrators. Currently, no teacher is instructing outside of their credentialed area or on an emergency permit. One-hundred percent of Bowman teachers have met “highly qualified” requirements of NCLB and are fully CLAD certified. Two teachers are currently supported through PAR and no Bowman teachers are in an intern program. Seven certificated staff have a Master’s Degree + 30; 6 have a Master’s Degree, 10 have a Bachelors +30, and 1 has a Bachelors.

Certificated Staff

Certificated Staff Member

Years in

District

Years Total

Degree NCLB Gender Ethnicity Credentials & Authorizations

Athwal, Ravinder 2 13 BA Yes M Asian Indian

SS Biology, CLAD

Chouinard, Geoffrey

9 9 BA Yes M Caucasian SS Soc Sci, CLAD

Coombe, Michael 7 15 MA Yes M Caucasian SS Soc Sci, Supp Computer & Intro Music,

CLAD

Dermody, Jennifer 12 27 BA Yes F Caucasian MS, Supp Math, CLAD

Fuller, Aaron 15 15 MA Yes M Caucasian SS PE, CLAD

Gaskin, Mary 9 13 BA Yes F Caucasian SS Art, Supp Graphic Arts, Voc Ed Graphic

Design, CLAD

Geissler, Robin 20 25 MA(2) N/A F Caucasian Admin Credential, SS Eng, Supp Psych,

CLAD

Geyer, Sandy 19 16 BA Yes F Caucasian SS Bus, SDAIE, Technology Credential

Herrington, Jamie 14 15 BA Yes F Caucasian SS Soc Sci, CLAD

Killinger, Stacey 5 7 MA Yes F Caucasian SS Soc Sci, VPSS Math, SDAIE

Klinger, Kevin 8 9 MA Yes M Caucasian SS Bio, VPSS Math, CLAD

Mansfield, Mike 8 8 MA Yes M Caucasian SS Eng, Electr/Radio, SDAIE

Mansfield, Suzy 28 28 MA N/A F Caucasian PPS, SS Eng, Math, Supp Science

McCarthy, John 14 14 BA Yes M Caucasian Spec Ed LH, SS Bio, VPSS Math, CLAD

Nugent, Michael 20 25 BA Yes M Caucasian Stand Geology, Chem, Math, Bio, SDAIE

Packler, Sylvia 5 5 MA Yes F Hispanic Prelim Ed Spec, EL/SDAIE

Price, Marlette 15 24 BA Yes F Caucasian Life Math, Soc Sci, SB395, CLAD

Rosales, Jose 4 4 MA Yes M Hispanic Prelim SS Math, Intern Ed Spec, VPSS Sci,

EL/SDAIE

Samworth, Sheryl 7 7 MA Yes F Caucasian MS, SS Eng, VPSS Soc Sci, CLAD

Soria, April 1 1 BA Yes F Caucasian Prelim SS Soc Sci, VPSS Eng, VPSS Math,

EL/SDAIE

Villanueva, Lindsey 6 6 MA Yes F Hispanic SS Eng, VPSS Sci, VPSS Soc Sci, SDAIE

Watson, Kathleen 18 21 MA Yes F Caucasian SS Eng, SDAIE

Wilson, Lori 12 31 MA N/A F Caucasian PPS, SS Soc Sci

Zeevi, Eran 8 17 MA (2) N/A M Caucasian Admin Credential, PPS

Total 264 380 20

*Average years of teaching experience in the District is 11; *Average years in education 15.7


Staff Service and Experience: Additional information:

The number of classified staff is as follows: 1 office manager, 1 registrar, 1 attendance secretary, 5 paraprofessionals, 4 campus supervisors, 1 custodian, and 1 groundskeeper.

Bowman has 2 fully credentialed school counselors.

Support services personnel include 1 part-time school psychologist, one part-time DIS counselor, 1 part-time career coach, and 1 part-time mental-health service provider.

The number and assignment of paraprofessionals that meet requirements of NCLB is as follows: Two instructional assistants have bachelor’s degrees, two have AA degrees and one has some junior college.

Professional Development Programs/Activities Professional Development Plan Due to state and district budget cuts, only one staff development day is built into the school calendar at Bowman. This day is scheduled before the beginning of the school year, and is used for examining school data and updating our WASC Action Plan. Bowman has a Professional Development (PD) Team comprised of a PD coach, three teachers, a counselor and an administrator. The PD Team meets monthly and helps to plan activities for monthly faculty and departmental meetings. They also attend district meetings to promote a “trainer of trainer” model for our school. One hundred percent of teachers, counselors and administrators participate in schoolwide staff development. For the past three years, the District has provided intensive professional development workshops for all PD teams. The 2012-13 Professional Development Plan for Student-Focused Learning includes the following two goals, in support of closing achievement gaps:

One hundred percent of teachers will use writing strategies to promote critical thinking skills and

100% of teachers will incorporate research-based strategies to reinforce learning and student engagement for English Learners.

As part of Bowman’s ongoing “book study” professional development, this year faculty is reading Total Participation Techniques: Making Every Student an Active Learner by Persida and William HImmele; Department Chairs are reading Content-Area Writing: Every Teacher’s Guide by Harvey Daniels, Steven Zemelman, and Nancy Steineke; and the Leadership Team is reading The Highly Engaged Classroom by Robert Marzano and Debra Pickering. Teachers are assigned chapters to read and report back to their meetings. In this way, reflection and dialogue is encouraged about “best practices.” Bowman’s two year focus has been on writing across the curriculum and on strategies to engage English Learners.


Additional PD topics covered in the past few years have included: Formative assessments, differentiated instruction, benchmark assessments, California Content standards, Academic vocabulary, and technology. Also, English teachers have been trained in using the MY Access Writing Program, which includes release time for reading and examining writing scores. Bowman’s English department chair also serves as the on campus MY Access coach. Finally, for the 2012-13 school year, the district’s professional development focus includes integrating Common Core Standards across the curriculum.

Student Participation in Co-Curricular Activities Students are encouraged to participate in a variety of on and off campus activities. There is an active Associated Student Body class that engages students in on-campus school spirit activities and off-campus community activities. Through ASB, students are encouraged to volunteer for community events (i.e., Relay for Life, Pennies for Pasta, Habitat for Humanity, and Homes for Heroes). Bowman students engage in community team sports through the SCV Boys & Girls Club; they participate in job shadowing opportunities with the assistance of a coordinator with the Hart District Office. Bowman students gain valuable work experience strategies through on-campus work experience classes. Students register for meetings with College/Tech speakers, participation in College/Career Days, field trips, and other activities arranged by student support personnel. Bowman has forged a unique partnership with SCV Habitat for Heroes, a program of Habitat for Humanity, for the 2012-13 school year and beyond. SCV Habitat for Heroes Youth United Program’s Service Learning and Internship/ROP Modules are designed to equip young people with skills and attributes needed to successfully apply for ongoing educational opportunities, skilled trades, engineering, architecture, and craft-type jobs, among other relevant occupations. The program also fosters diversity through people from different ages, backgrounds, faiths and organizations working together.

District School Financial Support

2009-10 2010-11 2011-12 2012-13

Funding per student:

State Apportionment per ADA 5975.63 5995.90 5932.86 5997.41

School Formula Acct per student Bowman 51.30 51.30 51.30 51.30

Total Per Student Allocation 6026.93 6047.20 5984.16 6048.71

Categorical Program Site Funding:

Special Ed School Formula Account 2646.00 2268.00 1953.00 0.00

Perkins 3071.00 16351.00 3399.05 TBD

Title I 0.00 0.00 3347.91 TBD

Art & Music Block Grant 1613.00 0.00 0.00 0.00

School Formula Acct per Student – Comprehensive High Schools

46.80 46.80 46.80 46.80


In the 2011-12 school year, Title 1 monies were allocated throughout the district to purchase lap top carts in addition to wireless technology. All students were afforded licenses for the new MY Access program. In addition, the money was utilized for professional development for teachers.

Student Performance Data Student data is gathered from a variety of sources. Infinite Campus (the district’s new data information system) is used to gather data on student achievement, attendance, suspension/expulsion rates, returns to comprehensive schools, graduation rate, longevity (the number of 5th year students graduating), special admission completion (concurrent college enrollment), ROP and work experience participation. All are plotted annually to be used for school planning by the Leadership team, academic departments, School Site Council, parent ATP, and ELAC. Daily data such as class sizes is used for counselor scheduling. Report Card and IDMS (the district’s data system for storing and organizing past and ongoing student assessment information) data is used for both at-risk student counseling and to recognized outstanding student achievement at Bowman’s quarterly award ceremonies. The IDMS system is used by teachers to access student results on CELDT, CST, CAHSEE and district benchmark testing in English and Algebra. Teachers have been trained in accessing the program, and can use this to view longitudinal student data to track growth and areas of concern. It can be used to adapt curriculum and institute intervention measures as needed. Counselors use the IDMS data to identify students who require intervention measures to achieve academic success based on intervention criteria for targeted intervention instruction. In the 2011-12 schol year, Bowman High School achieved a 122 point growth – the highest growth experienced by any school in the Wm. S. Hart District – raising its score to 759. The API is the basis of California’s school accountability system. Schools are given a numeric index from 200 – 1000, based largely on the performance of students on last spring’s Standardized Testing and Reporting (STAR) program. The API model focuses on improvement, with schools expected to show growth from year to year. This growth is based on the performance of long term juniors on the spring CST assessments and the passage rate of juniors and seniors on the CAHSEE. Due to CDE’s new definition of “continuous enrollment” this year, Bowman did not get credit for 81 student passing scores on CAHSEE. Thirty seven English scores and 44 math passing scores from the November 2011 administration did not count because they were for 11th and 12th graders who were not enrolled at Bowman the previous year at CBEDS/CALPADS time. If Bowman had received those extra points for the 81 scores, the API would have been 678 points this year.


API Yearly Score Comparison

2009 2010 2011 2012

Students included in API (CST) 67 77 41 90

API for All Students 669 640 759 565

ASAM Due to budget cuts at the state level, the ASAM program is no longer funded. However, Bowman continues to collect data in a different format for attendance, credit completion rates, and suspension rates.

California Standards Test (CST) Results, 2009-12 CST data continues to be of limited usage as longitudinal data is non-existent. Year to year, juniors are tested, but each year’s juniors would be compared to totally different students the next year. Instead, staff uses the CST data to identify strategic areas to be covered by the core academic courses, and to develop departmental foci and planning calendars.

CST Results – Long Term Students % Proficient/Advanced

2009-10 2010-11 2011-12

English 6% 16% 16%

Math 2% 1% 7%

Science 16% 1% 17%

U.S. History 9% 26% 24%

World History 0% 3% 10%

% Adv % Proficient % Basic % Below Basic% Far Below

Basic

Total #Students

Taking

English 2 4 27 28 37 67

Math 0 1 12 50 36 66

Science 1 18 28 25 28 61

US History 2 18 22 16 40 67

World History 0 5 21 18 55 38

01020304050607080

California Standards Test (CST) Results Long-Term Students 2009



Basic

Total #Students

Taking

English 0 6 25 30 39 77

Math 0 2 16 40 37 72

Science 1 15 16 27 41 74

US History 0 9 29 25 39 77


01020304050607080



Basic

Total #Students

Taking

English 1 15 48 21 15 41

Math 0 1 34 29 36 41

Science 0 1 30 20 49 41

US History 0 26 36 26 12 41


01020304050607080



California High School Exit Exam

CASHEE Passing Rate – Total

# Students

Tested ELA

Passing Rate # Students

Tested Math

Passing Rate

2009-10 90 64.4% 87 77.0%

2010-11 98 75.5% 73 80.8%

2011-12 75 74.7% 80 88.8%

CASHEE Passing Rate by Subgroup - ELA

2009-10 2010-11 2011-12

N % N % N %

Hispanic 55 58.2% 53 73.6% 37 67.6%

White 25 80.0% 31 71.0% 25 88.0%

Male 66 65.2% 67 74.6% 46 69.6%

Female 24 62.5% 31 77.4% 29 82.8%


English Learners 21 47.6% 24 70.8% 11 54.6%

% Adv % Proficient % Basic% Below

Basic% Far Below

Basic

Total #Students

Taking

English 9 33 44 14 0 90

Math 2 7 44 44 3 90

Science 24 20 44 11 1 58

US History 3 30 61 6 0 90


0102030405060708090

100



CASHEE Passing Rate by Subgroup - Math

2009-10 2010-11 2011-12

N % N % N %

Hispanic 51 78.4% 45 75.6% 42 83.3%

White 26 76.9% 17 94.1% 26 96.2%

Male 55 76.4% 39 76.9% 40 87.5%

Female 32 78.1% 34 85.3% 40 90.0%


English Learners 16 68.8% 20 75.0% 15 93.3%

Adequate Yearly Progress – 2009-12 While Bowman has met AYP criteria for participation rates in English and Math assessments, and graduation rates, not reaching the annual targets for the percent of students reaching proficiency on the English and Math assessments has prevented Bowman from meeting AYP since 2009.

AYP Criteria Met

2009-10 2010-11 2011-12

Made AYP No No

ELA MATH ELA MATH ELA MATH

Participation Rate Yes Yes Yes Yes Yes Yes

Percent Proficient No No No No No No

Academic Performance Index (API) No Yes No

Graduation Rate Yes Yes Yes

California English Language Development Test Assessment Results (CELDT)

Number and Percent of Students at Each Overall Performance Level

2009-10 2010-11 2011-12

N % N % N %

Advanced 29 34% 23 33% 27 38%

Early Advanced 36 42% 29 41% 39 55%

Intermediate 18 21% 15 21% 5 7%

Early Intermediate 2 2% 3 4% 0 0%

Beginning 0 0% 0 0% 0 0%

Local Assessments In 2011-12, the MY Access writing program was implemented district-wide. MY Access is a Web-based, cross-curricular program that applies artificial intelligence and linguistic technologies to the


writing process. It allows educators to make timely, data-driven decisions for successful differentiated instruction and motivates students to write more frequently by providing them with immediate feedback. In 2011-12, 100 percent of Bowman students participated in the district post prompt. 11th grade students increased their holistic scores from 3.6 to 4.0 in the first semester and from 3.7 to 3.9 in the second semester. 12th grade students increased their holistic scores from 3.9 to 4.0 in the first semester and from 3.9 to 4.1 in the second semester. MY Access will continue to be utilized throughout the 2012-13 school year.

MY Access

74

1 8 2

6 45

2 5

15

0

1 1

5

3

62

56

5

0

12

6

AOC LP SE BO AOC LP SE BO

Grade 11 Grade 12

Unique Student Participants in Teacher-Level Prompts 2011-12

Semester 1 Semester 2

76

84

60

13

91

10

0

0

19

AOC BO LP SQ

Participation Rate (%) on District Pre/Post Prompts

District Pre District Post


MY Access

2.6

2.6

2.3

2.3

2.4

2.4

2.4

2.4

2.1

2.2

2.4

2.3

3.6

3.6

3.2

3.2

3.5

3.3

4

3.9

3.5

3.5

3.8

3.6

3.7

3.8

3.4

3.4

3.7

3.5

3.9

4

3.6

3.6

3.9

3.7

0

1

2

3

4

5

6

BO Holistic/Trait Data Grade 11: 2011-12

District Pre-Prompt (Cold Write)

District Post-Prompt (Cold Write)

Teachers' S1 First

Teachers' S1 Highest

3.8

3.7

3.3

3.3

3.8

3.5

3.5

3.5

3.1

3.1

3.3

3.1

3.9

3.8

3.4

3.4

3.8

3.5

4

3.8

3.4

3.4

3.8

3.6

3.9

3.9

3.5

3.5

3.8

3.5

4.1

4.1

3.7

3.6

4

3.8

0

1

2

3

4

5

6

BO Holistic/Trait Data Grade 12: 2011-12

District Pre-Prompt (Cold Write) District Post-Prompt (Cold Write)

Teachers' S1 First Teachers' S1 Highest

Teachers' S2 First Teachers' S2 Highest


College SAT, ACT and EAP Results Students expressing an interest in attending a four-year college or university are provided current information about SAT/ACT testing sites, dates, and directions on how to sign up to take the exams. In the 2011-12 school year, seven Bowman students qualified to attend four-year universities. Also in 2011-12, 134 Bowman juniors participated in the Early Assessment Program. This program evaluates juniors’ readiness for College English and Math. Nine percent of the juniors assessed were judged to be at the college ready level. The non-proficient students will be able to participate in English and Math interventions that will allow them to achieve those levels before graduation. In addition, for the second year, Bowman was selected to participate in the National Assessment of Educational Progress (NAEP) testing administered by the U.S. Department of Education; 113 students have participated in this strategic assessment of United States students.

Advanced Placement Test Results In the 2011-12 school year, one student participated in taking one AP test in government and received a passing score of 4.

University of California A-G Requirements: Bowman offers UC approved courses in English, mathematics, social studies, science, fine arts and UC approved electives. In the 2012-13 school year, Bowman is piloting a program with APEX online course of study. Students may fulfill the requirements of foreign language and lab courses necessary for admission into UC schools through this program. Students may also fulfill these requirements through concurrent enrollment at the local community college.

Algebra Requirement: All seniors meet the state algebra requirement in order to graduate from Bowman.

Report Cards: In order to receive credit, a student must earn a grade of C or better on their coursework, including projects, assignments, and assessments. The letter grades of D and F are not awarded; students must redo their work to a level that demonstrates proficiency.


Graduation Rates

Source: National Center for Education Statistics (NCES)

Graduates and Dropouts

2009-10 2010-11 2011-12

Total Graduates 304 337 319

Adjusted 9-12 Dropout Rate* 4.3% 4.2% 3% (projected)

*Due to mobility trends, the large majority of dropouts are to lost transfers. For example, in 2009-10, 18 of 22

dropouts were to lost transfers.

Post Enrollment Data The Hart district tracks students’ post-secondary plans anecdotally by a self-reported end of the year student survey. In the 2011-12 year, 242 Bowman graduates responded and 81% planned on attending some type of post-secondary education while 15% planned on entering the military and 4% were undecided.

Process and Perception Data Parent/Community Survey Results of the parent/community survey show that respondents believe Bowman has high standards of achievement (90%) and is serving the educational needs of their students (93%). Respondents believe administrators (89%), teachers (94%), and counselors (90%) are accessible. 87 percent of respondents are satisfied with school-to-home communication, while 87% say they are regularly informed of their student’s progress. Bowman offers a safe environment (92%) in which both students (91%) and parents (89%) feel valued and respected. Respondents believe Bowman helps motivate their students to finish high school (94%) while preparing them to compete and be successful in a technological world (80%).

94.4% 93.8% 95.9% 90.6% 90.5% 91.2% 80.2% 78.6% 80.5%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2007-08 2008-09 2009-10

Graduation Rates (Based on NCES Definition)

Bowman District State


Student Survey Students at Bowman feel it is a safe environment (96%) in which individuals from diverse ethnic backgrounds get along well together (90%). Students feel free to speak with an adult at Bowman about school or academic problems (91%) and are supported both academically (94%) and emotionally (87%). Classes provide students with an effective level of technology to complete projects and do research (89%). Students are provided information about jobs and careers after high school (87%) and overwhelmingly feel their experience at Bowman has been a positive one (96%).

Parent Survey Parents indicated that Bowman is serving the needs of their student (94%) and that Bowman offers a safe environment for their student(s) (92%). Parents agree that Bowman helps motivate their student to finish high school (94%). Teachers are responsive to my student’s needs (94%). Bowman teachers set high standards for my student (90%). My student believes he/she is respected and valued at Bowman (91%). Parents feel that Bowman focuses on preparing their student to lead a successful and productive life after high school (88%).

Staff Survey Bowman staff indicated that they Strongly Agree (95%) or Agree (5%) with the statement: “Bowman High School is a campus that is welcoming and conducive to learning.” They indicated that they Strongly Agree (92%) and Agree (8%) that Bowman “offers students and staff an environment that promotes a sense of belonging and promise.” Further, they indicated that they Strongly Agree (86%) and Agree (14%) that Bowman “is an academic environment that promotes learning and self-awareness.” Bowman staff indicated that Bowman “provides a safe environment for all students and staff” (Strongly Agree 92% and Agree 8%). Staff indicated that they Strongly Agree (49%) and Agree (51%) with the statement that “staff sets high expectations for students to achieve academic and personal success.” Finally, staff indicated that they Strongly Agree (57%/21 responding), Agree (35%/13 responding), Somewhat Agree (5%/2 responding) and Disagree (3%/1 responding) with the statement “I feel supported and respected by the administration at Bowman.” The complete survey is available in the Appendix.


Chapter II

Student and Community Profile

– Overall Summary from

Analysis of Profile Data


Chapter II

Student and Community Profile

Overall Summary from Analysis of Profile Data

Overview

Bowman High School continuously conducts analyses and reviews of standardized student performance data, as well as, student classroom performance and other locally collected performance data. This data, with other demographic data, is compiled, disaggregated, discussed and has formed the basis for revisions to Bowman’s educational programs. Over the past six years, Bowman staff has been involved in a process of sharing best practices in instruction and assessment, and specifically focusing on identified areas of critical needs. This process has occurred during Leadership Team, faculty, department chair, and department meetings and informally throughout the school year. The identification of both the strengths and critical needs was uniform throughout all stakeholders and is reflected in the examination of essential data, and the development of the Action Plans to address these needs. This ongoing review and revision process is essential to Bowman’s commitment to success for all students. DATA Analysis

Community Profile Demographically there have been changes in

population in the Santa Clarita Valley. There has

been a 2 percent increase in the Hispanic

population in the last six years. Since 2006 the

Hispanic population has increased by 10

percent.

With the economic downturn, since 2006

Bowman has seen a 21 percent increase in the

number of students qualifying for National

School Lunch Program (NSLP). The number of

students classified as homeless per McKinney-

Vento has increased by 4 percent in one year.

Despite the current economy, Bowman has

continued to be supported by community

businesses offering resources, support and

involvement in Bowman students’ academic

achievement. In the 2012-13 school year,

Bowman is developing a partnership with


Habitat for Humanity’s SCV Habitat for Heroes.

School Purpose Bowman continuously examines its core values,

vision and mission and revises its schoolwide

outcomes (formerly known as ESLRs) to reflect

changing priorities.

School Status For three out of the last six years, Bowman High

School was designated as a Title 1 school.

However, for the 2012-13 school year Bowman

is no longer designated as a Title 1 school, and is

not in Program Improvement or under any type

of corrective action plan.

Enrollment Bowman High School’s numerical enrollment

has remained constant (500 to 520 students),

although the demographics have shifted. With

six traditional feeder schools, enrollment at

Bowman continues to prioritize enrollment of

seniors, then juniors.

Male students continue to outnumber their

female counterparts at an approximate rate of 2

to 1.

Over the past few years, Bowman’s Hispanic

population has risen to 55% in 2011-12 while

the white population has decreased to 33 %.

The remaining percentage is split between

black, Asian and Native American.

Spanish continues to be the predominant

primary language, other than English.

As of CALPADS 2011-12, Bowman’s Special

Needs population was reported as 15% Special

Education (32% Special Day Class and 68%

Resource); 45% socioeconomically

disadvantaged; 30% LEP (English Learners and

specially designated RFEP’s); and 1% gifted and


talented.

English Learners Bowman’s EL population remains at 15 %, almost

double the district’s average. Bowman’s EL

program accommodates a maximum of 70

students. The percentage of FEP’s increased over

the last 3 years by 3 % to 19.9 %, while the

percentage of students re-designated as fluent

remained at 1 %.

Student Attendance Although ASAM data is no longer submitted,

Bowman continues to track student attendance

and in the 2011-12 school year, attendance for

long term Bowman students (students enrolled

at Bowman since CALPADS day) showed a 1 %

increase over the 2010-11’s 84.17% attendance

rate.

Suspensions and Expulsions Bowman had 244 suspensions with no

expulsions for the 2009-10 school year, 240

suspensions with 8 expulsions for 2010-11, and

165 suspensions with 3 expulsions for 2011-12.

Expulsions were for fighting and/or alcohol/drug

related offenses. Suspensions declined in the

2011-12 school year by 75 incidents

Socio Economic Status For the 2011-12 school year, 57% of the students participated in the National School Lunch Program (NSLP). Nine percent of Bowman students were identified as homeless per McKinney-Vento criteria.

Bowman parents reported, 22% graduating from high school, 23% some college, 31 % completed college or higher, while 16% had not finished high school.

Staff Demographics Bowman teachers have an average of 15.7 years of teaching experience.

Fifty-eight percent of Bowman teachers hold


Master’s degrees. Both administrators hold multiple Master’s degrees.

NCLB Core and Compliance All Bowman teachers meet the Highly Qualified requirements of NCLB, with all teachers instructing in their subject areas.

API Over the past 3 years, Bowman’s API has fluctuated with a 122 point gain in the 2010-11 school year to 759 and a decrease for the 2011-12 school year to 565, due to this year’s change in calculating long term enrollment for CAHSEE passing scores. Bowman did not receive credit for 81 passing scores earned by Juniors and Seniors who passed the CAHSEE in November 2011 but had not been continuously enrolled at Bowman since October 2010 CALPADS day. Bowman’s API average score for the past 3 years is 691. API scores have consistently exceeded the state average for continuation schools.

CST CST scores have remained consistent within a few percentage points each year for students scoring Proficient or Advanced in English and math. Improvement has been seen in English and math achievement. From 2009-10 to 2010-11 the percentage of students scoring from Below/Far Below Basic decreased from 69% to 36% in English. From 2009-10 to 2010-11 the percentage of students scoring from Below/Far Below Basic decreased from 77% to 65%. Increasing the percentage of students scoring Proficient or Advanced in English and Math remains a critical need.

CAHSEE Bowman has not had 10th graders enrolled for the past 6 years due to the high number of juniors and seniors needing priority placement.

The passage rate for juniors and seniors taking the CAHSEE over the past 3 years has risen for English from 48% in November 2009 to 61% in November of 2011, and for math from 48% in November 2009 to 76% in November 2011.


These numbers remain high due to the school-wide focus on literacy, mathematics and writing, and the targeted instruction devoted to the skills and knowledge in these areas.

In the 2009-10 and 2010-011 school years all graduating students satisfied the CAHSEE requirements and received their diplomas. In the 2011-12 school year, only 2 students received a certificate of completion instead of a diploma after the May CAHSEE results were reported. A total of 331 students received diplomas.

Bowman continues to test seniors through May of their senior year, and students may return to study for the test into a fifth and/or sixth year.

AYP Bowman has not met AYP for the last 3 years missing the AMOs in English and Mathematics percent proficient rate.

CELDT The percent of students scoring at the Advanced level has remained relatively consistent over the past three years fluctuating from 34% to the current level of 38%.

There has been a significant increase in the percentage of students moving from the Intermediate level to the Early Advanced with a 14% increase in the number of students at the Early Advanced level from 2010 to 2011.

Local Writing Assessments In 2011-12 the district-wide MY Access writing program was instituted. Early data shows that 100 percent of Bowman students participated in the district post prompt. Data shows a high level of teacher to student feedback. There was an increase in the 11th grade overall average score from 3.6 to 4 and in the 12 grade from 3.9 to 4. Trait data reveals that the areas of content development and organization of essays is a focus for 2012-13.

ACT/SAT In the 2010-11 school year, four students took


the ACT and three took the SAT tests.

AP In the 2011-12 school year, 1 student took 1 AP test and passed it. Bowman does not offer any AP classes; students who have prepared for the AP tests may take them at one of the traditional high schools.

UC eligible graduates Bowman offers UC approved courses in English, mathematics, social studies, science, fine arts and UC approved electives.

In the 2012-13 school year, Bowman is piloting a program with APEX online course of study. Students may fulfill the requirements of foreign language and lab courses necessary for admission into UC schools through this program.

Students may also fulfill these requirements through concurrent enrollment at the local community college.

Algebra Approximately 70 percent of students transfer to Bowman without previously meeting the state Algebra graduation requirement. As a result, significant numbers of juniors and seniors are enrolled in Algebra rather than a grade level math course.

Report Cards Bowman does not award letter grades of “D” or “F.” Student work must be at a “C” (70%) level or higher to receive credit. Work that is below this standard must be redone.

Percentage of Graduating Seniors For AYP calculation purposes, Bowman has continued to achieve a graduation rate from between 94 to 96 percent.

Percentage of Students attending college The district tracks students’ post-secondary plans by a self-reported, end-of- year student survey. In the 2011-12 year, 242 Bowman graduates responded and 81% indicated that they planned on attending some type of post-secondary education. Fifteen percent planned on entering the military and 4% were undecided.


Chapter III

Report on Schoolwide

Action Plan Progress


Chapter III

Report on Schoolwide Action Plan Progress

Chapter III Progress Report – Significant Developments Almost before the Visiting Team left, Bowman staff began work on implementing the Action Plan and addressing the critical areas for follow-up items on staff development days. Over the past six years, improving student achievement for all students has been the primary focus of Bowman staff. Modifications in curriculum, instruction and scheduling have been made to address student needs. Annually, student performance data is analyzed and discussed at the only staff development day funded by the district at the beginning of the school year. From there, home groups, focus groups and action plan groups meet during lunches, brunches, prep periods and after school to discuss and modify the Schoolwide Action Plans with the Single Plan for Student Achievement as needed. Additional input is gathered from parent/community groups during Site Council, ELAC and ATP meetings throughout the school year. Annual presentations on student achievement are made at School Board meetings and other meetings with stakeholders. Finally, Bowman’s Leadership Team, Department Chairs and Professional Development Team meet to discuss how to support implementation of Action Plan steps and to prepare progress reports. From 2008-2012, there have been a series of budget cuts that have affected all stakeholders. In 2011, there were four furlough days, including all but one staff development day; therefore, Bowman was unable to follow the usual procedure of working on WASC during staff development days. With Bowman’s split shifts, it is not feasible to schedule minimum days without significant loss of ADA; however, by re-arranging and rescheduling regular after school department meetings, Bowman was able to leverage five after-school work days devoted to completing the self-study process. With the decrease in funding, Bowman’s staff has had to learn to work smarter with less in order to meet the needs of the students. Combining the small amount of funds allocated with grants, donations and other community resources, Bowman has been able to continue to offer a quality program that supports student success. For example, through District intervention funds, Bowman was able to offer an extensive high quality intervention program before and after school that was well attended by students to help enhance skills in math and English. Collaborating with the local community college’s CTE grant resulted in new computers for the computer lab. Community donations helped fund the publication of Bowman’s annual poetry anthology and sponsor the “Day of the Artist and Poet” when educational grant money fell through. Relatively small changes in staffing each year have not significantly impacted the quality of academic offerings at Bowman as each new teacher has successfully integrated and become an essential part of the Bowman family. A major change in administration resulted in a new assistant principal with nine years administrative experience joining Bowman for the 2012-13 school year.


Also new to 2012-2013 is a schoolwide focus on assessment in preparation for a successful transition into the Common Core Standards. The change to Common Core Standards has encouraged Bowman to take a more in-depth look at assessment, and as a result, Bowman staff established an action plan for assessment in place of parent community. Bowman will continue to build on the significant progress it has made with parent community relations. The following is the report on Action Plan progress since the last full WASC visit in 2006.

Report on Action Plan Growth Area #1 - Reading

Goal: Reading: Develop a comprehensive English Language Arts system that has structures in place to help students learn to read and to achieve grade level standards.

Rationale: Critical Need- Self-Study findings indicate a need to improve student achievement in English Language Arts/ Reading for all student groups. State assessment data (CAHSEE and CST); discussion and recommendations from all Focus Groups and departments; and review of student work support this need.

Task #1 Assess student reading levels within specific English classrooms.

Initially, Bowman had an onsite Literacy Coach with a Literacy team. The Coach and team were provided professional development in a variety of strategies used to support achievement in reading, beginning with initial assessments of student reading levels through the use of the Gates-McGinnity reading assessment. With the sunset of professional development funds, the Literacy Coach and team morphed into the current model of onsite Professional Development Team focused on all areas of the curriculum and instruction, not just reading. Funding also affected the availability of staff to administer reading assessments and the purchase of those assessments, although the training in formative assessments has helped to bridge that gap. Teachers use a variety of strategies to assess the students’ abilities to access the curriculum and employ a variety of differentiated instructional methodologies to support them. Literacy strategies are discussed at Leadership Team, Department Chair, department, and faculty meetings via a “best practices,” book study process.

Task #2 Continued training in reading strategies for staff and paraprofessionals.

In addition to Bowman teachers receiving on-going staff development in literacy strategies, Bowman paraprofessionals also receive similar instruction. The paraprofessionals meet monthly to discuss best practices in the classroom. Specifically, paraprofessionals receive school-wide updates during these meetings and are informed of any changes in the school’s academic focus. Reading strategies have always been a substantial focus for Bowman High School. Also, many of the paraprofessionals have attended reading strategy trainings from the Hart District. However, due to lack of funding, the number of these district trainings has decreased. To compensate, Bowman administrators and teachers continue to work closely and collaboratively with the paraprofessionals to maintain academic continuity. Specifically, paraprofessionals encourage students to use reading strategies such as Thinking Maps and Academic vocabulary. The benefits of


explicitly teaching Academic vocabulary are found in the high achievement of Bowman students on the CSTs, CELDT, CAHSEE, and class assessments.

Task #3: Create and expand departmental high-interest libraries, including on-line resources.

Bowman High continues to focus on creating and expanding departmental high-interest libraries and online resources. Bowman offers an online library for students, teachers, and families; the online library may be accessed from home and/or school. These libraries connect to online research magazines, current news, academic periodicals, multimedia resources, encyclopedias, and almanacs. Upon entering Bowman’s home page (http://hartdistrict.org/bowman/), click on the “Online library” icon, and a wealth of high-interest resources are available for students and family to utilize. Teachers work individually with students to help them utilize multi-media resources, train students how to utilize the public library’s online resources, and inform students on upcoming library programs beneficial to students’ success.

Task #4: Continue literacy strategies incorporated throughout the curriculum.

Bowman High School staff works diligently to incorporate literacy strategies into every aspect of the curriculum. For example, teachers utilize Thinking Maps, Academic vocabulary, rubrics, and formative assessments. The staff also participates in professional development presentations in which they work collaboratively to evaluate the best practices in education. The staff has focused on formative assessment and comprehension strategies as a means to increase student achievement. Teachers are utilizing activities from the following texts: Comprehension Strategies for English Language Learners and 25 Quick Formative Assessments for a Differentiated Classroom. Teachers participate in sharing their experiences with these activities during monthly staff meetings. This sharing builds collaboration and helps to enhance the school’s focus of increasing student achievement by using “best practices” across the curriculum.

Task #5: Develop rubrics for reading comprehension.

Bowman’s staff has been piloting a Cross-Curricular Reading Comprehension Rubric that assesses major components of reading comprehension. These components include making connections, asking questions, visualizing, making inferences, determining importance, and synthesizing information. The rubric can be used across the curriculum with both narrative and expository texts. With a uniform rubric, teachers and students alike can work toward monitoring and improving their reading comprehension strategies and skills.

The rubric consists of proficiency levels ranging from one to four; level four being the highest level of proficiency. Each level provides a detailed description for that particular level. For instance, a student who exhibits a “level four” in making connections must be able to “explain how schema enriches interpretation of text and begins to make connections beyond life experience and immediate text.” By self-assessing, the students can work toward higher proficiencies regardless of the class because the rubrics are used by all teachers across the curriculum.

http://hartdistrict.org/bowman/


Task #6 Develop and implement formative assessments for student reading ability.

Bowman’s staff continues to implement formative assessments for student reading abilities across the curriculum. Staff was trained by the Professional Development Team during staff meetings for the 2010-2011 school year to use assessments in 25 Quick Formative Assessments for a Differentiated Classroom. These assessments are used regularly by all teachers and in all programs. In addition, Bowman’s staff is incorporating strategies from Comprehension Strategies for English Language Learners. These strategies are used throughout the curriculum to increase comprehension and to measure student reading abilities. Bowman staff works in collaboration at both staff and department meetings to improve the quality of formative assessments.

Report on Action Plan Growth Area # 2 - Writing

Goal: Writing- Develop a comprehensive plan to improve writing across the curriculum.

Rationale: Critical Need: Self-Study findings indicate a need to improve achievement in writing for all student groups. State assessments data (CAHSEE), discussions, recommendations from all Focus Groups and departments, and review of student work support this need.

In the process of plotting a course to further develop a more effective writing program for schoolwide literacy, teachers reflected and developed eight points of action that needed attention. Below is a detailed summary of both the tasks and the actions that were taken to reach these points.

Task #1 Continue professional development specific to writing strategies.

Every year, Bowman faculty shows an active enthusiasm for learning new and more effective ways to teach by attending district sanctioned literacy trainings. These trainings have included 6 + 1 Traits of Writing, Academic vocabulary, Thinking Maps, Formative Assessments, Student Engagement, Total Participation Techniques (TPT), and Writing Across the Curriculum strategies. Due to budget cuts, outside professional development opportunities have been limited since 2009. The district went to a train-the-trainers model of professional development with an on-site Professional Development Coach, supported by a team of teachers, an administrator and a counselor. Bowman’s Professional Development Team attends workshops, and then at monthly faculty meetings, it trains faculty in the best practices recently learned.

The on-site professional development trainers have attended district-wide workshops on 6 + 1 Traits of Writing, Academic vocabulary, Thinking Maps and most recently on the topics of Professional Learning Communities, Formative Assessment, and Writing Across the Curriculum. Site professional development trainers meet once a month formally and several times each month informally to plan their courses of action for instructing the faculty during staff development activities, as well as during faculty meetings. In the 2012-13, school year, department chairs are reading the best practices book Writing in the Content Areas, which should continue to drive Bowman’s schoolwide writing across the curriculum focus. This is enhanced by the MY Access writing program training the English department received.


Task #2 Develop and implement formative assessments in writing.

In the 2010 school year, Bowman’s PD focus was the utilization of Formative Assessment throughout the curriculum; the 2011 school year continued with a focus on Formative Assessment, more specifically with an emphasis on EL students. This year’s focus on Writing Across the Curriculum is expected to continue to improve the usage of formative writing assessments. The English Department and some additional teachers in other departments (art, math, science, social studies, and special education) have been trained in MY Access. The English Department is in the process of training other staff members to utilize the program. Formative assessments in writing continue to be developed, utilized, assessed and revised for effectiveness across the curriculum.

Task #3 Continue to implement a schoolwide Thinking Maps program.

Through ongoing review and sharing of best practices at faculty meetings, the utilization of Thinking Maps remains a focus for Bowman’s professional development. New teachers coming into Bowman are supported in this program by more experienced teachers who share their usage of this writing strategy.

Task #4 Enroll all non-passing students in CAHSEE Core classes.

This task has been met and efforts continue. The CAHSEE English Intervention instruction and curriculum has been revised every year. Each class has been specifically tailored to each student’s needs. Students enrolled at Bowman who have not passed the CAHSEE are instructed in each of the three main portions of the test by different instructors who assume the role of an “expert” in their respective strands. Students who do not pass the first time are entered into a second layer of intervention which draws upon what they already know and builds on what they did not retain from the first instruction. Six before and after school language arts intervention classes are also held, which do support students passing CAHSEE.

Saturday CAHSEE prep classes are made available for students who need more time or instruction. Before and after school intervention classes have been implemented to support students in their reading and writing strands. In 2009, due to budget constraints, funding for the Chariot and EPath programs were cut and both are not currently available. Despite cuts that have been made to supporting programs, Bowman’s CAHSEE writing scores reflect success using the current system.

Task #5 Continue training in 6+1 Writing Strategies (now the MY Access Program)

Original training in the 6+1 Writing Strategies has been subsumed by the acquisition of the MY Access writing program. Aligned with the 6 + 1 Writing Strategies, MY Access allows students to work on their writing through the online modality. This allows them to receive immediate feedback, and with teacher instruction, revise their writing to address areas of weakness. Initially piloted in English classes, the training in this program has expanded into other areas of the curriculum with the eventual goal of being in every classroom.


Task #6 Writing component integrated in activity lessons across the curriculum.

Bowman staff acknowledges that this task has been achieved. The concept of “Literacy Tuesday” has been expanded and made more flexible allowing teachers to embed literacy strategies into their curriculum. Reading and writing is a daily occurrence in Bowman classrooms. In 2008 and 2009, PD trainers assisted staff in the implementation of 6 + 1 Traits of Writing strategies into their instruction. A writing rubric utilizing the 6 + 1 Writing Strategies has been distributed to each teacher, and has been correlated with the MY Access program rubric in the English department.

Task #7 Design and implement rubrics for written assignments

Bowman staff has determined that this task is an ongoing process. The site PD team has met with departments and has trained teachers in the specifics of writing and using rubrics. The practice of using rubrics is closely aligned with Bowman’s schoolwide focus on formative assessment. The English department utilizes rubrics specifically in 6+1 Writing Traits directly aligned with the MY Access program. The English department designed and published a schoolwide Writing Guide for students to help staff standardize and teach best writing practices.

Task #8 Design pre-post writing assessments.

Accomplishing this final task was not possible as originally envisioned, due to budget constraints and the lack of time to meet for planning. In 2008 the district coordinated a district-wide writing assessment. Bowman is in the second year of utilizing the district-wide MY Access Writing Program as a pre and post writing assessment by the English department. In Bowman’s 2011-12 post testing, 100% of Bowman’s students in English classes were tested, with increases in student writing proficiency noted.

Report on Action Plan Growth Area #3 - Numeracy

Goal: Numeracy- Develop a comprehensive math program to prepare students to achieve grade-level math standards and continue with post-secondary options.

Rationale: Critical Need- Self-Study findings indicate the need to improve student achievement in mathematics for all student groups. State assessment data, student credit completion rates, discussions and recommendations from all Focus Groups and departments, and review of student work, support this need.

In order to reach the goal of developing a comprehensive math program to prepare students to achieve grade-level math standards and go on to post-secondary options, nine action plan items were originally outlined on the Action Plan Matrix for Numeracy. For the next Action Plan Matrix, eight have been outlined. The following is a summary of each of each of these eight tasks:

Task #1 Continue to enroll all non-passing students in CAHSEE Core classes.

This has been accomplished. Bowman offers CAHSEE classes in math and English, designed to focus on the standards assessed on the CAHSEE, twice a year before each test administration. Every student who enters Bowman fall semester, who has not yet passed the CAHSEE, is automatically


enrolled in a CAHSEE class. This process is repeated again spring semester until the March administration of the test. Even a student who took a CAHSEE class fall semester must take the class again until the school has received notice that the student has passed the exam. CAHSEE class enrollment for students who have not passed the CAHSEE test is mandatory. This has been kept as the number one item on the Action Plan matrix because even though it is currently in practice, passing the CAHSEE continues to be a critical need.

Task #2 Continue to explore alternative math course offerings for students.

Even though new courses have been added to the Master Schedule, such as Senior Algebra B, Algebra II Prep, Algebra II, and before and after school intervention math, the math department wants to continue to explore the possibility of adding geometry, and business math to the list of courses being offered.

Task #3 Increase student enrollment in advanced math courses.

The math department currently offers an Algebra II Prep course which follows the CAHSEE core classes and a year-long Algebra II course. These courses have continued to grow in enrollment since their initial offerings.

Since the majority of students who enroll in Bowman have yet to meet the algebra requirement, there is not enough of a demand for advanced math courses to offer both geometry and Algebra II. Therefore, a formal course in geometry is not offered as a class. This year on an individual level, through the piloted APEX online learning program, students are able to enroll in an accredited geometry course and complete this upper division math course.

The rationale for having students move directly to Algebra II from Algebra 1 is that students, particularly English learners (due to the expanded vocabulary of geometry), are better prepared following Algebra 1 preparation to go directly into Algebra II. Also, during articulation meetings with the math department at College of the Canyons, it was learned that the math placement test for courses offered there is more algebra based than geometry based. Therefore, it is both practical and beneficial to the needs of students who attend Bowman to have them go directly to Algebra II from Algebra 1, rather than to geometry first. As a result, the students who go on to the local community college will have a better chance of scoring into higher level math course on the college math placement test. In addition, the Apex on-line program is available this year for students needing upper level math courses.

Task #4 Review and update math courses.

The math department and counseling department review courses on a regular basis, by updating course offerings, course materials, and courses of study. Courses are continually reviewed and revised based on what is best for students, guided by student credit needs, data from test results (CAHSEE and CST), post-secondary preparation, new text adoptions, and state and district directives. This is a critical and on-going component to the action plan.


Task #5 Increase use of math computer software.

Due to budget cuts, funding is not currently available for these programs. Accelerated Math is still available, but is used on a limited basis. This year, Bowman has a site license for the Brain Pop web-based program and is available for math and science enrichment activities. Bowman utilizes free online resources such as Kahn Academy and Classzone.com.

Task #6 Articulate math courses within the department.

This task has been accomplished with the use of planning guides that identify the essential standards being taught in each semester of each course. The use of these guides allow teachers to coordinate the transition of students from one semester to the next.

Task #7 Create departmental rubrics for standards mastery.

The math department has agreed on a common rubric for assessing student work. The challenge for the math department is to be more consistent in implementing the rubric to assess student learning.

Task #8 Create formative assessments for student achievement in math.

The faculty has been trained in formative assessment through the PD team, and the math department consistently uses formative assessments in the classroom. The task for the math department is to incorporate more writing to learn activities as a way to measure student achievement and in preparation for transition to the Common Core standards.

Report on Action Plan Growth Area #4 - Parent/Community

Goal: Parent Community- Develop a climate of partnership to increase customer service at Bowman High School.

Rationale: Critical Need- Bowman recognizes the critical need of parent and community involvement. Several years ago the Hart District joined the National Network of Partnership Schools at Johns Hopkins University to learn how to engage schools, families, and community members in activities that improve student achievement and success.

The goal is to develop a climate of partnership to increase customer service at Bowman and Bowman is working to create a productive relationship between all stakeholders. Through a parent survey questionnaire, Bowman parents and community members report a high level of satisfaction with the level of customer service and support from Bowman’s staff.

As with most of the Action Plan areas, the majority of steps to meet the recommendations for the Parent Community area have been completed. The Action Plan is reviewed yearly and modified as needed. In many areas of the Action Plan, current economic conditions have placed a significant barrier on moving forward with increased community partnerships. Bowman remains committed to finding new ways, despite the economy, to strengthen the bonds amongst stake holders.


Task #1 The first task of the Action Plan involved increasing ways to inform and connect parents to Bowman.

Significant progress has been made towards this goal. Bowman’s Connect Ed system, an automated phone system to convey messages to families, provides parents with up to date information of their student’s attendance as well as the opportunity to be informed of upcoming events, emergency information and/or important dates.

Infinite Campus has a Parent Portal that allows parents and guardians access to their student’s attendance, grades, schedule, and health records online. Bowman digitally publishes a quarterly newsletter, which highlights school programs and student achievement. Parents are encouraged to communicate with teachers via e-mail. Information is also available to parents and the community on Bowman’s website. The website contains links to all staff email and information useful to both students and parents. Most Bowman teachers have active websites for student/parent use.

Bowman’s website recently added a language translation tool so that Spanish speaking parents have full access to all of the school’s events and programs.

Bowman often receives positive feedback about the ease with which parents are able to leave messages for staff members. Parents find the “old fashioned” system of talking to a person a refreshing change from leaving a voicemail.

Task #2 Increase parent participation at Bowman.

Bowman continues to strive to provide parents with ways to connect with the school and to actively participate. Starting with student intakes, the school makes every effort to form a connection with each family. Opportunities for parents to become involved are discussed during the intake process, and Parent Involvement forms are collected at that time. On the Bowman Web site, Students/Parents page, there is a link to a form in English and Spanish that parents may complete to sign up to volunteer.

All parents are encouraged to schedule conferences with the counselors to discuss their student’s progress. Events throughout the year allow parents an opportunity to visit campus. These events include Open House, Back to School Night, The Every 15 Minutes Program, quarterly awards assemblies that honor both students and parents, and Parent Involvement Day which allows parents to attend class side by side with their students. Bowman parents serve on the school and District’s site councils and school and district ELAC committees. An annual Google.docs survey of Bowman families and community members provides feedback to the school. The student and parent surveys are available online as well as in a paper and pencil format.

Task #3 Implement Bowman’s Action Team Partnership (ATP) goals.

Bowman currently has four teachers, one administrator, a community member, a bilingual paraprofessional, four students and four parents serving on ATP. Meetings are held monthly to help foster more parental involvement and build connections to Bowman. Monthly meetings cover information that is timely for parents and guardians such as disaster preparedness and the college application process, in addition to sharing student data and instructional goals. ATP members work


yearly towards revising the ATP action plan and participating in the WASC Self-Study process. ATP provides parents and community members with an opportunity to have a voice in student achievement and success at Bowman.

Task #4 and #5 Explore and develop the community partners program.

Bowman High School continues to work collaboratively with its community stakeholders to develop stronger ties. A major goal is to utilize the local media to communicate to all stakeholders the positive programs, events and individual successes of Bowman students and encourage community members to interact with and experience the positive aspects of Bowman’s school programs. Bowman continues its strong partnership with the local community college, College of the Canyons (COC); COC continues to partner with Bowman in promoting student awareness and educational opportunities for students. Many staff members participate in events, serve on committees and belong to community organizations.

Bowman benefits from strong partnerships with several local businesses including Sam’s Club, Corner Bakery, Western Bagel, and ACTION Family Counseling. Business leaders serve as “Principal for a Day.” Staff members participate in the district wide Business Partnership and the Anti-Gang Taskforce Committee. Bowman students interact with local business leaders at the yearly “Connecting to Success,” a daylong seminar hosted by the Valencia Industrial Association. Each year College/Career Day brings business leaders on campus to help students prepare for entering the work force. The local newspaper, The Signal, and radio station, KHTS, partner with Bowman to showcase the positive accomplishments of our students, staff and school.

In the fall of 2009, Bowman High School was one of three continuation schools in the state chosen to pilot the Roadtrip Nation Project. This exciting opportunity was in partnership with the College of the Canyons, in the form of a grant providing video cameras, editing software, and staff development training, allowing students to explore career opportunities through an interactive curriculum.

The Roadtrip Nation experience arrived at destination Bowman on December 16, 2009. Staff members and students hosted an after school training session where they reflected on the theme “define your own road in life” and viewed training modules. Lesson titles included: “Don’t Fall Asleep at the Wheel,” “Get Out and Explore,” and “Work Versus Your Life Work.” In February 2010 the Roadtrip Nation green bus arrived to kick-off the program at a school-wide assembly featuring current PBS Roadtrip stars who spoke to students about their incredible journey to find their passion and purpose in life.

Roadtrip Nation was a powerful experience for the students who were involved, but it was a difficult program to continue school-wide. Funding was not available after the 2010 school year to continue the program. Teachers continue to integrate the themes of the Roadtrip Nation Experience into their curriculum, and Roadtrip workbooks are still utilized by some teachers.

Currently, Bowman is piloting a partnership with Habitat for Humanity’s Homes for Heroes program. Habitat and the City of Santa Clarita are building homes for veterans in the lot located next to Bowman High School. Bowman students and staff will be involved in many aspects of this


exciting program, the first of its kind nation-wide. Bowman also partners with the Santa Clarita Sheriff’s Station and the City of Santa Clarita in bringing the Every 15 Minutes program to campus. In addition, Bowman has a partnership with the City of Santa Clarita’s Community Services Supervisor, Cynthia Llerenas who is a key member on the city’s Anti-Gang Task force.

Recognizing the impact the economy has had on businesses, Bowman continues to reach out to the business community to work with them in finding ways to support the school. The current economic climate in the Santa Clarita Valley has resulted in fewer businesses providing support to Bowman.

Task #6 and #7 Implement a public relations plan.

Bowman has enjoyed a sizeable increase in positive coverage in the local media. Bowman students are highlighted as Hero of the Week in the local newspaper, The Signal. Several articles about Bowman appear each month in What’s Good in Education, a district publication to highlight district students and programs. Bowman students serve on the district Student Communication Council. Bowman’s website also provides the public with information about the school. While Bowman staff is continually working on increasing the positive media coverage for the school, no formal plan has yet been developed.

Bowman staff works closely with the Hart District Public Relations Community Liaison Officer, who frequently writes press releases for Bowman events and student success stories.

Profile Analysis: Critical Academic Needs

Critical Academic Need #1: Improve student performance in reading. Rationale: Low standardized testing scores, student performance on CAHSEE, CST, CELDT and demonstrated low levels of comprehension in student classroom performance. Correlated Schoolwide Outcomes: Achieve academic proficiency in reading, communicate effectively Questions Raised:

What best practices can be extended throughout the school to increase student achievement?

Which intervention programs and strategies are most effective?

How can Bowman’s intervention strategies be integrated throughout the curriculum so that all stakeholders are involved in the achievement improvement effort?

How can available resources and materials be leveraged to support student success? Critical Academic Need # 2: Improve student performance in writing. Rationale: Low standardized testing scores, student performance on CAHSEE, CST, CELDT and low levels of performance in writing in student classroom assignments.


Correlated Schoolwide Outcomes: Achieve academic proficiency in writing, communicate effectively Questions Raised:



How can Bowman’s intervention strategies be integrated throughout the curriculum so that all stakeholders are involved in the achievement improvement effort?

How can available resources and materials be leveraged to support student success? Critical Academic Need #3: Improve student performance in mathematics. Rationale: Low standardized testing scores, student performance on CAHSEE, CST, and low levels of classroom performance. Additionally, there has been a decrease in the number of students enrolling in higher levels of mathematics. Correlated Schoolwide Outcomes: Achieve academic proficiency in math, critical and analytical thinking skills Questions Raised:



How can Bowman’s intervention strategies be integrated throughout the curriculum so that all stakeholders are involved in the achievement improvement effort? How can available resources and materials be leveraged to support student success?


Chapter IV

Self-Study Findings


Chapter IV

Self-Study Findings

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

Staff, and Resources

A1. Organization Criterion

Summary

High expectations are embedded into the culture of Bowman High School. We expect all students to be successful, receiving a high caliber, standards-based education leading to a high school diploma, in readiness for post-secondary education or other pathways. As evidenced by our collaborative vision and mission statements, Bowman’s school community has the opportunity to develop and support a rigorous and relevant curriculum for students. Bowman has developed a culture committed to the on-going evaluation, revision, and support of our vision and mission. Through board policy, Site Council, Leadership Team, Faculty meetings, and our parent/community group, the Action Team Partnership (ATP), English Language Advisory Council, and through student interviews and Student Government (ASB) discussions, all stake-holders’ voices have been heard. Bowman’s professional learning community validates that this process was authentic and meaningful. Our mission statement remains a vital guiding document. Our mission statement is in harmony with the William S. Hart District mission statement.

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

Findings Supporting Evidence

The vision is communicated to students, parents and staff at School Site Council Meetings.

95% graduation rate

759 API score for 2011; 525 API score of 2012

330 graduates in 2011; and 319 graduates in 2012

80% of Bowman students attend community colleges, universities, or a technical program

Bowman’s Mission and Vision are first communicated to parents and students in the extensive Intake process.

Bowman’s Action Team Partnership (ATP) assesses parent/guardian involvement practices and participation.

School Site Council Meeting agendas

Intake presentations and school data

Courses of study and SMART Goals

Master Schedule, intervention sign-in sheets and test score data

ATP agendas

Student, parent and staff surveys


Bowman’s staff is dedicated to promoting high achievement for all students through: instruction using best practices, including writing across the curriculum; interventions that are innovative and effective; curriculum that is challenging and relevant and equally accessible to all students; assessment which includes varied formative and summative strategies, producing achievement data that is used effectively to improve instruction; and continual improvement of curriculum and instruction through professional development, staff collaboration, and professional learning community practices.

A culture of collegiality and mutual respect defines the staff, thereby creating a family atmosphere where students feel connected and supported.

Student interviews

Meeting agendas

CALPADS data

Professional development

agendas

Bowman High School has effective processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision and expected schoolwide learning results.


Schoolwide Learning Outcomes, formerly referred to as Expected Schoolwide Learning Results (ESLRs) have been developed in congruency with the mission statement, are consistent with national, state, and district standards, as well as state curriculum frameworks.

Schoolwide Learning Outcomes, Mission, and Vision Statements reviewed by Site Council, Action Team Partnership (ATP), and WASC groups.

Parents and guardians are surveyed yearly using an online Google Docs Survey. Parents, guardians and students access the survey throughout the year. The results are tabulated annually and discussed with the Leadership Team, Site Council, and with staff at department and faculty meetings.

In addition, specific times for parents and guardians to take the survey occur at School Site Council meetings, Back-to-School Night, Open House, District English Language Advisory Council (DELAC), English Language Advisory Council (ELAC) and District Advisory Council(DAC) meetings.

Google Doc Survey results

Interviews with ABS students and staff

School Site Council Meeting agendas

Staff Meeting agendas

Back-to School Night and Open House sign-in sheets

ELAC agendas

Department Chair and Department meeting agendas

Staff Development Training Agendas


Bowman students, parents, and other members of the school community demonstrate understanding of and commitment to the vision and the expected schoolwide learning results.


Bowman High School develops its own School Plan, Mission Statement, Schoolwide Learning Outcomes and Core Values, which are reviewed annually.

This process allows for reexamination of the school’s purpose and identification of important focal areas for the future.

Leadership Team, departments, and the faculty function as a Professional Learning Community to develop and refine Bowman’s mission and vision statements to reflect the school’s commitment to ensure high achievement for all students. Serving as a catalyst to drive student achievement to the next level, staff is focused on continuous school-wide achievement.

The governing board annually assesses the single schoolwide plan. After board review, the District Superintendent and other district personnel ensure the schoolwide plan is aligned with district policy.

The School Plan is updated and revised annually.

Staff Meeting agendas

Instructional Assistant agendas

Campus Supervisor agendas

ASB Meeting notes

School Plan 2011-2012

Site Council agendas

ATP agendas

Leadership Team agendas

Faculty meeting agendas

Department chair meeting agendas

Bowman High School is implementing an effective process for regular review/revision of the school purpose and the expected schoolwide learning results based on student needs, global, national and local needs, and community conditions.


Schoolwide Learning Outcomes are communicated to students, parents, stake-holders, and the community in a variety of ways. Included in the process are traditional mailings, web-based communication, parent meetings, new student orientations, School Site Council, School Plan, WASC Action Plans, School Safety Plan, SARC Report and Surveys results which help to guide decisions about school purpose and Schoolwide Learning Outcomes.

Bowman recognizes the importance of stakeholders being knowledgeable of Schoolwide Learning Outcomes. Each month, Bowman focuses on a different

Student, parent and staff surveys

Parent/guardian mailings

Web-based communication

WASC Action Plans

School Safety Plan

Agendas, Winter Voucher and Project Prom

Hart District Board meeting agendas

Schoolwide Learning Outcome of


Schoolwide Learning Outcome school wide. Annual review of homeless student information is provided at staff meetings.

the month

Connect Ed calls

Bowman High School regularly reviews and modifies our goals and vision. Revision of the ESLRs is monitored through feedback from the Leadership Team, Professional Development Team, and departmental meetings in a collaborative format.


Bowman High School regularly reviews, assesses, and modifies its goals and vision. Revision of Schoolwide Learning Outcomes is monitored through feedback from Faculty, Leadership Team, Departmental, and classified meetings. Discussion of mission, vision, and Schoolwide Learning Outcomes takes place at Site Council, ASB, and ATP meetings.

Bowman High School’s mission and purpose is highly regarded by the governing board and the central administration, receiving funding and support equitable to other district high schools.

Allocations of personnel and resources, as well as staff development funding, are provided to support the mission statement and Schoolwide Learning Outcomes.

The School Site Council is comprised of stakeholder groups and meets regularly to assess school needs, examine curriculum and instructional practices, and review the school site plan.

School Board presentations

School Site Council agendas and sign-in sheets

Bowman’s Professional Development Plan and district staff development meeting agendas

Staff implementation of Comprehension Strategies for English Language Learners

Staff implementation of Total Participation Techniques, Making Every Student an Active Learner

Master Schedule


Faculty Meeting agendas

Bowman is committed to improving instruction for all students, and our recent focus has been on effective strategies for English Learners. This focus is producing results in closing achievement gaps.


On-going professional development training occurs for formative assessment, EL strategies and writing across the curriculum.

Inclusion of MY Access Writing Program school-wide.

SDAIE classes offered to provide appropriate supports.

Faculty and leadership team meeting agendas

Courses of study

MY Access data

CALPADS data

PD Plan

Master Schedule


A2. Governance Criterion

Summary

The William S. Hart School Board regularly assesses policies as they relate to the entire district. The district belongs to the California School Board Association and is apprised of policy updates. As legal changes occur, recommended policy language is sent to the district for review and shared with Administrative Council. Input is gathered and recommendations are taken to the Board for approval and adoption. Bowman High School is notified of all board updates.

At Bowman High School there is clarity of the policies and procedures regarding the selection, composition and specific duties of the governing board, including the frequency and regularity of board meetings.


In the Hart School District a good deal of local control is granted to the school within the parameters of Board Policy and Regulations. Bowman High School develops its own Mission and Vision statements, Schoolwide Learning Outcomes, and Core Values. This process allows for reexamination of the school’s purpose and identification of important focal areas for the future. In addition, it allows for continuous involvement in strategic planning for the benefit of Bowman teachers, staff, parents, and students.

Student achievement of the Schoolwide Learning Outcomes is promoted through input of staff and the Bowman Leadership Team.

Staff encourages ongoing communication, assessment, and improvement, and works with parents/guardians to shape and to promote the school’s mission. Students are encouraged to become well-rounded individuals by enrolling in a variety of courses and programs at Bowman High School, as well as the district ROP program, Work Experience, Bowman Night School, Bowman Independent Study and/or concurrent enrollment at College of the Canyons and North Valley Occupational Center. These programs provide flexibility and are designed to meet individual student needs. Concurrent enrollment at the local community college has been negatively affected by budget constraints and cut backs.

Through the District Strategic Plan, the governing board provides a series of policies and regulations that

Board agendas

Board minutes

Board packets

District Strategic Plan

District Uniform Complaint Procedure

District Advisory Committees for students and parents


ATP agendas

Senior Seminar

ACTION Program

Girl’s Group

Bowman Newsletter

School Plan

Leadership Meeting agendas


Department Chair Meeting agendas

Department Meeting agendas

District Strategic Plan

School Site Council agendas

SARC Report


provide guidance and support for schools to achieve their vision. School Site Council helps to evaluate and approve the single school-wide action plan. District and school site personnel collaborate on evaluating student assessment data. This data is then used to revise curriculum and instructional strategies.

Bowman evaluates assessment results on an annual basis. This data is reported through the School Accountability Report Card (SARC) as well as being reported through the newspaper and California Department of Education website. Students’ needs are considered when evaluating performance and appropriate instructional strategies are implemented. Specific courses (English Language Development, Resource Specialist Program, Special Day Class, California High School Exit Exam English and Math) are designed to provide additional supports.

Master Schedule

Intervention Schedule

Bowman website

At Bowman High School the governing board’s policies are directly connected to the school’s vision and purpose and expected school-wide learning results.


The Hart District Governing Board assigns responsibility for implementation of policies and state requirements to district and site level administration. There are monthly board meetings to encourage community and school involvement in the decision making process.

In addition, regular staff meetings, leadership team meetings, and departmental meetings at the site level are held to disseminate information and appropriate action strategies.

Board agendas


Leadership Team Meeting agendas


MY Access training

The Bowman High School community understands the governing board’s role, including how parents can participate in the school’s governance.


The members of the governing board encourage the constructive participation of families and the public in the schools of the William S. Hart School District.

The partnership at Bowman begins when parents and guardians are apprised of a student’s learning plan

Intake PowerPoint

ATP Meeting agendas

Parent Volunteer forms

Parent Surveys


initially through an in-depth orientation intake process. The parents/guardians are informed of their students’ progress through eight report cards, and conferences with counselors, teachers, and administrators.

Bowman also has an Action Team Partnership (ATP) committee which consists of administrators, teachers, parents/guardians, students, community members, and other school staff. The sole mission of Bowman’s ATP is to assess parent involvement practices and participation, to find creative ways to improve and to implement these strategies for involvement.

Bowman has developed a way for parents to provide input to administration on issues, suggestions, or concerns regarding Bowman High School.

Student intake materials

DELAC Agenda meetings

Bowman website (Note to Administrator)

The governing board is involved in the regular review and refinement of the school’s vision and purpose and expected school-wide learning results.


The governing board annually assesses the Single School Plan for Student Achievement. After board review, the District Superintendent and other district personnel ensures the schoolwide plan is aligned with district policy.

School Plan

SARC

WASC Action Plan

Bowman website

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


The governing board expects the administration to promote the creation of the best possible educational program and to maintain an environment conducive to learning. The Superintendent provides the vision and educational leadership in this effort and shall give top priority to meeting the needs of all students and actively helping teachers raise academic achievement.


Leadership Meeting agendas

“Best Practices” Book Study for Department Chairs, Faculty and Leadership Team

Administrative Council (ADCO)Meetings


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


The governing board recognizes that it is accountable to the students, parents/guardians, and community for conducting a continual evaluation of the curriculum and the instructional program.

The governing board provides orderly and caring learning environments in which all students feel comfortable, share the responsibility for maintaining a positive school climate, and take pride in their school and their achievements.

The governing board accepts responsibility for adopting a sound budget that is compatible with the district’s vision and goals. The Board establishes and maintains a reserve that meets or exceeds the requirements of law.

CALPADS data

API scores

Graduation rate

CST scores

CELDT data

CAHSEE data

District Budget Report

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


A complaint is a written statement alleging discrimination, harassment, or a violation of a federal or state law or regulation. A complaint must be filed by way of the Uniform Complaint Procedures (UCP) as written in the California Code of Regulations, Title 5, sections 4600-4687.

Complaints related to sufficiency of textbooks or instructional materials, emergency or urgent facility conditions that pose a threat to the health or safety of students or staff, and teacher vacancies and mis- assignments are investigated pursuant to the district's Williams uniform complaint procedure (AR 1312.4)

Topics include referring complaint issues, local educational agency responsibilities, district policies and procedures, filing a local complaint, time lines, appealing local agency decisions, department resolution procedures, the on-site investigation process, and California Department of Education investigation procedures and investigation report.

Information is disseminated in registration materials

Bias Incident Logs

Uniform Complaint Procedures

(UCP)

Education Code 35186 is posted in all classrooms & in the administrative building

Regular reports of Williams Complaints


District leadership, with Hart School Board approval, addresses curricular and intervention needs through the development and adoption of new programs. Historically, alternative education students have scored poorly on state standardized tests in math and language arts. The Board approves Bowman’s Intervention Program, which included 15 before and after school support classes in English and in math in the 2011-12 school year.


Bowman’s strong before and after school Intervention

Programs support student achievement in the areas of English and math.

The MY Access Writing Program supports the goal of

improving students’ writing and vocabulary development.

CAHSEE core classes are offered for students who have not passed one or both of the exams

SARC

Before and After School Intervention classes

Intervention Schedule

Bowman website

MY Access Writing Program

School Board Presentations

Master Schedule


A3. Leadership and Staff Criterion

Summary

The school staff makes regular instructional decisions based on student performance. Bowman constantly reviews the demographics and instructional needs of the student population since it is subject to rapid change within the school year. This requires immediate identification and intervention for student needs.

Class scheduling must also be flexible to adjust to the altering landscape of student needs. Administrators, teachers, and all staff members are trained on Integrated Data Management System (IDMS) a data technology incorporated within the district to monitor district created benchmarks and student achievement data. Counselors utilize DataQuest to fine tune our school’s data analysis.

Bowman’s staff is committed to initiating creative and innovative ways for students to achieve academic success. These strategies include a gender specific Test Prep class, CAHSEE core; and before/after school Intervention classes. Writing across the curriculum strategies have been a schoolwide focus for the past three years.

The Leadership Team, led by counselors and teachers, encourages all stakeholders to utilize state performance data to identify our school’s strengths and areas for growth. This information guides our funding decisions, as well as the development and implementation of new programs.

Current performance data from our profile supports that subgroups are making progress in closing achievement gaps. This same data shows that these subgroups have significant areas for growth. In a continuous process of self-examination and improvement, Bowman High School staff members are committed to doing whatever it takes to close gaps and ensure that all students succeed at high levels.

At Bowman High School, the school’s planning process is broad-based, collaborative and has

commitment of the shareholders, including the staff, students, and parents.

At Bowman High School the school’s Single Plan for Student Achievement and analysis of student achievement of the critical academic needs, expected school-wide learning results, and academic standards.


The Single Plan for Student Achievement is reviewed and revised annually. It provides evidence of the

School Plan


Bowman’s School Site Council is a collaborative team of administrators, teachers, parents, students, and classified staff. The Council meets to review the School Plan and to review schoolwide goals and makes decisions related to student achievement.

School Site Council agendas


School Plan

Parent/student surveys


analysis of student achievement data, including CST, CAHSEE, CELDT, and graduation rates.

The school staff collaborates on instructional decisions based on student performance. Formative assessments and benchmark testing in math and English help guide this process.

Bowman constantly reviews the demographics and instructional needs of the student population since it is subject to rapid change within the school year. This requires immediate identification and intervention for student needs. Class scheduling must also be flexible to adjust to the altering landscape of student needs.

For example, staff saw a need for a test prep class to help students prepare for exams. It is believed that there was a correlation between the support class and Bowman’s API increase of 122 points in 2011.

Administrators, teachers, and all staff members are trained on Integrated Data Management System (IDMS) a data technology incorporated within the district to monitor district created benchmarks and student achievement data, as well as MY Access. Counselors utilize Data Quest to fine tune our school’s data analysis.

Graduation rates

Ballot from Faculty Meeting

Before and after school intervention classes





MY Access training coach/English teachers

Professional development trainings

At Bowman High School there is correlation between allocation of time, fiscal, personnel, material resources, expected school-wide learning results, and the improvement school-wide action plan.


The administration and staff annually review student performance data. Further analysis of this data takes place in staff, departmental, and Leadership Team meetings. Bowman’s WASC Action Plan is also reviewed annually and discussed in relationship to our school’s achievement data.

Departments meet to evaluate data and make instructional recommendations. The Leadership Team meets bimonthly to discuss school-wide progress and necessary student improvement and needs.

In addition, the entire staff meets monthly to discuss strategies that support student improvement and

School Plan

API/AYP data

CALPADS data



WASC Action Plan

IDMS

Infinite Campus


achievement. An analysis of the action plan determines if and what changes need to be made to the class schedules and the associated support services.

On an ongoing basis, new students and parents/guardians attend an intake orientation to prepare them for changes within the school setting.

Bowman staff regularly collaborates on best practices, and are empowered to make changes in instruction, courses, and programs based on open dialogue and reflection, through collaboration.

Bowman staff takes into consideration the needs of students when establishing best practices. In 2011/2012, Bowman’s Leadership Team established a Three Choice Initiative, which was reviewed in staff meetings and voted on by the staff. This process altered the design of students changing classes on a daily basis, to a once a week model, minimizing classroom interruptions. The result was a greater focus on instruction and learning, and a learning lesson to students on organization and time management.


Open dialogue and a comfortable climate of embracing change is in place at Bowman.

Decisions that drive school-wide changes and improvement are made at all levels in the leadership process.

All staff meetings are embedded with dialogue, reflections, and opportunities to think/act “outside of the box.”


Staff meeting agendas

Departmental agendas

Notes/ballot process from Three Changes Initiative



Summary

All Bowman faculty members are credentialed or certified to teach their course assignments. The Hart District’s policies are committed to placing a high value on teacher induction, support, and professional development. In addition to a renowned Peer Assistance Review (PAR) Program for new and veteran teachers, there is support from BTSA providers as well.

In addition, Bowman staff leads the district in professional development participation. Due to the current budget crisis, all professional development is now provided through a “trainer of trainers” model. Bowman has four district trained professional development teachers on staff, including a Site Professional Development Training Coach, who receives a stipend for coordinating Bowman’s staff development training.

These teacher leaders provide site-specific professional development and coordinate with administration in planning staff development. Due to budget cutbacks, funds are no longer available for some collaborative opportunities; however, Bowman staff continues to address and implement strategies that will better meet the learning needs of all students.

Bowman High School has clear employment policies/practices related to qualification requirements of staff.


In compliance with the federal NCLB regulations, all teachers at Bowman High School are certificated in the content area of their department. All teachers but one have the additional CLAD certification in compliance with district policy.

District employees are required to submit background checks and to participate in the Live Scan finger printing system prior to employment.

Classified employees are required to take and pass a series of exams and interviews and then are rated for employment.

All teachers new to teaching are required to complete the state mandated BTSA program.

Staffing and hiring records

NCLB certification in content areas

Highly Qualified Teacher records

CLAD certification

Background checks

Finger printing record

Exams/interviews for classified staff

Introduction to BTSA program

Bowman High School has procedures to ensure that staff members are qualified based on staff background, training and preparation.


All staff members are screened by the district office to ensure proper credentialing and employment

Professional Development Team agendas


requirements. Potential new teachers are interviewed by administration and department chairs. This may include having a teacher teach a sample lesson. Once a candidate is selected, the School Board votes on final approval. New teachers are placed in assignments aligned with their credential and experience, and every effort is made to provide them with a schedule to ensure their success.

The administration encourages teachers to participate in staff development workshops and conferences. Recent trainings have occurred through a variety of on campus meetings: the MY Access Writing Program for all English teachers; Formative Assessments; Best Practices for teaching English Learners; and Writing Across the Curriculum.

Additional support includes Beginning Teacher Support and Assessment (BTSA) workshops and the Peer Assistance and Review (PAR) program.

Bowman has four district trained teacher leaders to provide site-specific professional development. Teacher leaders coordinate with administration in planning professional development opportunities embedded in Faculty, Leadership, Department Chair, and departmental meeting.

In the past a number of local, state, and national conferences were attended yearly, such as California Continuation Education Association (CCEA), State Independent Study Conference, Computer Using Educators (CUE), California Business Educators Association, and Association of California School Administrators (ACSA). Due to budget cuts, attendance at such conferences is limited.

Staff professional development training has included: English Language Development (ELD);Academic vocabulary: Thinking Maps; Differentiated Instruction; Formative Assessment; Writing Across the Curriculum; Professional Learning Communities (PLC)’ Standards Based Instruction; AVID Strategies; Integrated Data Management System (IDMS); and Cross-cultural, Language and Academic Development (CLAD).

Professional Development Plan

Teacher credentials

Master Schedule

MY Access Training

BTSA/PAR program information

Staff, Leadership, Dept Chair, and departmental agendas

District Personnel Records

Staff interview questions


At Bowman High School the process to assign staff members in order to maximize the use of their expertise in accomplishing quality student learning is effective.


A course preference form is distributed to all teachers towards the end of the school year. Decisions are made based on preparation and training of the staff in specific areas.

An analysis of each incoming student’s needs is made by counselors and administration, and the Master Schedule is adjusted as needed to fit the learning needs of our students.

Results of state testing data and student needs are used to guide Master Schedule planning.

Course preference forms

Student intake data

Master Schedule

Results of CST, CAHSEE, and ELDT tests.

Bowman High 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.


Areas of the certificated and classified contracts relating to school management are reviewed annually by the district office with administration to ensure adherence to all legal requirements and timelines.

The administration reviews and updates the student discipline plan, dress code, safety plan, and teacher information packet each summer and distributes the material to staff.

The PD team reviews and discusses Bowman’s Group Norms on an annual basis at the first staff meeting of the year.

HDTA and CSEA union contracts

Discipline Plan and Dress Code

School Safety Plan

PLC Group Norms

Teacher Handbook/Packet

Bowman High School has effective existing structures for internal communication, planning, and resolving differences.


The Leadership Team provides leadership in the areas that pertain to the entire school. Agenda items are reviewed and vital input comes from the Leadership Team.

Faculty meeting agendas

Department Chair agendas

Leadership Team meeting agendas


Additionally, Department Chair, Departmental, and PD meetings all provide a critical link between administration and teachers.

Administrators have an open door policy and staff members feel comfortable bringing items of concern forward. At staff meetings issues are also addressed and collaboration occurs. Staff survey additionally provides input for improvement.

Potential problems/issues are addressed quickly, with open dialogue and a commitment to focusing on student achievement.

Group norms

Staff Survey Results

Bowman High School evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning. This includes an evaluation of the kinds of collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations.


Teachers review, discuss, and collaborate on curricular issues and instructional practices on a regular basis in monthly department meetings, and informally through discussions with one another.

In addition, each department has developed SMART goals which help to further focus the staff on student achievement.

Faculty analyzes data to evaluate the effectiveness of programs, ensuring there is congruence between the actual concepts and skills taught. Necessary changes or realignment of curriculum occur as a result of this analysis and discussion of data.

Bowman is in partnership with the SCV Habitat for Heroes (Habitat for Humanity) an organization that will be undertaking a development project next to the Bowman High premises. Students will have opportunities to contribute their skills, talents, and time to this project.



Peer observations

WASC Focus Groups

WASC Action Plan

IDMS

Infinite Campus

CST, CAHSEE, and CELDT data

Habitat for Humanity development project


The Bowman High School leadership regularly reviews the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning.


Departments meet to evaluate data and make instructional recommendations. Departments continue to focus on ways to better meet the needs of all students through their monthly meetings.

The Leadership Team meets bimonthly to discuss school-wide progress and necessary student improvement and needs.

Faculty meetings include embedded, professional development training which focuses on student achievement.

Department agendas


Faculty agendas

PD Team Plan

WASC Action Plan

Staff engages students in the decision-making process in a number of ways. Student leaders in student government (ASB) bring ideas to administration through the student summit. Site Council meetings present an opportunity for teacher leaders to present information on achievement data, goals, curricular focus, and instructional strategies to parents/guardians, students, and colleagues.

Finally, daily informal dialogues amongst teachers about raising student achievement forms an environment rich in innovation, risk taking and the setting of high expectations.


A PLC model supports shared decision making and helps to create a positive school climate

Staff supports policies and actions that are responsive to student needs.

An enveloping atmosphere of support for efforts of change and innovation exists.

Staff agendas

Department Chair agendas


Student/parent surveys

Student Summit



Summary

The William S. Hart Union High School District is committed to providing staff with professional development activities which focus on improving instruction for all students and for closing achievement gaps. Faculty reads a “best practices” book each year and applies these research-based strategies to instruction. Last year the staff read Comprehensive Strategies for English Learners; this year’s selection (2012/2013), is Total Participation Techniques: Making Every Student an Active Learner.

Bowman’s Leadership Team read The Five Disciplines of PLC Leaders last year; this year the Leadership Team is reading Marzano’s The Highly Engaged Classroom. Department chairs read More Than a SMART Goal: Staying Focused on Student Learning last year, which was an effective strategy for writing departmental and school-wide SMART goals. This year department chairs are reading Content-Area Writing: Every Teacher’s Guide.

A trainer of trainers model is used by Bowman’s Professional Development Team, composed of four teacher leaders who regularly present at faculty, leadership, and staff development meetings. Faculty reviews and discusses data, adjusting curriculum and instruction as needed to maximize student achievement. All of our discussions at staff meetings revolve

In addition to our PD coach and team, Bowman also has a MY Access Writing Coach on campus who helps train teachers in utilizing this district-wide program. This program includes pre- and a post- testing component for all students enrolled in English classes at our school and has been instrumental in focusing students and staff on improving writing skills at Bowman.

Despite the current economic conditions and budgetary restrictions, the district and our staff remains committed to providing quality staff development.

Bowman High School effectively supports professional development with time, personnel, material, and fiscal resources to facilitate all students achieving the academic standards and the expected schoolwide learning results.


Every year the staff reads and discusses a “best practices” book based on research.

The Leadership Team and department chair meetings also participate in book study research.

Every faculty meeting includes staff development training presented by our PD team.

WASC Focus, Action Plan, and Home Groups meet regularly to review data, discuss practices, and collaborate to effect change.

Site Council and ATP meetings include discussion of research-based instructional practices.

“Best practices” book studies





WASC Meeting agendas

Site Council Meeting agendas

ATP Meeting agendas


Bowman High School implements effective supervision and evaluation procedures in order to promote professional growth of staff.


At the beginning of each school year, teachers are required to write and submit annual SMART goals and objectives to administration.

These goals are discussed and shared in department and faculty meetings.

Tenured teachers are evaluated every other year; probationary teachers each year. Faculty members being evaluated are required to complete at least two formal classroom observations. Lesson plans are submitted in advance, and an evaluating administrator hosts a post-observation meeting.

Daily classroom walk-throughs by administrators assure that standards are being met in class and that a high caliber of instruction is taking place.

Peer observations are non-evaluative, but encouraged to promote a lesson-study paradigm of continuous reflection and learning.

SMART goals

Teacher objectives

Lesson plans

Written observations

Written final evaluations

Informal Observations/Walk Throughs

At Bowman High School there are effective operating processes that determine the measurable effect of professional development on student performance.


In department meetings, teachers review standardized test data; discuss the results and effectiveness of formative assessments; collaborate on differentiated instructional techniques and benchmarks; and review student writing samples.

As part of the intake process at Bowman, counselors and administrators collect and evaluate individual students’ CST scores, CAHSEE results, CELDT scores, and transcripts to ensure that students are placed in appropriate classes to maximize their advancement and acceleration of learning.

MY Access Pre and Post testing

Staff Development Plan

Differentiated instruction

Formative assessments

CELDT test scores

CAHSEE test scores

CST test scores

Benchmarks in English and math

API scores


A5. Leadership and Staff: Additional Findings

Bowman staff believes that all children can learn, be successful, and will graduate from high school. Furthermore, staff encourages students to plan for and pursue post-secondary education or pathways. We believe, like John Dewey, that “the purpose of public education isn’t to replicate society, it’s to transform society.” The secret to Bowman’s success is the dedicated staff who is enthusiastic, well-trained, and motivated to engage “of promise” students in overcoming all challenges. Failure is not an option, and the staff continuously works with the students in order to achieve success.


Bowman’s Mission, Vision, Schoolwide Learning Outcomes, and staff conversations and interviews highlight a strong commitment to improving the life of all students.

Students and parents expressing their relief at finding a school that works for them; phone calls, meetings, emails, and letters confirm our success daily. Anecdotal evidence is shared throughout the year.

Positive press in local publications confirms that the support in our community continues to grow.

High graduation rate

of 96%

330 graduates in 2010-11; 319 graduates in 2012-12

80% of graduates enrolled in junior colleges, universities, technical schools, or the military

Letters and cards from students and parents, current and former

Articles in local newspaper

Student Surveys

Bowman High School has been a high-achieving continuation high school for many years. Bowman High School does not fall into complacency and continues to strive for excellence. Because of Bowman’s consistent focus on research-based “best practices,” we continue to push the bar upwards. We have learned to embrace our challenges, setting an example for our students of perseverance and using a problem-solving paradigm to overcome obstacles and achieve results.


Bowman continues to be a Model School that is recognized throughout the state for achieving excellence.

Every year other schools tour Bowman to replicate our best practices approach. After visiting classrooms, staff members meet with the teams to answer questions, provide guidance, and offer support. These visits are a valuable process for our staff members to reflect upon our progress, practices, and encourage us to work even harder to accomplish our vision of a school that any parent would want their child to attend.

Model School status maintained for 13 years

School visits by educators to improve their schools

Visitor’s Feedback


A6. Resources Criterion

Summary

A combination of funding resources serves to provide a clean and safe physical infrastructure and facility. Bowman receives all regular and categorical funds based on student population, with adjustments to the budget made throughout the year as our student enrollment increases. We receive the funding from the same sources as the comprehensive high schools in the Hart District including: Principal’s Formula Account, district technology funds, general fund, library, special educations, Title I, School Safety, and intervention. School supplies are adequate for our needs, and parents often donate office supplies to our school.

Due to budgetary constraints, the Hart District is carefully monitoring its textbook funding, as are many schools throughout the nation. Currently, we have an adequate supply of textbooks in every classroom. In addition, the computer lab was updated in the Summer 2011 with new Dell Computers using Microsoft XP Operating System and Microsoft Office 2010 software. The school is well equipped with classroom computers, white boards, note book computers, overhead and LCD projectors, presentation monitors, Elmos, televisions, and satellite access in the social studies classrooms. Special Education funding is expected to be limited for the 2012/2013 school year.

At Bowman High School there is a relationship between the decisions about resource allocations, the school’s vision and purpose and student achievement of the expected schoolwide learning results and the academic standards. The school leadership and staff are involved in the resource allocation decisions.


Decisions are made so that all students are represented in the budget allocations. Utilizing student performance data from the previous year, including API, AYP, CAHSEE and CST results, the Leadership Team and staff collaborate on the allocation of resources that pertain to our school-wide Action Plan.

Allocations for supplies and consumables within departments were made through department chairs in the past; however, due to budget reductions, the administration responds to allocation requests, carefully considering each request and allocating funds when possible.

Site Council agendas


PFA account records


At Bowman High School 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.)


School resource allocation is based on a projected enrollment per student formula. District personnel reviews and allocates funds to our school site.

Other funds, such as categorical funds are usually specified for certain programs as dictated by the state or federal government.

The district, including all school sites, is audited annually by Christy White Accountancy Corporation.

They test the district’s internal control procedures as well as expenditures and revenue incurred each fiscal year. In addition, the Hart District submits an annual

report to the California Department of Education with the California Standardized Account Code Structure and supplemental criteria.

Ed Code 41020, 42100, & 42127

Annual district audits

Allocation of PFA for Bowman

Bowman High School’s facilities are adequate to meet the school’s vision and purpose and are safe, functional, and well maintained.


The Bowman High School facility was built in 1992 and is now 20 years old. However, due to careful maintenance and a respectful student climate, our campus looks much newer. The administrative building recently was re-carpeted and a new phone system was installed in the summer of 2012. The district has been very supportive in helping to maintain Bowman’s safety, access, and appearance.

Plans to expand the administrative wing, to build a MPR/library, and additional classrooms have been discussed for several years, but put on hold due to budgetary issues.

SARC 2012 & 2013

Maintenance logs

Appearance of campus and classrooms


At Bowman High School the 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.


Bowman has adequate instructional materials and equipment. The office staff ensures that teachers have the materials necessary for instruction.

Bowman’s Art, Digital Photography, Computer Applications in Business, Web Design, and Music classes have adequate supplies. However if there are additional budget cuts next year, the elective classes will be impacted.

Bowman High School is in compliance with the Williams Act, which requires schools to have enough California Content Standards textbooks for all students.

Inside of classrooms, teachers and students have access to Dell computers updated with the Windows 7 operating system and Office 2010 software. In addition there are 7 video projectors and 7 ELMOS’s on campus.

Cable television is available in four history classes to enhance instruction.

Equipment is monitored and supported by Bowman’s tech coordinator.

Textbooks

Elmos

Video projectors

Art, Digital Photography, Computer Applications in Business, Web Design, and Music supplies and equipment

Updated Software

At Bowman High School resources are available to enable the hiring and nurturing of a well-qualified staff, including ongoing professional development.


The students at Bowman High School are mentored by a staff of 24 educational professionals with a total of 380 years of combined educational experience. Our staff averages 11 years of individual educational experience.

The Hart District posts every teaching position locally and online through Ed Join. Once a position closes, district personnel do an initial screening to make certain that all required paperwork is complete.

As noted previously, Bowman has a professional development team on site responsible for training staff

Master Schedule

Job Applications

Interview documents

Credential documentation

PD Plan


on best practices. In the past these have included academic vocabulary, Formative Assessment, writing across the curriculum, literacy, and Total Participation Techniques to engage all learners.

The district and school’s processes for regular examination of a long-range plan to ensure the continual availability and coordination of appropriate resources that support student achievement of the academic standards and the expected schoolwide learning results are effective and are regularly evaluated.


The Leadership team and School Site Council have supported the School Plan for student achievement. This plan has components from our last WASC action plan from our last accreditation cycle.

With the substantial budgetary restrictions beginning three years ago, it became more difficult to implement and support all areas addressed in our long range goals. As a result we have focused all of our results on improving achievement in the areas of reading, writing and numeracy.

School Plan

WASC Action Plan

Site Council Agenda

PFA Budget


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

Strengths and Growth Needs

Bowman High School has a school leadership model that is collaborative and provides all students with a high quality education in a safe environment. Data analysis drives curricular and instructional practices. The Professional Development Team trains staff on innovative best practices. Bowman’s highly qualified staff holds high expectations for all students achieving and school resources are dedicated to supporting that achievement.

Many Bowman teachers have served on district committees, including Curriculum Council, School and Business Alliance, Career Technology Education Committee, Action Team Parent Partnership (ATP), Peer Assistance and Review (PAR), BTSA, College of the Canyons and the Professional Development Team and are recognized for their participation and achievement.

Funding continues to be a challenge for the Bowman community. Available resources must be reserved for support of professional development training in the Common Core Standards. An effort to find alternative funding opportunities including grants and business partnerships is ongoing.

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

Bowman High School provides all students with a high quality education in a safe and nurturing environment

Bowman High School maintains high expectations for all students

Bowman High School boasts a highly qualified staff, and the culture of staff promotes teamwork, collaboration, and dedication to student achievement

Data analysis drives schools’ goals, Schoolwide Learning Outcomes and professional development trainings

Bowman staff strives for continuous school improvement and actively participates in quality professional development. Bowman’s PD team trains staff on innovative best practices to ensure student success

School leadership model is based on a collaborative shared decision process

School resources include a dedicated caring staff, literacy strategies imbedded in the curriculum, differentiated instruction, current technologies, intervention opportunities, and a well maintained campus

School district is sensitive to the needs of the school in terms of providing staffing and funding for staff development, acquisition of instructional materials, and facility maintenance


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

Explore alternate funding opportunities, including grants and business partnerships

Investigate and promote community outreach opportunities in a continuing effort to communicate with stakeholders about Bowman’s vision and purpose

Due to leadership changes (retirements, promotions, etc.) maintain a positive relationship with the Hart District Office

Secure available resources so staff will receive quality professional development training in order to be prepared to implement the Common Core Standards


Category B – Curriculum

B1. Curriculum Criterion

Summary

Curriculum is aligned with district and state standards, as well as with curriculum frameworks. State standards and school Schoolwide Learning Outcomes are posted in classrooms, and links to standards are referenced on the Bowman website for each subject area. At the beginning of every school year, all departments and teachers submit courses of study aligned to state standards to administrators for review. Departments coordinate the essential standards to be incorporated into each teacher’s course of study, and students receive a copy of the course syllabus for each class. District approved state adopted texts and supplementary materials are utilized in all courses. English 9/10, English Language Development (ELD) and algebra teachers’ reference district pacing calendars. Discussion and implementation of the Common Core Standards has begun so that Bowman can align its curriculum smoothly and accordingly when the transition occurs.

Bowman High School teachers and staff use current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students.


The district and Bowman emphasize standards based instruction and data driven instructional practices based on current research and “best practices.”

Issues of curricular alignment and delivery, and instructional practices are discussed between all staff on a regular basis.

The Bowman administration places an importance on staff being trained in the most current and effective teaching strategies available.

The faculty, department chairs, and leadership team, read the latest books on educational research and sound instructional practices.

Bowman’s on-site Professional Development Team is trained by the district and provides ongoing staff development in research based strategies.

Faculty meetings

Department Chair meetings

Department meetings

Leadership team meetings

Professional development materials

WASC focus and home group meetings

Texts read by staff

Agendas

Instructional practices:

Formative assessment

6+1 Traits of Writing

Graphic organizers

Academic vocabulary

Critical Thinking strategies

Writing across the curriculum

Writing to Learn training

Scaffolding


SDAIE techniques for EL learners

Differentiated instruction

Total Participation Technique (TPT) strategies

Bowman High School has defined academic standards for each subject area, course and/or program.


Bowman’s curriculum for all subject areas is aligned with district and state standards, as well as with curriculum frameworks.

Departments coordinate the essential standards to be incorporated into each teacher’s course of study.

Students receive a copy of the course syllabus for each class.

Courses of study are aligned to state standards (and will be aligned to the Common Core Standards as soon as the transition occurs).

Schoolwide Learning Outcomes are posted in classrooms.

Academic standards are available on the Bowman Web site.

Courses of study

Schoolwide Learning Outcomes

Bowman Web site

Syllabus

At Bowman High School there is congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results.


The skills and concepts taught at Bowman are consistently examined and realigned as necessary to ensure they meet current Academic Standards and Schoolwide Learning Outcomes.

The faculty analyzes data to evaluate the effectiveness of each of its programs, ensuring there is congruence between the actual concepts and skills taught, the academic standards, and the Schoolwide Learning Outcomes.

Necessary changes, review of essential standards, and/or realignment of curriculum occur as a result of this analysis and discussion of data.

Faculty meetings

Department meetings

CAHSEE results

CST results

CELDT results

Benchmark test in English and SPED results

Credit completion data

Attendance data

SMART Goals


Bowman High School teachers and staff examine representative samples of student work and snapshots of student engagement in learning which demonstrate the implementation of a standards-based curriculum and the schoolwide student goals (ESLRs).


In every content area offered at Bowman, student work demonstrates the consistent implementation of schoolwide standards-based instruction and reflects Bowman’s Schoolwide Learning Outcomes.

Student engagement is represented through debate and discussion of the work and passages read in class, through daily communication with classmates, and in content-based prompts.

Students write in-depth responses to literature studied.

Students’ academic writing reflects the ability to extract information and summarize, analyze, and evaluate compositions on purpose, style, and structure, as well as moral, ethical, and logical grounds.

Students learn to grow and appreciate diversity through reading, responding, and engaging with classmates as demonstrated in class discussions and in their writing.

Students demonstrate their academic and technical writing skills through a variety of writing genres, including narrative, persuasive, response to literature, cause and effect, the business letter and resume.

Students complete weekly academic vocabulary and grammar exercises to aid in more effectively articulating their thoughts.

Students improve reading comprehension and fluency skills by utilizing pre, during, and post reading strategies.

Students focus on understanding and identifying themes and performing character analysis.

Students reflect daily on their personal experiences and/or prior knowledge through discussion and written work.

Students complete exercises in speaking and listening skills, academic vocabulary, grammar usage, reading fluency, analysis and comprehension.

Students respond effectively to narrative

Expected Schoolwide Learning Results

Texts

Answer quick writes

Summarize material

Debates

Prompts

MY Access computer based writing program

Student written work

Class discussions

Students research, creation and presentation of multi-media projects

Narrative, persuasive responses to literature

Business letters

Resumes

Academic vocabulary

Word Walls

Think-Alouds

Reading guides

KWL charts

Journals

Diverse text

Internet research

Speaking, listening lessons

Writing prompts

Thinking Maps

Novels


problem/solution and compare/contrast writing prompts.

Students brainstorm through the use of Thinking Maps and teacher introduced workbook assignments.

Students read and respond to high interest novels.

Students create PowerPoint presentations reflecting their findings on Internet-based research projects.

Students read and write about the major literary movements of American history, comparing the themes, styles, and trends among works and authors of different periods.

Students ponder questions such as what it means to be a good citizen and develop their own plans for a philanthropic community project.

Students complete project-based learning activities, use technology for research and presentation, and learn through primary sources.

Students complete formative assessment tasks.

Students complete written assignments and tests to demonstrate acquisition of skills.

Students participate in math games and other activities such as various types of puzzles to support class participation and comprehension.

Students use technology across the curriculum to reinforce classroom instruction.

Students participate in writing to learn strategies, academic vocabulary development, and essay writing on selected math topics to support learning and writing across the curriculum.

Students use the Internet as a research tool and write essays on topics researched.

Students learn how to communicate effectively across all disciplines.

Students learn how to form and document scientific hypotheses, procedures, analysis, and conclusions.

Students create a tactile art project, create individual two and three dimensional works of art, create multi-cultural art projects such as the Hispanic celebration of “Day of the Dead,” and use technology to research project designs, gather information regarding historical

PowerPoint projects

Philanthropic community projects

Project-based learning activities

Technology, online library

Web Quests

Student produced historical timelines, four-corner posters, propaganda posters, and journal entries from soldiers in the trenches

Thought bubbles, warm-up activities, and individual whiteboards to assess student learning and engagement

Written tests

Math games, puzzles

Websites that reinforce classroom instruction

Student essays

Research reports, posters, and short constructed responses

Lessons and activities specific to academic and personal growth

Student write-ups

Student art work

Computer lab, access to software

Student computer projects

Student Web pages, graphic art projects

Google Docs applications

Prezi projects

Career inventories

Student resumes, job applications


events and produce art work from the process.

Students complete lessons and activities that focus on their academic and personal growth. These include goal setting, time management, finances and how to budget, stress, personal wellness, decision making, relationships, bank literacy, taxes, college awareness, peer pressure, and communication skills.

Students learn digital literacy, how computers are used to collect, store, distribute, and communicate information within a business context.

Students learn emerging open source technologies, including Google Docs and Prezi.

Students learn how to use current industry standard office software and create professional workplace documents.

Students learn to troubleshoot technology-related issues, and develop technical writing skills.

Students learn graphic editing software (Adobe Photoshop CS3) and how to create and maintain Web sites/Web pages using basic coding and authoring applications.

Students explore future opportunities through career inventories.

Students learn how to write a resume and complete a job application.

Students learn interviewing and independent learning skills.

At Bowman High School a rigorous, relevant and coherent curriculum is accessible to all students. The school examines the demographics and situation of students; Bowman’s instructional practices and other activities facilitate access and success for special needs students.


Bowman staff strives to provide an engaging, enriching curriculum that is standards-based, accessible to all students and one that helps students achieve academic competency, communicate effectively, demonstrate growth in character, and explore future opportunities as they become participants in the global community.

A Master Schedule is developed each semester and

Master Schedule

Intake schedule, materials

Student schedules

Classroom observations

Student IEPs

Lesson plans


adjusted according to student need.

Student intakes occur four to five times a school year as space permits.

Teachers provide individual instruction and use multiple instructional groupings including whole group, small group, and pairs.

Direct instruction (as opposed to “packet” instruction) is utilized throughout all disciplines.

The Special Education department teachers have CLAD and SDAIE training and work with faculty to differentiate instruction, offer accommodations, and provide curricular support.

SDC students take SC Algebra and SC History to meet their individual learning needs.

Special education classes incorporate study skills, journal writing, direct instruction, small groups, technology, research activities, goal setting activities, career speakers, and field trips.

Counselors coordinate concurrent enrollment with the local community college to provide students with more course opportunities, career-related certificate programs, and to help students meet A-G requirements.

A community college counselor visits to assist students in college planning.

Two of Bowman’s math teachers participate in the Santa Clarita Valley Math consortium (Hart District math teachers and COC math teachers meet to discuss issues of curricular alignment and how to bridge the gap from high school to college math).

Students are encouraged to attend the annual community College/Career Day event held at College of the Canyons.

Bowman strives to help all students prepare for the transition to the work place and all post-secondary options.

Student work, including journals and research

Concurrent enrollment documentation

SCV Math Consortium Agendas, written materials

Student enrollment in ROP program

Student participation in annual Career Day

Career Day schedules

Student participation in Job Shadowing Opportunities

COC College Day flyers, student participation


Bowman High School teachers and staff work together to ensure integration among disciplines at the school.

Bowman High School teachers and staff assess its curriculum, and evaluate and review processes for each program area; these include graduation requirements, credits, grading policies, and the homework policy to provide a challenging, coherent, and relevant curriculum for all students.


An increase in coordination among departments encourages integration among disciplines.

Numeracy across the curriculum strategies includes Math Monday Warm-ups that are provided to teachers on a weekly basis.

Writing across the curriculum strategies include utilizing the MY Access writing program as a tool to support this schoolwide endeavor.

The social studies department has distributed a list of topics that are covered in their courses so that the English department can choose literature coordinated with those topics.

The creative writing classes and art classes coordinate to put on the yearly Day of the Artist and Poet event, in which creative writing students recite their poetry, and art students display their art to members of their family and the community.

Math Monday examples

MY Access essays

Social Studies list of topics

Day of the Artist and Poet event, pictures

Coordinated units between ELD classes and SDAIE Social Studies


On a regular basis, Bowman reviews curricular offerings, credit and grading policies, and homework policies to ascertain how these impact the graduation requirements. Data is analyzed to evaluate curriculum and instructional practices.

The core curriculum offered at Bowman meets all district and state requirements for graduation.

Specific courses (all math courses and English CAHSEE) are taught in specific blocks of time to facilitate direct instruction and a deeper understanding of the subject matter.

Due to the success of Bowman’s CAHSEE classes in math and English, the passage rate on the CAHSEE

Master Schedule

Courses of study

Rubrics

CAHSEE scores

API

CAHSEE Core classes

School transfers

Graduation rates


Bowman High School assesses the curriculum and its rigor, relevancy and coherency through examination of policies regarding course completion, credits, grading policies, and homework.


Bowman offers a relevant, rigorous, and coherent curriculum to all students.

Staff works together to determine a campus-wide credit, grading and homework policy, with the understanding that there is flexibility within these established policies to meet the needs of all staff within academic and elective courses.

The Master Schedule is adjusted as needed.

Students receive a new course upon completion of a current course based upon student’s individual credit requirement needs.

Class changes are made each Monday to facilitate an ongoing rigorous and relevant classroom experience for all students.

Intervention classes in math and English are offered before and after school to further the accessibility of the curriculum to struggling learners.

Master Schedule

Student transcripts

SPED classes

ELD classes

CAHSEE classes

Intervention classes

continues to increase. The most recent data (2011-12) showed a 75% passing rate for English Language Arts and 89% passage rate for Math.

In the 2011-12 school year, Bowman’s API increased 122 points as a result of tightening curriculum to align more closely with standards, promoting test-taking strategies to secure student buy-in of state mandated testing, and implementation of research based best practices.

Bowman’s graduation rate remains high despite the additional requirements of passing the CAHSEE and first year Algebra.

Students who meet the necessary requirements, and wish to do so, may return to their comprehensive high school at the semester break.

Graduations occur throughout the year with a celebratory announcement over the Public Address system for each graduate, including the playing of “Pomp and Circumstance” on the kazoo.


Bowman High School articulates regularly with feeder schools and local colleges and universities. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program.


Bowman articulates with the local community college and provides information regarding other post-secondary options.

Counselors coordinate concurrent enrollment at the local community college to provide students with more course opportunities and career-related certificate programs, in addition to meeting A-G.

A community college counselor visits to assist students in college planning.

Bowman’s math teachers participate in the Santa Clarita Valley Math consortium, in which Hart District math teachers and College of the Canyons math instructors meet to discuss issues of curricular alignment and how to bridge the gap from high school to college math.

Representatives from a variety of 4-year colleges visit Bowman to make students aware of the various college opportunities and entrance requirements.

The Computer Applications in Business A/B course offered at Bowman is part of the William S. Hart Union High School District Business/Computer Technology Pathway; the courses are aligned with College of the Canyons CIT 101 Introduction to Computers

The Web Development I/II course is aligned with COC’s course CIT 170 Website Development I.

The digital photography class curriculum is based on College of the Canyons introductory photography classes; students learn photography skills that will prepare them for the workplace and help them be successful in photography classes at College of the Canyons.

Concurrent enrollment data

Career Counselor schedule

Materials, agendas from SCV Math Consortium meetings

Master Schedule

Computer Applications in Business A/B curriculum

Web Development I/II curriculum

Digital photography class


Additional Findings: Bowman High School’s staff is committed to providing a content-driven,

alternative learning environment for their students.


Students report they enjoy the meaningful and creative activities that are relevant to their academic and personal lives.

Students enjoy participating in hands on activities that go beyond the stereotypical classroom environment.

Examples include poetry anthologies, debates, holiday window painting, portrait photography, and musical performances.

Students find meaning in courses that prepare them academically and allow personal growth.

Students enjoy the opportunity to interact with and learn from professional guest speakers who provide personal and relevant information.

Students may not earn lower than a C grade, they must show understanding of their work before moving on within the class. Students are offered additional help so that they can master their studies.

Student interviews

Student work

Master Schedule


B2. Curriculum

Summary

All students have a personalized education plan that incorporates program components infused throughout the curriculum to help prepare them for the pursuit of their academic, personal, and school-to-career goals. Examples include: credit completion checks and monitoring, goal setting, intervention plans, counselor conferences, and post-secondary planning. A Master Schedule is developed based on students’ needs and is flexible to change as the need arises. Counselors are able to move students within grading periods to fit the students’ individual needs. Teachers also individualize learning plans within a class to maximize student success using a course of study for each student.

All Bowman High School students have opportunities to make appropriate choices and pursue a full range of realistic career and educational options. The school provides for career exploration, preparation for postsecondary education and pre-technical training for all students.


All students have opportunities to make appropriate choices and pursue a full range of realistic career and educational options.

College as defined by Bowman counselors is one year post-secondary technical training leading to a certificate, two year AA/AS and/or four year BA/BS.

Bowman offers courses within the Media, Arts & Enter- tainment Career Pathway, including music, theatre arts, photography, art, digital yearbook, and Web design.

Computer Applications A/B and Web Development I/II are within the Hart District Business/Computer Technology Pathway and are aligned with courses at College of the Canyons.

All students have a personalized education plan to help prepare them for the pursuit of their academic, personal, and school-to-career goals.

Student IEPs include credit completion checks and monitoring, goal setting, intervention plans, counselor conferences, and post-secondary planning.

Teachers individualize learning plans within a class to maximize student success.

Counselors are able to move students within grading periods to fit the students’ individual needs; students may change classes each Monday.

Student education plans

Credit completion checks

Counselor conferences

Post-secondary planning.

Master Schedule

Teacher individual learning plans

Student schedules

IEPs


Bowman High school parents, students and staff collaborate in the development and monitoring of a student's personal learning plan, based upon a student's learning style and career and educational goals.

Bowman High School implements processes for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs) and regularly evaluates them.


Parents and guardians are apprised of a student’s learning plan initially through an in-depth orientation intake process.

The parents/guardians are informed of their students’ progress through eight report cards, and conferences with counselors, teachers and administrators.

Bowman also has an Action Team Partnership (ATP) committee which consists of administrators, teachers, parents/guardians, students, community members, and other school staff.

The sole mission of Bowman’s ATP is to assess parent/guardian involvement practices and participation, and find creative ways to improve upon this important link.

Student IEPs are complete and in compliance with current laws and practices.

Intake materials, schedule

Report cards

Master Schedule

ATP Plan

ATP meeting agendas

IEPs


Students are provided with credit completion checks and monitoring, goal setting, intervention plans, counselor conferences, and post-secondary planning.

A Master Schedule is developed based on students’ needs and is flexible to change as the need arises.

Counselors are able to move students within grading periods to fit the students’ individual needs.

Teachers also individualize learning plans within a class to maximize student success.

All special education students have a current IEP plan.

Education plans

Credit completion checks

Intervention plans

Goal setting materials

Senior Seminar materials

Master Schedule

Courses of study


Bowman High School implements strategies and programs to facilitate transitions to post high school options and regularly evaluates their effectiveness.


Bowman students may enroll concurrently at College of the Canyons to obtain elective high school credit. Students who wish to attend a four-year college upon graduation may fulfill their A-G requirement through this program as well as earning college credit.

Bowman students participate in the Regional Occupation Program (ROP).

Bowman offers students courses within the Media, Arts & Entertainment Career Pathway. Classes within the pathway include music, art, theatre arts, photography, and Web design.

The Computer Applications in Business A/B and Web Development I/II courses are offered within the Hart District Business/Computer Technology Pathway and are aligned with courses at College of the Canyons. These courses are based on CTE Foundation Standards for the following Industry Sectors: Finance and Business, Marketing and Sales, and Information Technology. Students completing these courses have skills that are needed to transition to the workplace.

The Computer Applications in Business A/B course sequence aligns with COC’s course CIT 101 Introduction to Computers; High School students who have completed Computer Apps A/B will have the necessary skills to enroll in and succeed in CIT 101.

Students completing Digital Photography can successfully transition into College of the Canyons photography classes.

The Web Development I/II course sequence aligns with COC’s course CIT 170 Website Development I/II; High School students who have completed Web Development I/II will have the necessary skills to enroll in and succeed in CIT 170.

Bowman has a ROP/Work Experience coordinator who provides guidance and registration for classes. This coordinator monitors, through weekly classes and on-site job visits, the work experience program, which

Concurrent enrollment materials

Master Schedule

ROP schedules

Computer Applications in Business A/B and Web Development I/II curriculum

Courses within the Media, Arts and Entertainment Pathway

Work Experience lesson plans

Student work

Career Day schedules

Discovering Careers materials

On-campus technology

Student work.

Online library

Senior Seminar materials/schedules

PowerPoint prepared by ASB students for Hart District Board advocating the installation of a crosswalk

Every 15 Minutes video

ASB community involvement

ACTION meetings


provides elective credit for students who work outside of school.

Students enrolled in Work Experience learn skills that help prepare them for a smooth transition to the work place, in addition to being notified of jobs that are available in the community.

Several classes offer students career readiness skills that include interviewing techniques, completing job applications, creating resumes and cover letters.

Students learn financial literacy basics including reading pay stubs and figuring taxes in work experience and life management classes.

Military recruiters visit campus and interact with students presenting additional career options during career day.

A Career Day is offered during the fall semester each school year.

Each spring semester, Bowman students are invited to a joint district and community college event entitled “Discovering Careers” which is held on the College of the Canyons campus.

Students use computers and other technology on campus to support academic standards across the curriculum.

Students have access to an online library; they learn how to access databases for primary and secondary sources.

Seniors participate in Senior Seminar where they prepare for post- secondary options, including completing college applications, applying for scholarships, and understanding the FAFSA.

Students are offered an opportunity to take the ASVAB

on campus.

Local businesses like Magic Mountain hold job fairs on

campus and representatives from colleges visit and

provide information to students.

Associated Student Body (ASB) allows students to express concerns within the community, as well as on campus. Advocacy for the safety of students resulted in a crosswalk installed and engineered by the City of


Santa Clarita.

ASB students participated in a Habitat for Humanity event in fall 2011.

In 2010, Bowman for the first time participated in the Every 15 Minutes program. This program gave the students the opportunity to see how drinking and driving can affect them first hand.

ACTION meetings are held weekly in support of alcohol and drug resistance; in spring 2012 there was an ACTION assembly for all students.

Representatives from 4-year colleges are invited to visit Bowman to inform students of the opportunities they offer and to help students be aware of and understand entrance requirements.

Additional Findings: From student interviews, students listed the strengths they believed helped them with their postsecondary goals (see findings below). Students said that Bowman’s curriculum helped them pursue their future academic and personal goals.


Students explore careers through career days events.

Representatives from different colleges visit the Bowman campus to inform students of transition planning.

Students learn about historical figures through ASB activities.

Field trips help students explore their career choices.

Classes such as photo, driver’s education, English, computer applications, Web design, and math help prepare students with future career choices.

Student interviews

Classroom discussions

Guest speakers

UTI Field Trips

Additional Findings: Bowman High School offers interventions during the school day as well as before and after school.


Students have additional math and English support through morning and afternoon intervention.

Students may participate in a schoolwide Math Monday warm-up to help with numeracy.

The Master Schedule is designed to include CAHSEE intervention for students that have not passed.

Student work

Master Schedule

Sample Math Monday warm-ups

Intervention class schedule


B3. Curriculum

Summary

All graduates of Bowman High School meet the district credit requirements upon completion of high school. Following the prerequisites set up by the state of California, all students are expected to pass the credit minimums in such areas as math (20 credits as well as the state algebra requirement), social science (30 credits), English (40 credits), science (20 credits), visual fine arts (10 credits), practical arts (5 credits), health (2.5 credits), physical education (20 credits) and electives (72.5 credits). All students are provided ample opportunity to pass these prerequisites and earn the required 220 credits for graduation. Off-campus opportunities, such as the Hart District ROP program, North Valley Occupational Center, and concurrent enrollment with College of the Canyons, provide students alternatives for the completion of elective and core academic credits, as well as meeting A-G requirements for those students who want to prepare for a 4 year college post-secondary option.

All Bowman High School students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.


Bowman curriculum offers students numerous opportunities to experience real-world applications. These real world applications are designed to promote and encourage critical thinking skills so students will develop and support their own ideas and opinions.

Bowman students are encouraged to register to vote and get involved in poll working in government class.

Students learn about the stock market in economics class.

Students learn how to create workplace documents and Web pages in computer classes.

ASB students are encouraged to get involved in community events.

Students learn about the workplace environment and the skills that are needed through work experience class.

All teachers relate their subject area to workplace readiness skills to make coursework relevant to students in the class.

Curriculum reflects academic standards and Career Technical Education Standards.

Lesson plans

Syllabus

Course of Study

ASB classes

Habitat for Humanity

Job Shadowing

ROP enrollment

Career Day schedule

Connecting to Success program


Bowman High School implements academic support programs to ensure students are meeting all requirements, including the CAHSEE.


Intervention classes in math and English are offered before school and after school several times a week.

MY Access, a computer based writing program, allows for reading and writing to be incorporated into all subject matters.

Bowman teachers have been trained in literacy programs and strategies including: Jane Schaffer, Kate Kinsella, 6 + 1 Traits of Writing, Academic vocabulary, Formative Assessment, and Writing Across the Curriculum (including Writing to Learn strategies).

Bowman offers creative writing, reading, children’s literature, and myth and folk as additional English credit course offerings, in addition to the standard English 11 and 12 courses.

A senior algebra course for seniors still struggling with algebra is taught in quarter blocks and fulfills the state algebra graduation requirement; Algebra 1A and 1B are taught in semester blocks to facilitate a more focused direct instruction teaching approach.

Academic support programs include CAHSEE Core classes and Saturday classes that are dedicated to providing students with test preparation strategies immediately prior to CAHSEE tests.

Math Monday exercises are available to teachers’ campus wide.

Bowman’s Special Education Department includes both Resource and Special Day Class programs to assist students in meeting all graduation requirements.

To ensure that the special needs population of English Learners has access to additional academic support, Bowman offers English Language Development IV (ELD) core classes and SDAI Government classes targeting reading, writing, and listening strategies using the new state adopted textbooks, Milestones, along with the MY Access computer based writing program.

To accommodate student interests, elective courses

Intervention schedule

MY Access


Master Schedule

CAHSEE Core classes

Math Monday warm up activities

Special Education classes

Milestones textbooks


currently offered include art, ASB, life management,

psychology, music appreciation, guitar, theatre arts,

digital photography, yearbook, Web design, computer

applications in business A/B, contemporary American

problems, and physical education.

Student data is regularly reviewed by counselors,

administrators and staff and has resulted in a

schoolwide focus on strengthening literacy and

numeracy skills to ensure passage of the CAHSEE.

At Bowman High School individual evaluation of academic progress supports students to fulfill graduation requirements.


The counselors dedicate two periods per day to address student needs in regards to graduation

In preparation for graduation, counselors conduct a “Senior Pullout” which is a semi-annual student credit audit which supports students’ individualized academic goals.

To update students on their progress towards graduation, Bowman gives students a credit report every four to five weeks.

Teacher-to-student class credit evaluations are performed on an as-needed basis, at the discretion of the teacher.

Master Schedule

Counselor appointments

Counselor Pull-Out materials

Credit checks

Additional Findings: Critical areas of need continue to be literacy and numeracy. Bowman has documented these needs, and implemented several programs and strategies to address these critical needs.


Students who have not yet passed the CAHSEE in either math or English or both are required to be enrolled in CAHSEE Core classes.

A senior algebra course is offered to help struggling seniors meet the state algebra requirements.

Professional development focuses on literacy and numeracy; teachers use current teaching practices in

CAHSEE passage rate

SMART Goals

WASC Action Plan

Before and after school Intervention classes

Master Schedule


their daily instruction.

All students’ writing is tested and evaluated using MY Access.

Teachers use rubrics to help students monitor their progress and to support learning and metacognition.

Thinking Maps

MY Access

Jane Schaffer writing techniques

6 + 1 Traits of Writing

Academic vocabulary

Formative Assessments

Rubrics

Curricular review and evaluation


Critical thinking strategies

Total Participation Techniques

Further analysis of curriculum offerings and student feedback has provided Bowman High School

with additional findings. These results are below.


All students have access to a rigorous, standards-based curriculum as well as opportunities to explore real world applications of their educational interests.

Classes place emphasis on developing communication and social skills.

Academic support programs are provided to ensure students are meeting all requirements.

Career day speakers: military, culinary arts, technology, graphic design

Counselor college pull-out opportunities

SAT, ASVAB, test-taking skills preparation course

Web-design in computer class and PhotoShop

Credit checks in per. 2 and 6

Rubrics

Credit check worksheets

Infinite Campus

Life management

Work experience


Bowman has a process for regular review of student data that provides information on students meeting the graduation requirements, including passing the CAHSEE.

Faculty meetings

Student information on Infinite Campus


IMDS training

Transcripts


Bowman’s educational program maintains the flexibility to accommodate changes in student interests and areas of career exploration

African American college night

College preparation essay writing

ROP

Flexible class changes

Guest speakers: KONY 2012, Career Day, UTI

An evolving curriculum based upon student interest and needs

Senior Seminar; FASFA and Cal-Grant applications


WASC Category B Standards-based Student Learning: Curriculum: Strengths and Growth Needs

Curriculum at Bowman is aligned with district, state, and national standards. This includes a current focus on integrating the Common Core Standards into Bowman’s curriculum. Curriculum is designed to offer meaningful and relevant curricular choices that help prepare students for their academic and personal goals. All students have access to the school’s resources and are given personal assistance in planning and preparing for graduation, as well as for college and/or a career-technical field.

Bowman continually evaluates the relevance and success of its curriculum offerings, as well as delivery in terms of meeting the needs of its students. A thorough analysis of data throughout the school year drives curricular decision making. Through this analysis, Bowman has identified areas to continue to improve, most specifically in literacy and numeracy achievement. With implementation of the Common Core Standards pending, these areas of growth must be addressed within that context. Bowman staff would like to offer more interdisciplinary lessons and have more collaborative teaching opportunities.

Category B: Standards-based Student Learning: Curriculum: Areas of Strength

Areas of Strength include:

A rigorous curriculum aligned to state standards includes critical thinking, problem solving, real-life applications, and project based learning activities

Rubrics and Formative Assessments are utilized to assess learning

Data analysis drives curricular decisions to better meet the needs of students

Curriculum is differentiated to meet the needs of all students

Before and after school Intervention classes are offered in math and English

Career Technical Education classes are offered to support the Hart District Business/Computer Technology Pathway and Multi-media Entertainment Pathway

A rich variety of elective offerings include art, ASB, comparative American problems (CAP), computer applications, digital photography, learning strategies, life management, music, physical education, Regional Occupation Programs (ROP), theatre arts, Web design, work experience, and yearbook

Students are provided a wide variety of educational options that allow them to connect classroom learning with the real world

Category B: Standards-based Student Learning: Curriculum: Areas of Growth

Areas of Growth include:

Continue to improve writing across the curriculum through ongoing implementation of literacy strategies

Improve numeracy skills by providing students opportunities to engage in applied math concepts across the curriculum

Increase collaboration opportunities for teachers

Implement the Common Core Standards


Category C: Instruction

C1. Instruction Criterion

Summary

Bowman High School students are involved in challenging learning experiences in order to achieve the state academic standards and the Schoolwide Learning Outcomes. Examples of these learning experiences include oral presentations, multi-media projects, written projects, one-on-one instruction and various lab experiences. Students are provided with courses of study that outline the expected performance levels for each class. Teachers are expanding the use of rubrics so students understand expected standards for performance. Differentiated instruction is achieved through a variety of project selection, including group work, brochures, PowerPoint presentations, speeches, journal writing, letter writing, performances, and debates to address individual student learning styles. Differentiated instruction positively impacts student learning by increasing motivation and student accountability. Bowman students are aware of academic standards. Specialized needs of diverse student populations are addressed through the Special Education and ELD programs.

Bowman High School staff, through observations of students working and examinations of student work, determines the degree to which all students are involved in learning to assist them in achieving the academic standards and the expected school wide learning results. The staff evaluates the degree of involvement in the learning of students with diverse backgrounds and abilities and modifies approaches based on findings.


Bowman teachers design rigorous instruction based on alignment of curriculum, content area standards, and Schoolwide Learning Outcomes in order to promote the expectation of high achievement for all students. Course curriculum is aligned to content standards and measured through formative assessments and standards-based assessments. To foster achievement, teachers continually revise instruction, assignments, projects, summative and formative assessments, and courses of study to provide students with meaningful learning experiences. Discussions on the elements of the common core curriculum are ongoing.

Teacher peer observations using a Google Doc survey format found that the majority of students were responding to the teacher, participating in class discussion, or engaged in a writing activity during those observations.

Furthermore, the data collected noted that formative

Courses of study

Course Syllabi

Peer observations

Google doc surveys

School-wide analysis of high, middle, and low samples of student work

Student interviews and surveys

MY Access electronic writing portfolios

Analysis of MY Access data

MY Access district-wide writing benchmarks

School-wide use of formative assessments resources


assessments were observed in the classroom 79% of the time, with differentiated instruction occurring 72% of the time.

Writing across the curriculum was observed 53% of the time as reported by teacher observations.

Formative assessment strategies primarily used by teachers included clarifying questions, having students answer questions for correct content, or by working with a single student or small group during class time.

As measured by classroom observations, students exhibited knowledge of Schoolwide Learning Outcomes.



Bowman High School students know the standards and expected performance levels for each area of study.


Bowman teachers provide students with a Course Syllabus or courses of study for each class that outline the standards, learning objectives and expected performance levels for each class. In addition, teachers provide rubrics for individual assignments and units to the student, which allows the students to self-monitor their learning and meet the expected performance standards.

Some departments have common rubrics for assignments, which allow for common assessment and provide consistency of expectations among teachers. Further, many teachers include peer review activities, which allow the students to give and receive feedback. This not only requires an understanding of the expectations but also reinforces that understanding.

Students know expected results via actual examples presented in class or via the Internet; they are provided with deadlines, timelines and resources that help them self-monitor their progress and engage and focus on expected results.

Teachers use technology to enhance the visual experience of lessons. Using the Elmo provides students with immediate visuals of project expectations along with live demonstrations that are visible to the entire class. Teachers and students use technology to present large-scale visuals of individual student work to

Student interviews

Courses of study/syllabus

Course Web sites

Student work

Rubrics

Classroom resources

Elmo, LCD projector/computer stations in classrooms


Academic standards

Exemplary student work models

Peer review checklists


Bowman High School’s instructional staff members differentiate instruction and evaluate its impact on student learning.

encourage compare and contrast dialogue while conducting critiques that further learning. Exemplary student work models are shown in addition to teacher modeling to demonstrate what is expected of students for any particular assignment.

As measured by student interviews Bowman students reported that they are aware of performance requirements before beginning an assignment or being tested.

Students are involved in their learning process through multimedia projects, such as group work, oral and visual presentations, research-based projects and labs that include both formal and informal write-ups.


Bowman teachers differentiate instruction to engage, challenge and meet the needs of all students. They have been trained in using a variety of strategies and assessments to evaluate student performance levels, as well as to inform their instruction.

All teachers are CLAD certified and SDAIE methods are also utilized for differentiation across the curriculum. Differentiated instructional strategies include providing students with corresponding lesson outlines, using the white board for visual support of lectures, giving multimedia presentations using the LCD projector and ELMO, the use of graphic organizers, realia, manipulatives, cooperative learning activities and a variety of kinesthetic activities such as mock trials and interviews.

Further, many teachers give a test based on Howard Gardner’s Theory of Multiple Intelligences to students at the beginning of the year to help determine the best learning styles for each student. Teachers can then assign work to students based on those learning needs. Differentiated instruction is achieved through a variety of project selection, including group work, brochures, PowerPoint presentations, speeches, journal writing, letter writing, performances, and debates to address

Master Schedule


Student work

Student engagement

Special Education programs

ELD programs

Credit checks

IEP compliance


Teacher qualifications/ CLAD

Lab write-ups

Research projects

Multimedia projects

Lesson outlines

White boards

Computers, projectors, ELMOs

CAHSEE/CST scores

CELDT scores


Bowman High School students understand the expected level of performance based on the standards and the school wide learning results. Through interviews and dialogue with students that represent the school populations, the school learns about the students’ perceptions of their learning experiences.


In the spring of 2012, Bowman High School staff conducted informal interviews with students about their perceptions of their learning. Anecdotal results indicate that students understand the expected level of performance based on standards and Schoolwide Learning Outcomes. As the focus moves from the current California State Standards, teachers are familiarizing themselves with the Common Core State Standards and are beginning to dialogue with students about these standards.

Successful learning is attributed to the support of students by a caring and committed staff and by the variety of hands-on learning options provided.

Students report that they know what is expected of them in regards to behavior from teachers.

Student Interviews

Student Surveys

Research-based reports

Prezi/ PowerPoint

Mock Trials

Debates

World book research

Resume writing

Using primary and secondary resources in historical investigation

Rubric

individual student learning styles.

Before and after school intervention classes are offered to assist those students who need extra help as well as to provide extra work and rigor for students who need to be challenged. Many teachers are also available during brunch to provide assistance to students who need the help. Homework is provided to students who are keeping up in class and are in need of the extra challenge, but is not an option for those who are not completing the classwork requirements.

Specialized needs of diverse student populations are addressed through the Special Education and ELD programs. Resource specialists work with resource students in Study Skills classes and in their general education classes. The goal is for students to remain in the general education classroom, with monitoring and assistance as needed. Ongoing progress checks are made by teachers and counselors to ensure that students are on track and making steady progress towards their IEP goals.

Unit tests/ Benchmarks


Multiple Intelligences Test

Common assessment results

A variety of formative assessments

Essays in multiple subject areas across the curriculum

MY Access


The majority of students know what is expected of them in regards to their academic achievement from teachers and how to earn credit.

Students perceive that their learning experiences are tailored to fit their individual needs.

Sample work

Syllabus/Course of study

Additional Findings: Teachers assess their students’ learning styles and personal/academic needs so they support student achievement and success.


Teachers have learned that the students need a clear-cut guideline as to how to succeed and earn credit.

Teachers have learned that differentiated instruction is essential due to the diverse population of our students.

Teachers have learned that using the similar assessments across the curriculum helps the students to understand what is expected of them.

Designing student friendly, easy-to-read courses of study

Individual teachers modify work on an as-needed basis

School-wide use of similar assessments such as rubrics, and formative assessment

Critical thinking strategies are used for learners of all levels and styles

Total Participation Techniques allow students of all learning types to participate in the classroom


C2. Instruction Criterion

Summary

Bowman teachers are current in the instructional content taught and research-based instructional methodology. They use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order critical thinking skills, and help students succeed at high levels. They provide direct instruction and scaffolding using tools such as the white board, technology, manipulatives, and templates. Teachers use a variety of strategies to activate students’ prior learning and understanding. To improve writing proficiency, students engage in prewriting strategies such as Thinking Maps, KWL charts and strategies from the WRITE Project. Formative assessments are used to monitor student learning. Teachers use games for review, intervention and reinforcement. Bowman students are exposed to a variety of real-life experiences that prepare them for the world beyond the classroom through field trips, volunteer opportunities, guest speakers, hands-on and real-life simulations, career exploration and technology applications.

Bowman Teachers are current in the instructional content taught and research-based instructional methodology.


Bowman teachers align instruction with the state standards (and will continue to align instruction as the transition to the Common Core State Standards occurs), the Schoolwide Learning Outcomes and apply research-based instructional strategies to engage and challenge all students. Faculty presentations and activities have focused on current and best instructional practices geared toward our diverse population such as strategies for EL students, formative assessment strategies, Total Participation Techniques, Critical Thinking and scaffolding strategies.

Bowman teachers continually reassess and modify, not only instruction but also the delivery strategies incorporating current “best practice” models.

Bowman teachers are committed to incorporating writing across the curriculum. In addition to all English teachers, who use the program regularly, content area teachers in History and Science have been trained in the use of the web-based writing program MY Access.

All teachers are California State credentialed and 58%


Direct instruction

Technology in classroom

White boards in classroom

Master Schedule

Intervention schedule

Games, including Jeopardy, Boggle, Scrabble

Manipulatives in math

Templates for solving quadratic equations

Lesson plans

Courses of study

Student work

Word Walls

Academic vocabulary

Spelling Bee in art classes

Thinking Maps; graphic organizers


have Master’s Degrees or are completing Master’s Degree programs. All new teachers are required to complete the BTSA program through the Hart District.

Multimedia projects

Textbooks, including Milestone

Classroom readings

Cornell Notes

Debates

Simulations

Renaissance Art Show

Online library

Web Quests

Stock Market game

Non-fiction units

CAHSEE Core classes

MY Access in subjects across the curriculum

Benchmark tests

WRITE Project

High Point series

Children’s books written and illustrated by students

Student Anthology

Day of the Artist and Poet

Interdisciplinary projects

African American masks created by art students.

Painted drum heads or canvases.

Hispanic Day of the Dead bottle art project

Asian calligraphy and ink drawings

Script readings

Digital yearbook

Lesson plans, courses of study

Essays in academic and elective classes

Analytic rubrics

Resume unit

E-mail unit


Instructional books

Student access to software

Student multi-media projects

Google on-line safety lessons

Student Web sites with Dreamweaver and Google Sites

Socratic seminars


Bowman teachers work as coaches to facilitate learning for all students.


Bowman teachers act as coaches to facilitate learning for all students by going beyond direct instruction in the classroom as they strive to engage all students. Teachers align instruction with the state standards while maintaining a focus on the Schoolwide Learning Outcomes in creative and engaging ways allowing students to become active participants in their learning in a student-centered environment.

Bowman English and Social Studies students interviewed view their teachers as motivators. Teachers engage in ongoing collaboration about student motivation.

English and Social Studies Dept. Student survey results

Department meetings

Faculty meetings

Parent Phone calls


Students work

Mock trials/ senate debates

Student academic SMART goals

Mixed ability cooperative learning groups

MY Access

Representative samples of student work demonstrate: a) structured learning where students organize, access and apply knowledge they already have acquired; b) students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this.


Bowman teachers in all content areas strive to incorporate the latest in technology and technological strategies into the classroom.

Students use background information from direct instruction to write essays using MY Access. They use the various writing tools provided to them through the web-based MY Access writing program as they write essays using student laptops. The program automatically scores and tracks student work and is

Sample Work

MY Access Exit Essays

MY Access electronic writing portfolios

Interdisciplinary units

Research-based reports


Dodecahedron assignments in


kept in an electronic portfolio, which is monitored and edited accordingly by the teacher.

Students create projects and other demonstrative-based assignments that reflect their acquired level of learning.

Students use online library from Bowman’s school website to locate primary and secondary sources for use in research-based reports.

Students participate in oral and multimedia presentations in various classes using PowerPoint or Prezi to present information that they have learned in class and or have researched on their own. These presentations range from demonstration or how-to presentations to persuasive speeches in which students must demonstrate mastery of previously learned rhetorical techniques in front of their peers.

Students in English classes participate in a classroom blog to discuss literature as they read novels. This electronic forum allows them to practice writing as they communicate with one another while reflecting on what they have read and learned in a mode that they are accustomed to.

math and history classes

Use of online databases such World Book and InfoTrac

Oral/ multimedia presentations in Speech, Creative Writing, English and Science courses

Student laptops

Student blogs


Representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation.


A variety of assignments allow students to demonstrate that they are able to think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation.

Student work


Group and individual research projects

Debates

Socratic seminars

Science experiments

Cause/ effect papers and projects



Representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected school wide learning results.


Bowman invests in technology to support student learning and preparation for 21st century skills. Students have access to industry-standard software including Microsoft Office 2010, and the Adobe Photoshop Design Premium CS3. In addition, software such ProTools and Acid Pro are used in music class.

The majority of student work demonstrates that students use technology to assist them in achieving the academic standards and the Schoolwide Learning Outcomes.

Bowman offers students classes within a Multi-Media Career Pathway; courses include music, art, theatre arts, Web design, and photography.

Students in yearbook class learn and practice team building skills as they work together in the production of an “in-house” designed digital yearbook; journalistic reviews, writing, and reading are included in the curriculum; students learn Adobe Photoshop, Publisher, digital photography, layout and design skills.

Students learn computer skills to prepare them for college and the workplace. The resume unit prepares them for potential employment. Students learn netiquette and what to do and not to do when communicating by e-mail. Students learn the expectations of digital communication practices as they relate to a professional workplace setting.

Students learn about emerging and open source technologies, such as Google Docs, Google Sites, and Prezi, an online zooming presentation tool.

In Web Development students learn how to format text, use Cascading Style Sheets (CSS), use tables, manage images and create graphics such as Flash, create internal/external links, navigation bars, and other elements of a Web site.

All English classes use MY Access essay writing program

MY Access in classrooms across the curriculum

PowerPoint presentations

Prezi presentations

Resume writing

Digital Job applications

Cover letter writing

Essay drafts

Pre and post-writing benchmarks using MY Access program

Student e-mail

Microsoft, Excel, Photoshop

Web design

Internet research

Digital yearbook


Representative samples of student work demonstrate student use of materials and resources beyond the textbook, such as utilization and availability of library/multimedia resources and services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world.


Bowman students have exposure to various real world experiences as they are offered through field trips to museums such as The Museum of Tolerance and through various guest speakers such as offered by Kony 2012 that promote and underscore the importance of diversity and tolerance. Students are asked to write articles and essays about their experiences for extra credit opportunities.

Students also have the opportunity to participate in hands-on events that promote real-world awareness and togetherness in the community for a greater cause. ASB students had the opportunity to participate in fixing up homes for veterans through the Habitat for Humanity program. Students also participated in the school-wide event, Every Fifteen Minutes, which simulated a very real drinking and driving accident in front of the school along with a school-wide assembly. Students were selected to participate as actors in the event and wrote about and were interviewed regarding their experience.

Students in various classes complete research projects involving the use of primary and secondary source documents, technological research, and oral presentation skills.

Students are engaged in learning and understanding current events: in economics classes students tracked news stories online, “Black Friday,” students in art classes, in observance of 9/11 created artwork in the style of artist Peter Max recalling their memories and feelings of this tragedy.

Students are encouraged to enrich their learning by utilizing all types of media, as well as by visiting museums, libraries and diversity workshops sponsored by the City of Santa Clarita. Students use the on-line library to access primary and secondary sources; in

Research projects

Chapter and unit tests

Essays

Field trips

Online library

Attendance at City of Santa Clarita sponsored workshops

Current event articles, nonfiction, biographies and other reading materials

ROP courses

Life Management course


Career Day

Every Fifteen Minutes video

ACTION

Volunteer opportunity i.e. Habitat for Humanity

Resume writing

Business/ personal letter writing

Blogging

Help with college admission and FAFSA forms


social studies student use primary sources from the “real voices” of teenagers from Russia, the Middle East, and Vietnam during the 21st Century

Analysis of CAHSEE student data resulted in an intensive focus on student projects related to technical reading and writing on nonfiction through the use of current event articles, biographies and historical events. Students are required to complete extensive research via Bowman’s online library or news websites validating opinions or conclusions based on nonfiction reading materials.

Bowman students have opportunities for real world experience and applications, including job shadowing, apprenticeship, work experience, community projects, and extracurricular events.


Bowman students are encouraged to attend extracurricular events and community events throughout the school year. Students may participate in the annual Connecting to Success program, in addition to the annual College to Career Day sponsored by College of the Canyons and the Hart District, and the annual all day on-campus Career Day.

Students are encouraged by their teachers to attend community events such as the SCV Literacy & Arts Festival where students in creative writing class participate in poetry readings.

Students are encouraged to participate in job shadowing opportunities; the Hart District has a coordinator for job shadowing and internship opportunities.

ASB students coordinate on-campus events that help build school spirit and help the community. Students have donated their time and effort to help those in need in events such as Relay for Life, Pennies for Pasta, and Habitat for Humanity.

Flyers of local events

Student attendance and or participation at community events

Career day schedule

Student participation in job shadowing and/or internships

Students are taught to use a wireless microphone

Instructional videos created by students

Relay for Life

Pennies for Pasta

UCLA/ Providence Blood Drive

Habitat for Humanity – Homes for Heroes


Additional Findings:

Teachers and administrators work collaboratively to ensure student success.


Teachers and administration work collaboratively to evaluate classroom instruction effectiveness. During various monthly meetings, Bowman staff members study and discuss topics for the purpose of ensuring student success. Each year, the focus lies on areas of greatest need. For example, this year the focus is on writing across the curriculum, Total Participation Techniques and Critical Thinking Strategies.

Monthly staff meetings

Monthly department chair meetings

Monthly department meetings

Leadership meeting

Bowman teachers use a variety of instructional best practices to engage students in their learning process.


Teachers differentiate instruction. Formative assessments to determine areas of strength/weakness

Differentiated instruction to meet the individual needs of students

Use of various modalities of learning such as white boards, computers and manipulatives


WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs

Instruction at Bowman is standards-based and rigorous. Teachers are current in the instructional

content taught and in research-based instructional methodology and are dedicated to

differentiating instruction to ensure that they are delivering curriculum in creative and motivational

ways to provide equitable learning experiences to all students. Bowman teachers are continually

using assessment to inform and improve instruction. Students at Bowman have a clear

understanding of what is expected of them in terms of behavior and academic performance. All

students have access to a diverse choice of courses and opportunities to explore real-life

experiences, which will enhance their learning experiences and prepare them for career and higher

education opportunities. Students are provided access to a variety of technology with which they

can access resources or use as tools to produce academic work, which assists in their achievement

of the academic standards and Schoolwide Learning Outcomes.

Bowman strives to deliver the best instruction possible to every student. In evaluating this goal,

several areas have been identified as needing improvement. Teachers will continue to expand the

use of rubrics and continue to incorporate more writing across the curriculum, as well as expand

the use of Total Participation Techniques. Students will benefit from teachers and departments

working to plan more interdisciplinary units. Finally, integration of Common Core Standards

throughout instruction is critical to student achievement and for preparing students for post-

secondary pathways.

Category C: Standards Based Student Learning: Instruction: Areas of Strength

A wide variety of instructional practices are used to address different student learning styles

Differentiated instruction and personal attention benefit students, as do smaller class settings

Bowman teachers are committed to expanding the practice of writing across the curriculum

Courses of study are aligned with state standards, and faculty has been trained in Standards Based Instruction

Technology is an integral part of Bowman’s standards-based curriculum, supporting student learning

The staff is flexible and adept at problem solving and finds ways to adapt instruction to evolving student needs

Category C: Standards based Student Learning: Instruction: Areas of Growth

Align instruction with Common Core Standards

Increase the use of teacher designed rubrics across the curriculum

Increase cross-curricular thematic activities Explore ways to increase collaboration time


Category D: Assessment and Accountability

D1 & D2. Assessment and Accountability Criterion

Summary

Bowman’s staff uses a variety of formal and informal processes to collect, disaggregate, analyze and report its student performance data. Data is collected through several vehicles including the California Department of Education’s website which has multiple years of various assessments available for examination. Through the district, student performance data is available through IDMS, a data collection program developed by the Pulliam Group. Data is also collected onsite through the district’s new student information system, Infinite Campus. Finally, student performance data is collected at the classroom level through teacher records and formative/summative assessments. Disaggregation of this data occurs after collection, and is disseminated to staff and other stakeholders for analysis.

The data is used to assist staff develop formative and summative assessments that drive instruction. Teachers constantly assess their students’ knowledge and differentiate curriculum to ensure all students achieve the standards. The staff recognizes that they must focus on the following challenges: where do teachers find more instructional minutes (in the midst of furlough and budget cuts) for students that have not reached proficiency; and how do teachers reteach and assess students to ensure proficiency. An additional challenge is recalibrating curriculum to encompass the depth and complexity of the Common Core Standards.

Analysis is accomplished through discussion and exchange of perspectives on a variety of levels. Methods of reporting student performance data include the School Accountability Report Card (SARC) on the Bowman and Hart District Web sites, phone calls, communications mailed home, electronic and print media, and meetings with stakeholders.

Assessment reporting processes for student performance data include transcripts and report cards distributed to students each grading period (eight times a year) with the last report card of the school year mailed home. Additional assessment reports for CELDT testing, CST testing, and CAHSEE testing are mailed home. This data is reported by staff to parents/guardians and other shareholders at Site Council meetings, district Title I and English Learner meetings, WASC Focus Group meetings, and school board presentations. Additional forums where analyzed school data was presented include the California Continuation Education Association (CCEA) State Conference, at a Los Angeles County Educational Options Conference, California League of High Schools Conference, at an ACSA state conference, and in annual reports to the Hart District School Board as data related to the district’s Strategic Plan.

Bowman High School has an effective assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community.


Teachers administer district-wide benchmark assessments in algebra, ninth and tenth grade English,

Benchmark tests

Milestone unit quizzes and tests


and ELD classes.

In ELD classes, students are assessed through the Milestone unit quizzes and tests. The unit tests are now quarterly benchmarks.

English 12 A/B teachers are using various formative assessments from 25 Quick Formative Assessments for a Differentiated Classroom by Judith Dodge; informal assessments including Q & A, discussions and debates. They are also using MY Access essays.

Bowman administrators, counselors, and teachers report at least twice a year to parents at Site Council meetings.

The Hart District School Board receives an annual report.

Transcripts are distributed to students each grading period (eight times a year).

Report cards are distributed at school to the students; the last report of the school year is mailed home.

Assessments include CELDT, CST, and CAHSEE testing designated throughout the school year.

Student data is collected using IDMS and Infinite Campus, which are both electronic data-base systems.

The School Accountability Report Card (SARC)) is available on the Bowman website and a hardcopy is available in the office

Formative assessments/25 Quick Formative Assessments for a Differentiated Classroom by Judith Dodge

MY Access

Transcripts

Report cards.

CELDT,CST and CAHSEE

IDMS, Infinite Campus

Site Council meetings. .

District Title I meetings

English Learner meetings

WASC Focus Group meetings

School Board presentations

Annual report to the Hart District School Board

SARC report

Infinite Campus

Agendas

Back to School Night

Annual Day of the Artist/Poet

Web site

What’s Good in Education publication

Newsletter

Bowman High School staff has determined the basis upon which students’ grades, growth and performance levels are defined and use that information to strengthen high achievement for all students.


Teachers through their departments determine proficient performance levels in order for students to achieve credit; students must earn a level of C or better in order to receive credit.

Teachers use formative and summative assessments to

Quizzes and tests

MY Access writing portfolios

Group projects

Performance based assessments


help measure student achievement.

At faculty and department meetings teachers have shared student work to standardize what constitutes high, medium, and low (exceeding, meeting, and approaching the standards).

Upon entry to Bowman High School students transcripts are reviewed to develop an appropriate educational pathway for students.

The staff uses a variety of formal and informal assessments to analyze its programs, to collect data, and then use the findings to modify the teaching and learning process.

Teachers in all disciplines use formal and informal assessments to modify curriculum and the instructional delivery to address students’ identified areas of academic weakness.

Oral assessments

Student work samples

CAHSEE scores

Pre-tests

Rubrics

Essays

Bowman High School teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests, and the like.


Students write essays in MY Access (across the curriculum) and are assessed on their understanding of punctuation, grammar, and other parts of the essay.

Teachers use appropriate formative and summative assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills.

Students demonstrate their skills and knowledge through interactive engagement with the teacher.

Students receive feedback from teachers using technology such as e-mail and Google Docs.

Teachers evaluate students’ prior knowledge to determine the degree of scaffolding necessary for instruction

Self-evaluation and reflection is promoted as an ongoing strategy to help students identify and develop their meta-cognitive skills.

MY Access

Assessment strategies


Visual monitoring and observations

Verbal tests

Oral and written pretests and post-tests

Individual white boards

Warm up activities using the white board, post-it notes or other visual display of knowledge

Thought bubbles

Thinking Maps

Problems assigned in class


At Bowman High School, a range of examples of student work and other assessments demonstrate student achievement of the academic standards and the expected schoolwide learning outcomes, including those with special needs.


There is a broad range of student work and formative assessments that is used to demonstrate student achievement of the academic standards and the Schoolwide Learning Outcomes, including those students with special needs.

Teachers administer district-wide benchmark assessments (English 9/10 and Algebra and ELD).

Students are assessed using MY Access and learn to monitor their own progress toward writing essays.

Special education students have academic and

Milestone unit quizzes and tests

Question and answer strategies

Discussions, debates

CST data

MY Access

Special Education assessments

Multi-media, oral presentations

Peer Review

Written descriptions of the process used to solve a particular type of problem.

Chapter quizzes and tests

Released questions from the CST tests that are given each spring semester.

Guided questioning techniques in the Senior Algebra class.

Bi-weekly quizzes in Algebra 1A classes.

Cloze worksheets from direct instruction.

Multi-media project-based assessments

“Show and tell” interactive strategies are common in computer classes.

Thinking Maps and graphic organizers such as KWL

Essays

E-mail, Google Docs

Infinite Campus


psychological testing yearly and tri-annually.

Bowman staff adapts to the learning needs of its special population with a considerable investment in resources and staff training.

Peer review is an assessment used in classrooms to demonstrate achievement and school-wide learning outcomes.

Students use technology to collaborate on projects and to present projects to their classmates and receive verbal and/or written feedback about specific elements of a project; this assessment process emphasizes a community of learning and supports academic competency.

Student collaboration and presentation of projects for peer review offers opportunities for students to learn from each other and further develop academic competencies, technology skills, and meet school-wide learning outcomes.

At faculty meetings, student work is shared to demonstrate progress of student achievement.

During the week of CST testing students are awarded with incentives for on task testing behavior and perseverance throughout the testing.

Individual Learning Plans (IEPs)

CAHSEE scores

Rubrics

Polling strategies

Clarifying Questions

Think, Pair Share Strategies

Essays

Projects

Benchmark tests

Open, Cloze Strategies

Poetry readings

Revisions

Student work posted in classrooms

Scholarships

Bowman High School regularly examines standards-based curriculum embedded assessments in English Language and math, including performance examination of students whose primary language is not English, and uses that information to modify the teaching/learning process.


Bowman has effective standards-based curriculum embedded assessments in English Language and math.

English Learner students performing at a basic level or below on the English CST receive curricular support through differentiated instruction in core academic areas.

English Learner students performing at a basic level or below on the English CST are enrolled in a parallel 1 class – meaning an ELD and one other English class to allow for extra support.

Course of Study

ELD classes

Parallel Classes

CST, CAHSEE, and CELDT

Infinite Campus

School Plan

SARC

State websites

IDMS


At Bowman High School, student feedback is an important part of monitoring student progress over time based on the academic standards and the expected schoolwide learning outcomes.


Student interviews reveal that students appreciate the individual attention from teachers.

Student feedback is part of the teaching process and is used to create a supportive and dynamic learning environment. Teachers regularly adjust lessons based on student feedback that may be observed through the students’ body language, through quick writes, journal writings, wrap up questions, discussions, interviews, and various formative assessment activities that are a regular part of the dynamic classroom experience.

A student survey was conducted in the spring of 2012 and the results were disseminated to staff and discussed.

Strategies that support student meta-cognition include

Student interview results


Quickwrites, journal writings, wrap-up questions, rubrics, other formative assessments

Classroom Wiki’s

Student interviews

Student work

Syllabus

Course of Study

Student survey

SDAIE social studies classes have been added to the Master Schedule to accommodate the EL students.

Academic departments implement released CST questions in their curriculum or model their tests and quizzes using released test questions.

Bowman uses District adopted textbooks and materials.

All Bowman students are monitored for their academic progress and mastery of state standards by the school as a whole and by academic department. Areas of need are identified and curriculum is modified to meet the need.

In order to attend Bowman, students must have at least an early-advanced level on the CELDT.

The academic progress of ELD students is regularly monitored by the ELD Coordinator.

Essential standards for algebra have been established which led to the development of a two semester algebra class.

Using standards-based curriculum assessments, CAHSEE Core math and English courses are modified to address students’ individual needs.


Data printouts

SDAIE classes and strategies


the use of rubrics, student responses on classroom Wiki’s, student response through quick writes, journal writings, and wrap-up and guided questions.

At Bowman High School, assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.


Bowman has an effective process for collecting and analyzing assessment data, and using the findings to make decisions and changes in its curricular and instructional approaches.

Counselors modify student schedules based on assessment data and schedule students into the appropriate CAHSEE core classes based on analysis of CAHSEE data.

Within the CAHSEE classes, students and teachers review past assessment results and collaborate on instructional strategies to improve student achievement.

Math and English intervention classes are recommended for students needing additional support.

“Math Mondays” math problems are available to staff to support numeracy across the curriculum.

After reviewing curriculum for EL students and assessment results, SDAIE social studies classes were added to the Master Schedule in 2012.

In the 2011-12 school year, after analysis of the data staff decided to establish gender specific study skills classes.

CAHSEE Saturday classes are offered each year prior to the exam.

Bowman staff are continuously evaluating student data due to the transiency of the student population. The primary goal is to meet students where they are academically and continue to stimulate and monitor their growth and advancement.

Teachers understand there must be flexibility in the Master Schedule to meet the needs of each new group of students enrolled. For example, in the fall if there are three CAHSEE math classes on the Master Schedule but

Modified Schedules

SMART Goals

CAHSEE Core

Intervention

Test prep classes

Differentiated Instruction

Department Meetings

Staff Meetings

Site Council Meetings

Math Monday math problems available to staff

Master Schedule


more students enroll who need to pass CAHSEE math, another CAHSEE math class is added to the Master Schedule.

Bowman High School has an effective system to monitor all students’ progress toward meeting the academic standards and expected schoolwide learning outcomes.


Students’ progress is monitored by Bowman staff to ensure all students are making progress toward meeting the academic standards and Schoolwide Learning Outcomes.

Students’ schedules are changed as appropriate after reviewing assessment results, such as CAHSEE, CST and CELDT test scores.

The district has implemented benchmark assessments in the core disciplines of English, providing teachers with the ability to focus on and monitor specific areas of need.

English Department Chairs attend district benchmark debriefing sessions, following each quarterly benchmark administration.

With the support and direction of the district, Bowman teachers use Infinite Campus, which provides access to demographics, testing results, and course history of all students.

Counselors and administrators continually access grades and progress when meeting with students.

Grades may be monitored by parents via the Parent Portal.

Every five weeks students receive report cards.

Student schedules

CAHSEE

CST

CELDT

Graduation checks

Graduation conferences

Benchmark assessments

Meeting agendas

Infinite Campus

Course of Study

Parent Portal

Report cards

Additional Findings: Bowman High School has a professional development team to ensure continuous professional development for staff; teachers read and analyze texts that focus on Bowman’s critical academic needs. At Bowman High School, the investment in professional development is an investment in its students as evidenced by test scores and graduation rates.


Bowman has formed a Professional Development Team (PD) that participates in ongoing professional

Professional Development Team

Meeting agendas


development.

The PD Team works with staff to implement literacy strategies across the curriculum.

This PD Team was formed in response to identified needs culled from various data sources.

Teachers read and analyze professional development books. The latest book that teachers read, analyzed, discussed and presented, focused on English Language Learners: Comprehension Strategies for English Language Learners by Margaret Bouchard.

The Professional Development Team plays an important role in training staff , especially in light of budget cutbacks.

Supporting materials

Professional development texts

Training materials



D3 and D4. Assessment and Accountability Criterion

Summary

Bowman assesses student progress toward achievement of academic standards and Schoolwide Learning Outcomes in several ways. With the support and direction of the district, Bowman teachers use Infinite Campus, which provides access to demographics, testing results, and course history of each individual student. Teachers have access to additional test score results such as CST, CAHSEE, and CELDT, which also aids in the monitoring of academic success. Monitoring student progress towards achievement is accomplished through the use of a variety of data collection instruments: Infinite Campus, the School Plan, School Report Card, state websites, IDMS screen, district office support services, and data printouts. The district also has implemented benchmark assessments in the core discipline of English and algebra, providing teachers with the ability to focus on and monitor specific areas of need. English Department Chairs attend district benchmark debriefing sessions, following each quarterly benchmark administration.

Bowman continually assesses student achievement in relation to the academic standards and the Schoolwide Learning Outcomes. These assessments drive the school’s program, through regular and consistent evaluation to improve and leverage resources. Academic standards are infused into the curriculum, as evidenced by the class syllabi distributed to students in all classes and by the goals and objectives written by each teacher annually and kept on file with the principal. State content standards and Schoolwide Learning Outcomes are incorporated into lesson plans. Teachers have access to Infinite Campus, an Internet based system that provides student data to teachers so they can better understand and prepare lessons to meet their students’ learning needs and provide individualized standards-based instruction to meet the needs of all students.

Bowman’s class offerings and scheduling is revised as needed to address specific student learning needs and is based on collected and analyzed data that illuminates those needs.

Bowman assesses student progress and regularly reports student progress to its shareholders.


The Hart District Board is kept informed of assessment results with data and yearly oral reports

Visits from School Board members and District personnel to the classroom play a role in informal assessment of standards-based instruction and student learning.

Teachers frequently contact parents to create a bridge in which learning is monitored and spurred on by all persons involved in the student’s life.

A quarterly newsletter was mailed in the past but due to budget constraints is available online or a printed copy is available in the office.

Reports with data provided to Hart District Board

District personnel visit the school campus regularly

Parent feedback from teacher-parent contact

Quarterly newsletter in print and on the Bowman Web site

Agendas

Bowman Web Page

Parent sign-in sheets


Bowman holds a Back-To-School Night and Open House, providing access to classrooms and staff for all interested parents/guardians, community members, and district personnel.

Bowman holds English Learner Parent Council meetings.

Bowman uses the MY Access computer program to assess student’s writing across the curriculum.

ELAC meeting agendas

MY Access data

Connect Ed messages

At Bowman High School, there are effective processes to keep district, board and parents informed about student progress toward achieving the academic standards and the expected schoolwide learning outcomes.


The Hart District Board is informed of student progress through annual state API reports and standardized test results.

Methods of reporting of student performance data include phone calls, communications mailed home, electronic and print media, and meetings with shareholders of the community.

Students, teachers and parents review credit checks and report cards eight times a year.

Parents are encouraged to attend School Site Council meetings, where parents are kept informed about assessment results and the steps Bowman is taking to meet the needs of students.

The school maintains a web page containing a variety of information regarding aspects of school programs, including a school calendar, homework policies, student awards, Students of the Month, SCV Teen Hero, a graduation page, links to Fast Web, a scholarship search engine, college information, departmental pages, and teacher e-mail addresses.

Reports to the Hart District Board

Phone calls

Communications mailed home

Electronic and print media

Meetings with shareholders of the community

Credit checks

Meeting agendas

Parent sign-in sheets at Bowman events

School Web page

Connect Ed messages


Bowman High School uses assessment results to make changes in the school program, professional development activities and resource allocations, demonstrating a results-driven continuous process.


Changes in programs, professional development activities and resource allocations are made as a result of monitoring and assessing student performance.

Bowman’s Master Schedule is revised as needed throughout the school year to address identified student needs.

Bowman demonstrates a results-driven, continuous process of improvement based on monitoring and assessing student outcomes.

Bowman staff adapts to the learning needs of its special population with a considerable investment in resources and staff training.

Bowman has a Professional Development Team (PD) that participates in ongoing professional development and works with staff to implement literacy strategies across the curriculum.

Data analysis led Bowman to add SDAIE classes, intensive test prep, gender specific classes and CAHSEE Core classes.

As a result of data analysis in math achievement, the decision was made to change the sequencing of upper division math from geometry to algebra II.

Bowman’s Professional Development Plan is formulated after analysis of student data. Professional development topics culled from student data include literacy strategies, EL strategies, writing across the curriculum, Academic vocabulary, Thinking Maps, and Marzano’s strategies,

CAHSEE Core classes

Plus 1 Classes

Classroom/student observations

Master Schedule

Intervention Classes

Professional Development Team

MY Access

2011-12 Reading: Comprehension Strategies for English Language Learners by Margaret Bouchard

2012-13 Reading: Total Participation Techniques, Making Every Student an Active Learner by Persida Himmele and William Himmele

Additional Finding: Bowman High School has resources allocated by the Hart District that are used to address the critical academic needs.


With District categorical funding, Bowman received the MY Access program and laptops to address the two

MY Access

Reading books


critical needs of reading and writing.

Students monitor their progress; in student interviews, students say it is helpful to self-monitor and say they like that they can get the classes they need when they need them.

New computers

Online library

Student interviews

Additional Finding: The ongoing investment in technology and Career Technical Education addresses CTE Standards as well as the critical academic needs of Bowman students, and ensures the sustainability of Career Technical Education courses.


The continuous investment in technology ensures that Bowman students learn the digital literacy skills needed to succeed in high school and beyond.

Bowman received lap top computers, multi-media equipment for the classroom, and teacher training in MY Access, all of which facilitate and enrich reading and writing programs at Bowman.

Bowman High received twenty-one new computers through the Community Collaborative Grant, a collaborative partnership between College of the Canyons and The William S. Hart Union High School District. With funding through the Grant, new computers were purchased and installed in the computer lab and were operational at the start of fall 2011.

The Hart District implemented a plan to replace all computers on District campuses that are more than five years old; Bowman has received 68 new computers in total since May 2011, including 21 for the computer lab purchased from CTE grant funds; 47 from District funds; and a dozen or so other computers on campus were replaced with newer machines. Those computers not replaced received memory upgrades. All but two Bowman machines now run Windows 7 and Office 2010.

Through Perkins funding, cameras and other equipment have been purchased to support the Digital Yearbook and Photography classes. In addition, recording equipment and software was purchased to support Bowman’s Music classes.

Classroom computers

Elmos

Industry-standard software

Teacher training

Student observation

Computer lab

Music program

Digital Yearbook

Photography classes


WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs

Daily instruction is student-centered and students are encouraged to take an active role in the learning and assessment process which develops their metacognitive skills. All instruction is standards-based and moving toward implementing the Common Core Standards. Teachers routinely use formal and informal assessments as integral to the teaching process; they implement current “best practices” teaching strategies and differentiated instructional practices based on student needs and performance levels.

Bowman’s Schoolwide Learning Objectives focus on improving student literacy and numeracy achievement across the curriculum. To meet these objectives, Bowman staff will continue to need professional development opportunities; training is critical to integrating the Common Core assessment process. Ongoing training for data analysis is also critical to driving curricular decisions. Bowman recognizes that empowering students to assess their own learning is critical to their success.

Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength

Areas of Strength:

Bowman staff analyzes assessment data to design classroom curriculum and instruction to address evolving student needs and to maximize student achievement

Two of Bowman’s math teachers belong to a committee made up of Hart District and College of the Canyons math teachers, whose goal is to better prepare the high school students for college math

A Professional Development Coach position has been created to assess students and assist teachers with “best practice” assessment strategies

A Professional Development Team works together and attends professional development courses with a focus on accessing writing achievement

Student assessment data forms a cohesive basis for alignment of all student improvement programs, including the allocation of resources to support professional development, curriculum and instruction

Student assessment data is systemically used to drive the school program and determine student progress toward achievement of academic standards

Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth

Prioritized Growth Areas:

Ongoing training of teachers on analyzing data to help drive curricular decisions

Increase the development and use of student rubrics so students can monitor and access their own learning

Prepare staff for the implementation of Common Core assessments


Category E: School Culture and Support for Student Personal and Academic Growth

Summary

E1. School culture and student support criterion

Involving parents and community members as active participants in the education of students continues to be an ongoing challenge. Bowman staff places a high priority on doing whatever it takes to meet the academic needs of the students, as well as forging positive relationships with the families of the students served and the surrounding community. Parent involvement is a critical component of student success. Bowman continues to address its growing bilingual and Spanish speaking population and strives to involve all parents/guardians to make them feel welcome at school. Bowman’s Associated Student Government (ASB) coordinates a variety of events and activities throughout the year, which highlight the school, and allow students to interact with the community at large.

Bowman High School implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Bowman involves non-English speaking parents.


Bowman implements a variety of effective strategies and processes to encourage the regular involvement of parents and the community.

Annual participation in National Parent Involvement Day.

Bowman staff and parents engage in monthly Action Team Partnership (ATP) meetings.

Parents/Guardians are members of Bowman’s School Site Council, EL Council and District EL Council.

Bowman includes parents and guardians and other support stakeholders, including community members, as active partners in the teaching and learning process.

Bowman’s Associated Student Body class is a much utilized organization to promote positive interaction between Bowman and the community.

The inclusion of Bowman’s non-English speaking stakeholders is a high priority goal and Bowman utilizes an assortment of strategies to accomplish this goal, including regularly held meetings to address issues specific to EL population needs.

ATP meeting agendas

Parent Involvement Day agenda

EL parent/guardian meetings before Back to School and Open House Nights

Site Council, ELA Council and District ELA Council meeting agendas, sign in sheets

District Advisory Council

Parents complete volunteer forms at Intake meeting

Bowman Website in English and Spanish

Bowman Newsletter

Connect Ed messaging system

Intake meetings for all new students/parents/guardians

IEP/SST/504 meetings with all stakeholders including


Spanish speaking parents/guardians report they feel welcome to drop by or to call the school at any time.

ASB participates in city and district activities.

ASB coordinates a variety of service projects and activities to positively promote Bowman High School in the community.

Bilingual paraprofessionals are available to communicate with Spanish speaking stakeholders in all programs – days, nights and independent study – and at all school meetings and functions.

Most school communications – oral and written - are in Spanish and English to include all stakeholders.

The office staff conscientiously engages all stakeholders as they enter Bowman to address their needs with the assistance of bilingual professionals.

community members who are supporting student achievement

ELD and SDAIE classes and EL meetings

Post-secondary speakers – career and college

Career Days

Community participation at Back to School and Open House Nights.

ASB class

Master calendar

Bilingual paraprofessionals interaction with stakeholders

Written communications

Parent Survey

Anecdotal interviews with parents

Bowman High School uses community resources to support students, such as professional services, business partnerships, and speakers. Significant time and energy is invested in increasing community awareness of Bowman. Bowman works closely with the Hart District Community Liaison in spotlighting interesting things happening with Bowman students. The Liaison also works with Bowman staff to promote a positive image of Bowman in the community.


Bowman uses a mixture of effective community resources to support students, including professional services, business partnerships and speakers.

Information is provided regarding up-coming programs, activities, and events to all Bowman community stakeholders.

Bowman continues to partner with local businesses.

Community member partnerships helped Bowman become a California Continuation Model School for the third consecutive time.

Bowman hosts an annual Career Day.

Bowman staff works with the district’s Career Technical

Connect Ed message system

Bowman Web site

Hometown radio station

The Signal newspaper

The Daily News newspaper

What’s Good in Education – district newsletter

Career Day schedule

List of community resources

District wide college and career fair


Education Committee and the community to secure speakers to introduce students to post-secondary options.

Bowman staff conducts professional development training on the appropriate use of referrals to community resources including Department of Child and Family Services reports.

Community partners support Bowman students with a variety of products and services.

Bowman students participate in valley wide career day opportunities hosted by College of the Canyons and the City of Santa Clarita.

Staff uses a list of available community resources for student and family support for referral as needed.

Bowman’s career technical education is supported through the Community Collaborative Grant, a partnership between College of the Canyons and the William S. Hart Union High School District.

Bowman community resource pamphlet

Part-time Counseling Career Coach

Bowman High School ensures that the parents and school community understand student achievement of the academic standards/expected schoolwide learning results through the curricular/co-curricular program.


Communication between home, school and community is important to student success, and information is effectively disseminated through a variety of methods, including Bowman’s Web site, phone system, school newsletter, and by staff members serving on committees within the community, such as the Santa Clarita Valley Chamber of Commerce Educational Foundation, Valley Industrial Association (VIA) Education Committee, Santa Clarita Valley Scholarship Foundation, and College of the Canyons.

Bowman parents are invited to school assemblies, not only to see their student’s accomplishments, but also to be recognized for their contributions to the school program.

School Site Council and ATP meetings bring parents/guardians and community members into the decision making process, providing an additional

School assemblies

Site Council and ATP meetings/agendas

Ongoing communication with parents

Intake process

What’s Good in Education

Newsletter, newspaper articles

Bowman Web site

CTE/Community Collaborative Grant

SARC

Student Learning Outcome of the month


Through parent/community member conversations, parent/community member participation in school activities and the teaching/learning process, Bowman staff believe that to a large extent the strategies utilized to encourage parent/community involvement are effective.


Results of the Parent Survey indicate that 87% of parents responding either agree or strongly agree that they are satisfied with the communication they receive from Bowman.

Ninety four percent of parents agree or strongly agree that Bowman teachers are responsive to their students’ needs, and the same percentage reported that Bowman helps motivate their student to finish high school.

Ninety percent of parents agree or strongly agree that Bowman teachers set high standards for their student.

Eighty eight percent of parents agree or strongly agree that bowman focuses on preparing their student to lead a successful and productive life after high school.

Eighty two percent of the parents surveyed indicate they agree or strongly agree that they feel comfortable attending school functions.

Parent surveys

Anecdotal evidence

ATP agendas

DELAC and ELAC meetings

Open House and Back to School Night

Annual Parent Involvement Day

District Advisory Council

avenue for parent involvement and awareness of student achievement.

Student achievement is regularly discussed with students and parents by teachers, counselors and administrators; additionally, parents are notified through the Infinite Campus Parent Portal, phone calls, and conferences.

Parents/guardians have an opportunity to be part of their student’s learning plan by participating in the intake process when entering Bowman.

All stakeholders – community and parent/guardians – are informed through local media about outstanding student achievement at Bowman,

Infinite Campus Parent Portal


Current Research supports the idea that increased parental involvement leads to increased student achievement. By including all stakeholders, community and parental, Bowman demonstrates the importance of education and emphasizes the achievement of academic standards.


Bowman’s inclusion of parent/guardian and community stakeholders in the academic/learning process of Bowman students provides effective support for addressing Bowman’s critical student academic needs in reading, writing and mathematics.

Parents are encouraged to access the Bowman Web site, including the Parent Portal for upcoming events and opportunities to get involved in supporting the school.

Site Council meetings welcome participation from all stakeholders.

Teacher, counselor, parent and guardian referrals

IEP’s/SST’s/504 meetings

ATP meetings

Site Council meetings

District Advisory Council and ELAC meetings

Award assemblies

Infinite Campus Parent Portal


E2. School Culture and Student Support Criterion

Summary

Bowman High School is a well-maintained campus that provides a welcoming and nurturing environment for student learning. The school has existing policies and regulations and uses its resources to ensure a safe, clean and orderly environment. The sense of safety felt by both faculty (100% agree) and students (96% agree) allows for an environment that supports learning. Staff have high expectations for all students as shown by faculty (100% agree) and students (90% agree). Survey results from parents show that 92% of parents/guardians feel their student is safe on Bowman’s campus. Ninety percent of students and 90% of parents believe that teachers have high expectations for student achievement.

Bowman is a safe, clean, and orderly place that nurtures learning and has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement.


Bowman enacts policies that make the use of resources to ensure a safe, clean and orderly place for learning a high level priority.

Students exhibit respect for staff, school grounds, and each other.

The 20 year old campus is immaculately maintained by the custodial and grounds keeping staff.

The district provides adequate resources and personnel to ensure the maintenance of Bowman’s facilities and grounds.

The Bowman High School facility supports a high level of student learning.

Bowman allocates appropriate resources to provide adequate personnel to ensure a safe and calm learning environment.

Bowman has a progressive, incremental, and proactive policy regarding discipline. This policy is regularly reviewed at faculty meetings to ensure the consistent implementation of policy in support of student success.

Campus facilities and classrooms

Diversity and unity activities

Three full-time and one part time campus supervisor are highly visible on campus

Safety drill reports

Disaster, fire, lockdown drills

Safety Plan

School Safety Team

Hart District safety training

Emergency supplies in each classroom

School Resource Deputy

Schoolwide discipline policy

Individual classroom discipline policies

Bowman Web site

Student contracts, class syllabus

Department/staff meeting agendas


Bowman High School demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.


Bowman staff members have high expectations for student achievement and student success, and model an exemplary degree of professionalism in an environment that values individual differences and believes that diversity is recognized as a strength for Bowman.

All Bowman students are encouraged by staff to set high goals for their academic achievement and post-secondary plans; all Bowman students are supported by staff in achieving their goals.

Bowman students are engaged in an environment where high expectations are the standard. Across the campus all students are held accountable for meeting those high standards.

Monthly staff and department meetings are utilized to discuss student needs and collaborate to ensure a rigorous curriculum.

Bowman’s Master Schedule offers a variety of interventions to support student achievement of academic standards.

Teachers model professional behavior and encourage students to extend their growth in the personal/social areas.

Students have open door access to all staff members to receive supports on various levels.

Teachers and staff provide an open and welcoming atmosphere where students can participate in their learning experiences with confidence.

Classroom environments focus on providing a place where students feel valued and are able to learn and succeed.


Courses of study; class syllabus

Rubrics

Meetings, agendas

Master Schedule


Student interviews

Transition plans

CST and CAHSEE scores

Graduation rates

Staff surveys

Student surveys


Bowman High School has an atmosphere of trust, respect and professionalism.


The atmosphere at Bowman is nurturing and supportive. Ninety four percent of students report that teachers encourage them and offer help in courses. Eighty seven percent of students indicate they feel they are more supported personally/emotionally at Bowman than their previous school. Ninety-six percent of students report that overall their experience at Bowman has been a positive one.

Bowman’s low student-teacher ratio nurtures an atmosphere of partnership and respect between students and teachers.

Students at Bowman have daily access to all faculty, administrators, and support staff. Ninety-one percent of students report that they feel free to speak with an adult at school about school or academic problems.

Paraprofessionals and classified staff support students who are coping with the myriad of academic and personal issues faced by at-risk students.

The staff represents a diversity of races, cultures, ethnicities, and life experiences, offering students a wide range of individuals with whom to interact and emulate.

Bowman is a family of professionals committed to the vision and mission of the school as a learning community.

Bowman students respect and feel respected by staff members.

Students call teachers by their first names in order to promote a more collaborative and bonding relationship between teacher and student.

The atmosphere at Bowman provides a caring learning environment for students to achieve and thrive. This mutual respect and cooperation between students and staff allows a level of trust that highly impacts the addressing of Bowman students’ critical academic needs.

Student surveys


Master calendar

Staff roster

Registration process

Intake process

Student interviews

ACTION meetings

Counseling support

Graduation rates

Number of students who stay with Bowman to complete their high school education

Core Values

Schoolwide Learning Outcomes

Course Syllabus

Courses of study


Additional Findings: Current educational research and thinking is shared, discussed, implemented, and reflected upon by staff at the school site.


Current educational research and thinking is shared, discussed, and implemented.

Faculty completes book studies with research on effective instructional strategies, student engagement, addressing the needs of EL students and literacy.

See Criteria A for the list of books discussed by staff.

Faculty meetings

Leadership team meetings

Department Chair meetings

Department meetings


E3 and E4. School Culture and Student Support Criterion

Summary

Bowman High School demonstrates a dedication to the success of all students and to providing the necessary support for student achievement. Beginning with the initial intake appointment, students and parents/guardians are assisted in developing an individual educational plan. Bowman offers support to a wide range of student populations, from low achieving to EL and special education students. All students are given support through a variety of interventions. Due to Bowman’s lower student to teacher ratio, staff supports students with the time and attention needed to ensure academic and personal success.

Bowman High School has available adequate services, including referral services, to support students in such areas as health, career and personal counseling, and academic assistance.


Bowman has a large variety of services both on campus and off that support a student’s personal needs, including, health, career, personal counseling, and academic support.

All students have an educational plan including: credit monitoring and graduation support, post-secondary planning (career, military or college), returning to the traditional school, and planning long term goals.

Counselors meet regularly with low performing students to address needs and make referrals as appropriate.

Ongoing staff development in appropriate referrals and procedures for academic, personal/social and career issues is provided at monthly staff meetings, department meetings, and leadership team meetings.

Low student-teacher ratios allow staff to monitor students’ progress and individualize instruction.

Students are offered multiple interventions in all areas as needed.

Intake meetings

Educational plans, post-secondary planning support

Five week progress reports

Counseling schedules

Master Schedule

Staff development

Smaller class size, observation

Intervention programs, math, English intervention classes

ROP, work experience classes

Health assistant/district nurse

School based counseling

School psychologist

DIS counseling (Special Ed students)

ERICS therapist for more intensive mental health needs

Special Education paraprofessionals

Bilingual paraprofessionals (ELD classes)


Teacher prep periods

Student survey

District, school homeless programs

School Resource Deputy

Career Transitional Advisor

Career Coach

Counseling Interns

Counseling partnerships

Transitional partnership program

ROP on the job training opportunities

Bowman’s referral pamphlet

Bowman High School has direct connections between academic standards and expected schoolwide learning results and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services.


Bowman provides its students with a wide variety of activities and support services for achievement of both the academic standards as well as student learning outcomes. Bowman’s counselors are available to students on a walk-in basis.

On campus services include a shared health assistant, a school psychologist and counseling intern shared with another school, school based counseling with the Child and Family Center, ACTION, counseling groups, and peer mentors.

On campus support groups have included, Boys Group, Girls Group, African American Girls Group, ACTION, Senior Seminar, and Junior Jumpstart.

Most staff members act as informal counselors to students. Close staff and student connections ensure immediate referral of students for assistance; these relationships encourage students to freely seek out staff members when issues arise in their lives.

Counselors work to provide students with an extensive

Counselor schedules.

Staff development

Health assistant

School psychologist and intern

DIS counselor

School-based counseling groups

Campus support group schedules

Bowman resource pamphlet

Teacher preps

Phone calls home

Post-graduation communications


array of services both on and off campus. Students are referred off campus for support services in counseling to the Child and Family Center, Valley Trauma Center, Department of Child Services, and outside health services. For substance abuse issues, students are referred to off-campus support services including ACTION, ACTION Zone, Tarzana Treatment Center, A Light of Hope, Phoenix House, Narcotics Anonymous (NA), Alcoholics Anonymous (AA), and Alateen.

A variety of support services are available to students through the City of Santa Clarita including tattoo removal, the Santa Clarita Valley Youth Project, J-Team (law enforcement’s anti-gang taskforce), Youth Employment Service (YES), Los Angeles County Probation Department, job referrals and family assistance.

Staff has had training in the Why Try? Program designed to encourage student persistence, success in school, and to overcome barriers to achieving success in life.

At Bowman High School, strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options. These strategies allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection.


Bowman uses effective strategies to personalize learning and instruction for students which supports access for all students to a rigorous standards-based curriculum.

Supports for student academic success include an intake orientation process with an educational plan for each incoming student.

Teachers are available for students during their prep periods.

Paraprofessionals work closely with students.

Bowman offers intervention core classes, small group tutorials, and parallel classes in English and math.

Intake orientation process

Master Schedule


Parallel classes

Night school

Independent study

Department meetings

Special Education resources

Senior seminar

Senior outreach


Alternative academic placement is available through Bowman’s Night School and Independent Study Program for students unable to succeed in the regular day school program or needing more flexibility in their educational setting.

Curriculum is regularly reviewed and evaluated by departments to ensure that all students are able to access and meet the standards.

Special needs students receive additional support as appropriate.

Counselors meet with seniors regularly during their senior year to ensure that students who fail to graduate on time have a plan for graduation within a 5th year structure.

On an individual basis, counselors also provide students with guidance in completing their high school diploma requirement through other appropriate means and resources.

Counseling schedule

Credit checks

Student report cards

IEPs and 504 plans

5th year and 18 year contracts

Schoolwide Learning Outcome of the month

Bowman High School’s leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom, for all students, including the EL, GATE, special education and other programs.


Bowman staff meets regularly to discuss appropriate activities related to student learning for all students both within and outside the classroom.

English Learner students have access to a challenging standards based core curriculum.

English Learner students receive primary support through English Language Development (ELD), SDAIE, and parallel reading classes.

Further support is provided by two bilingual paraprofessionals who assist EL students in mainstream classes.

The ELD teacher works with other staff members to design cohesive curriculum strategies for student success. Instructional modifications are formulated from EL student assessments in order to improve the effectiveness of instruction.

ELD and SDAIE classes

Paraprofessional staff

All staff CLAD certified

Parallel classes

Arrangements for students to take AP tests on other district school campuses

Concurrent enrollment opportunities

Cal Arts high school extension programs

Special Education/Resources program

IEP plans

Special Education teachers


All teachers have a CLAD or SB 395 training.

Bowman teachers and counselors continue to provide students with resources to enhance rigor and relevance in their learning; the formal Gate program remains unfunded at this time.

Bowman offers students an opportunity to earn A-G requirements that are not offered on the Master Schedule through the APEX online program.

Bowman students are encouraged to extend their learning through concurrent enrollment opportunities at College of the Canyons and the California Institute of the Arts.

Based on assessment data, special education students at Bowman are designated either Resource or Special Day Class and receive services appropriate to those designations; student instruction in these programs is individualized and specified to their Individual Education Plan (IEP).

Three Special Education teachers and two paraprofessionals work with students in both their Special Education classes and general education classes.

All Special Education students entering Bowman must have an up to date Individual Educational Plans (IEPs). Transitional IEPs for placement at Bowman are held upon entry to Bowman and current IEPs are maintained on all Bowman Special Education students.

A shared school psychologist is on campus one day per week and is available as needed.

A counseling intern provides DIS counseling as specified in student IEP’s, and handles school based counseling referrals for regular education students.

Counselors serve as case holders for students who have their identified learning needs met through a 504 Plan; these plans are reviewed annually and updated as needed.

All special education students have access to a challenging standards based core curriculum; all students with 504 plans have access to a challenging standards based core curriculum.

Master Schedule

100% compliance rate on IEP’s

Transitional Partnership Program

DIS counseling services

504 plans, counseling services

Course Syllabus

Courses of study

Master Schedule

ROP classes

Differentiated instruction practices

APEX online program


At Bowman High School all students have access to a challenging, relevant and coherent curriculum to all students. Bowman regularly examines the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day).


At the beginning of each year school staff examines assessment data for the past year and looks at the demographics of continuing students and their achievements.

Teachers and department chairs set SMART goals for the school year to monitor student achievement.

Bowman has established schoolwide SMART goals in the areas of writing and algebra. Each department and teacher also develops SMART goals for the year.

The Master Schedule is adjusted as needed to address student individual needs.

All students are encouraged and are able to enroll in all classes offered at Bowman.

Bowman’s class offerings show a wide variety of students enrolled.

CST, CAHSEE and course completion data

Master Schedule

SMART goals

Students’ transcripts


Credit checks

Class rosters

Weekly schedule changes

At Bowman High School, school leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results.


Students are encouraged to participate in a variety of on and off campus activities.

There is an active Associated Student Body class that engages students in on-campus school spirit activities and off-campus community activities, including the UCLA blood drive.

Students are encouraged to volunteer for community events, including Relay for Life, Pennies for Pasta, Homes for Heroes, and Habitat for Humanity.

Every two years students participate in the Every 15 Minutes drunk driving prevention program.

Bowman students engage in community team sports through the SCV Boys & Girls Club.

ASB activities

Literary Magazine –Creative Writing, Digital Photo, Art and Music classes

Day of the Artist, Poet and Musician

Yearbook class

Volunteering

Job Shadowing

Internships

Website


Students participate in job shadowing opportunities; the Hart District Office has a coordinator to work with students and local businesses.

Bowman offers work experience classes.

Students in the yearbook class create a digital yearbook.

Students have opportunities to learn about colleges and careers with on-campus speakers and through field trips.

The District Regional Occupational Program provides on-the-job training opportunities.

Music class

Work Experience

Concurrent college enrollment

ROP classes

Basketball team (2009-10)

Field Trips

Career/College Day and speakers

Connecting to Success

Every 15 Minutes program

Schoolwide Learning Outcome of the month

Bowman High School has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.


Numbers of students enrolled in ASB, yearbook, creative writing, digital photo, work experience and ROP, and special admission college classes are tracked.

Students register for meetings with College/Tech speakers, participation in College/Career Days, field trips, and other activities arranged by student support personnel.

Enrollment data

Master Schedule

School calendar

Field trip opportunities

Attendance sheets from presentations

Bowman High School is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representatives of the school population and through school-wide student surveys.


Staff conducted student interviews.

Students completed student surveys.

Support staff informally assesses student opinions on support services.

Administration meets with ASB to discuss student perspectives about Bowman.

Interview transcripts

Completed surveys

Anecdotal information

Administrative informal summit meetings

ASB class


Additional Findings: This accumulated information on student perceptions of student support services is used to revise, expand, and refine services offered to students. In addition, student survey results help guide direction of supports needed for student success.


Periodic counseling groups are offered based on student interest/need.

Outside speakers present on a variety of programs, careers and pathways.

School climate surveys are provided to students.

Students report (96%) that their experience at Bowman High School has been a positive one.

Ninety four percent of students reported feeling that teachers encourage and offer help in their courses.

Ninety percent of students reported feeling supported academically at Bowman.

Eighty-seven percent of students reported feeling supported personally/emotionally at Bowman High School.

Counseling group enrollments

Guest speakers

Survey results


Student Summit

Student support is critical to addressing academic needs, without support many students fail to achieve academic success.


Many students come to Bowman with non-academic issues that have impacted their academic learning.

Students have not been successful in traditional settings.

The smaller, more nurturing, environment is able to support students individually.

Many students who were not successful in a traditional setting, are successful at Bowman.

Student records

Intradistrict transfers

CAHSEE results


WASC Category E. School Culture and Support for Student Personal and Academic Growth: Strengths and Growth Needs

Bowman High School’s greatest strength and support for student personal and academic growth is the positive and trusting relationships between staff and students. By encouraging the growth of these relationships, Bowman staff and students are able to connect, building confidence and assurance for academic and personal success. The nurturing climate at Bowman fosters an open and honest exchange of ideas, and opportunities for students and staff to share experiences in an accepting and non-judgmental environment.

The greatest challenge remains in ensuring that newer students are connected to a support network that addresses their individual needs. With the high mobility of Bowman’s student body, and limited resources, staff is confronted daily with the task of reaching out, bonding, and engaging newer students who traditionally have not been connected and trusting of a positive learning experience. In addition, Bowman recognizes that parent and community involvement is a vital component to student achievement and success.

Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Strength

Positive, supportive, and trusting bonds exist between students and staff

Individualized supports are provided to address student issues rather than a one-size fits all philosophy

A safe, welcoming culture and facility is provided that nurtures student learning and success

A comprehensive system of individual student support both on and off campus ensures that students do not “fall between the cracks”

A diverse staff connects with a diverse study body, contributing to a safe, trusting, and positive educational climate

Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Growth

Develop more supports to connect newer students with Bowman staff, peers, and a positive educational experience

Increase parent and community involvement to support student achievement and success

Work with the Hart District to explore funding for building a school library/multi-purpose room and additional office space for increased student support services


Chapter V

Action Plans


Chapter V: Schoolwide Action Plan Reading Goal A (Area of improvement) : Increase proficiency in reading comprehension for all students

Rationale: Critical Need: Self-study findings indicate a need to improve student achievement in reading comprehension for all student groups. State

assessment data (CSTs, CAHSEE), ELA benchmarks, formative and summative assessments, discussions and recommendations of Focus Groups and

review of student work support these needs.

Supporting 2012 Data:

11th

Grade: 17% scored at or above proficient on the ELA CST: 31% Basic, 29% BB, 23% FBB

11th

Grade CAHSEE: 53% passed the November 2011 CAHSEE English

CAHSEE: 94% scored 50% or above on Word Analysis

CAHSEE: 80% scored 50% or above on Reading Comprehension

CAHSEE: 77% scored 50% or above on Literacy Response

Growth Targets:

2012-13

- 19% will score at or above proficient on the ELA CST

- 5% or more will pass the 2013 February CAHSEE

- 5% improved score on Reading Comprehension

- 5% improved score on Literacy Response

- Eleventh graders will improve their Literary response and Analysis score from a mean of 49% to a mean of 53% as

measured by the May 2013 CST scores

2013-14

-


- Additional 3% will pass the 2014 February CAHSEE

- 3% improved score on both Reading Comprehension


-

2014-15

-



- 5% improved score on Reading Comprehension



Schoolwide Learning Outcomes (formerly ESLRs) addressed:

Achieve Academic Proficiency Through Reading, Communicating Effectively, Exploring Future Opportunities

Monitor Progress Tools:

California Standards Test data (CST) – ELA, all students

CAHSEE 11th

grade proficiency

Curriculum embedded assessments, benchmarks

Pre-Post reading assessment

Number of ELA strategic and intervention sections in Master Schedule

Attendance in CAHSEE intervention classes/workshops (during and

outside school day)

Report Progress:

Data Reporting: State assessments, Master Schedule allotments:

August and January; Quarterly Benchmark assessments and

CAHSEE, Course enrollments at quarter and semester

Action Plan Progress: Administrators and Focus Group leaders will

report progress to School board, parents, staff and students (advisory

committees) annually and with annual reporting/approval of single

Plan for Student Achievement and to staff at monthly faculty

meetings.

Action Plan modified, when necessary, at least annually.

Reading

Tasks Responsible Person(S)

Involved

Professional

Development

Resources

Means to Assess

Improvement Timeline Reporting

A-1: Improved

utilization of the cross-

curricular reading

rubric through cross-

discipline

collaboration

Teachers

Administration

PD Team

Professional

development time at

staff meetings

Make the rubric

visible in the

classroom


in the classroom

Spring 2013

Staff meeting

A-2: Develop a

common reading

comprehension

entrance exam for all

students

Counselors

Administration

English Department

teachers

Exploring options for

standardized reading

comprehension test

materials

Collaboration with

Post-test students in

reading

comprehension upon

exit from the program

School year 2013-

2014

Professional

development team

meetings

Leadership team

meetings


College of the

Canyons

Funding

Collaboration with

district librarians

Staff meetings

A-3: Develop common

reading

comprehension

assessments to be

completed in English

classrooms

English teachers

Administration

Explore standardized

testing options

Online programs

Funding for resources

Assess students

quarterly in English

classes

Supported by

formative assessment

School year 2014-

2015

English Department

meetings

Staff meetings


Chapter V: Schoolwide Action Plan Writing Goal B (Area of improvement) : Increase writing proficiency for all students

Rationale: Critical Need: Self-study findings indicate a need to improve student achievement in writing for all student groups. State assessment data

(CSTs, CAHSEE), ELA benchmarks, MY Access data, formative and summative assessments, discussions and recommendations of Focus Groups and



11th

Grade CAHSEE: 53% passed the November 2011 English CAHSEE

CAHSEE: 45% scored 50% or above on Writing Strategies

CAHSEE: 82% scored 50% or above on Writing Conventions

CAHSEE Essay: 5% scored “4,” 30% scored “3,” 37% scored “2.5,” 32% scored “2,” 0% scored below “2.”

11th

Grade MY Access: 1st Year Pilot Data (scores are based on a 6-point scale)

2011-12 Holistic Score Focus Content Organization Language Mechanics

Entire School Pre Test 2.6 2.6 2.3 2.3 2.4 2.5

Entire School Post Test 2.4 2.4 2.1 2.2 2.4 2.3

In Eng Class Tchr 1st Sem 3.6 3.6 3.2 3.2 3.5 3.3

In Eng Class Tchr 2nd

Sem

3.7 3.8 3.4 3.4 3.4 3.5

Growth Targets:

2012-13

- Eleventh graders will improve their Writing Strategies score from a mean of 49% to 53% as measured by the May 2013

CST scores.

- Eleventh graders will improve their Literary Response and Analysis score from a mean of 49% to a mean of 53% as

measured by the May 2013 CST scores.

- Bowman English students will increase their MY Access Holistic Score from a mean of 3.6 to a mean score of 3.8 by May

2013.

- 5% or more will pass the 2013 February CAHSEE

- 5% improved score on both Writing Strategies and Writing Conventions

- 5% increase in score on the CAHSEE Essay


2013-14


- Bowman English students will increase their MY Access Holistic Score from a mean of 3.8 to a mean score of 4.0 by May

2014.

- 3% improved score on both Writing Strategies and Writing Conventions 3% increase in score on CAHSEE Essay

2014-15


- Bowman English students will increase their MY Access holistic writing score from a mean of 4.0 to a mean score of 4.2

by May 2015.


- 5% increase in score on CAHSEE essay

Schoolwide Learning Outcomes (formerly ESLRs) addressed:

Achieve Academic Proficiency in Reading, Writing, and Math; Communicate Effectively; and Explore Future Opportunities.

Monitor Progress Tools

California Standards Test data (CST) – ELA, 11th

graders

All students will achieve 11th

grade proficiency on the CAHSEE

Curriculum embedded assessments, benchmarks

Pre-Post writing across the curriculum assessment using MY Access

Number of ELA strategic and intervention sections in Master Schedule


outside school day)


Summative Assessments

Report Progress:

Data Reporting: State assessments, Master Schedule allotments: August

and January; Quarterly Benchmark assessments and CAHSEE course

enrollments at quarter and semester

Action Plan Progress: Administrators & Focus Group leaders will report

progress to School Board, parents, staff and students (advisory

committees) annually and with annual reporting approval of Single Plan

for Student Achievement and to staff at monthly faculty meetings.


CST, CAHSEE

MY Access, Benchmarks

Action Team Partnership

The Signal, Website

Day of the Artist

Faculty meetings, Department meetings


Writing


Involved

Professional

Development

Resources

Means to Assess


B-1: Development of

themed writing exercises

Leadership Team

Department Chairs

Teachers

MY Access


Writing assessments

2013-2015

Department Chairs

Leadership Team

B-2: Use of common

writing rubrics across

the curriculum

Teachers 6+1 Writing Traits

MY Access


quiz

2013-2019 Staff meetings

B-3: Implement use of

common writing

language throughout

school (i.e., 6+1 Writing

Traits)

Teachers 6+1 Writing Traits

MY Access


quiz


Department Chairs

Leadership Team

B-4: Training more

teachers in the use of

MY Access

MY Access Coach 6+1 Writing Traits

MY Access

Formative assessments

Teacher use logs

2013-Ongoing Staff meetings

Department Chairs

Leadership Team

B-5: Infuse more

technology in

writing(i.e., polling,

blogging)

Teachers Equipment Formative assessment Spring 2013-2019 Staff meetings

Department Chairs

B-6: Continue to create

the literary writing

magazine

Creative Writing

Teacher Grants

Fundraisers

2013 and annually

thereafter

Staff meetings

B-7: Staff development

training in the Common

Core State Standards

Leadership Team

Department Chairs

Teachers

Common Core

Standards

CDE Web site


Department meetings


Chapter V: Schoolwide Action Plan Numeracy Goal C (Area of improvement) : Increase math proficiency for all students

Rationale: Critical Need: Self-study findings indicate a need to improve student achievement in numeracy for all student groups. State assessment

data (CSTs, CAHSEE, Algebra Completion Rate), formative and summative assessments, discussions and recommendations of Focus Groups and



11th

Grade: 8% scored at or above Proficient: 13% Basic, 51% BB, 28% FBB

11th

Grade: 53% have not completed the Algebra requirement by the end of the 11th

grade

11th

Grade: CAHSEE: 71% passed the November 2011 math portion of the CAHSEE

CAHSEE: 84% scored 50% or above on Number Sense

CAHSEE: 78% scored 50% or above on Algebra and Functions

CAHSEE: 71% scored 50% or above on Measurement and Geometry

CAHSEE: 71% scored 50% or above on Probability and Statistics

CAHSEE: 50% scored 50% or above on Algebra I

Growth Targets:

2012-13

- The percent of eleventh grade students testing at below basic and above will increase from 72% to 75% on the Algebra 1

CST by May 2013.

- Student CST scores on the Algebra 1 strands “Number Properties, Operations, Linear Equations” and Quadratics and

Polynomials,” will increase from an average of 40% to 43% by May 2013.

- 5% more will score at or above Proficient in 11th grade on the math CST’s

- 5% more will pass the math portion of the February 2013 CAHSEE in the 11th grade

- 5% more will complete their Algebra requirement by the end of the 11th grade

2013-14

- An additional 3% will score Proficient in 11th grade on the math CST’s

- An additional 3% will pass the math portion of the February 2014 CAHSEE in the 11th grade

- An additional 3% will complete their Algebra requirement by the end of the 11th grade


2014-15

- An additional 4% will score Proficient in 11th grade on the math CST’s

- An additional 4% will pass the math portion of the February 2015 CAHSEE in the 11th grade

- An additional 4% will complete their Algebra requirement by the end of the 11th grade

Schoolwide Learning Outcomes (formerly ESLRs) addressed: Improve Academic Proficiency

Achieve grade-level math standards

Increase percent of students who score proficient on CST

Pass CAHSEE by end of 11th

grade

Satisfy the Algebra I requirement by the end of the 11th

grade


California Standards Test data (CST) – Math, all students

CAHSEE 11th

Grade proficiency

Curriculum embedded assessments

Pre-Post math assessment

Number of math strategic and intervention sections in Master

Schedule


outside the school day)

Report Progress:

Data Reporting: CST and CAHSEE assessments, Master Schedule

allotments: August and January; Core enrollments at quarter and

semester

Action Plan Progress: Administrators and Focus Group leaders will

report progress to School Board, parents, staff and students (advisory

committees) annually and with annual reporting/approval of Single

Plan for Student Achievement and to staff at monthly faculty

meetings.


Numeracy


Involved

Professional

Development

Resources

Means to Assess


C-1: Identify essential

standards to be

assessed in Algebra

Math department

State standards

Text resources

Blueprints

Department binder

Common drive

Fall 2013

Ongoing

Staff meetings

Leadership team

meetings


and Algebra II

Released questions

ATP meetings

ELAC meetings

Department Chair

meetings

Department meetings

C-2: Develop and

implement a math pre-

assessment for all

entering students

Math department and

counselors

Time Records of pre-

assessment results for

entering students

IDMS

Fall 2014 Staff meetings

Leadership team

ATP

C-3: Develop and

implement multilevel

math courses to

address identified

standard deficiencies

Administration

Counselors

Math department

Collaboration teacher

planning time

District/Administration

collaboration

Common core

Text resources

Master Schedule Spring 2015

Ongoing

Curriculum Council

Staff meetings

Department Chair

meetings

Department meetings

C-4: Placement in a

multilevel math

program for

intervention and

advancement

Counselors Teacher planning All 11th

grade students

and placed in a grade

level math course

Fall 2016 Staff meetings

Department Chair

meetings

Department meetings

C-5: Develop and

implement cross

curriculum math

critical thinking

problems

English department

Science department

Social studies

department

Electives

Collaboration teacher

planning time

Text resources

Common core

Common drive

Departmental binders

with examples (30-40)

Fall 2016

Ongoing

Staff meetings

Department Chair

meetings

Department meetings

C-6: Develop and

implement a post

assessment

Math Department and

counselors

Collaboration time Records of post

assessment results in

IDMS

Spring 2016

Ongoing

Staff meetings

Department Chair

meetings

Department meetings


Chapter V: Schoolwide Action Plan Assessment

Goal D (Area of improvement) : Develop departmental formative and summative assessments

Rationale: Critical Need: Self-study findings indicate a need to develop and refine student assessments in order to drive curricular decisions and

instructional practices to support student achievement in alignment with Common Core Standards.


11th

Grade: 8% scored at or above Proficient: 13% Basic, 51% BB, 28% FBB

11th

Grade: 53% have not completed the Algebra requirement by the end of the 11th

grade

11th

Grade: CAHSEE: 71% passed the November 2011 math portion of the CAHSEE

CAHSEE: 84% scored 50% or above on Number Sense

CAHSEE: 78% scored 50% or above on Algebra and Functions

CAHSEE: 71% scored 50% or above on Measurement and Geometry

CAHSEE: 71% scored 50% or above on Probability and Statistics

CAHSEE: 50% scored 50% or above on Algebra I

11th

Grade CAHSEE: 53% passed the November 2011 English CAHSEE

CAHSEE: 45% scored 50% or above on Writing Strategies

CAHSEE: 82% scored 50% or above on Writing Conventions

CAHSEE Essay: 5% scored “4,” 30% scored “3,” 37% scored “2.5,” 32% scored “2,” 0% scored below “2.”

11th

Grade MY Access: 1st Year Pilot Data(scores are based on a 6-point scale)

2011-12 Holistic Score Focus Content Organization Language Mechanics

Entire School Pre Test 2.6 2.6 2.3 2.3 2.4 2.5

Entire School Post Test 2.4 2.4 2.1 2.2 2.4 2.3

In Eng Class Tchr 1st Sem 3.6 3.6 3.2 3.2 3.5 3.3

In Eng Class Tchr 2nd

Sem 3.7 3.8 3.4 3.4 3.4 3.5


Growth Targets

2012-13

- Eleventh graders will improve their Literary response and Analysis score from a mean of 49% to a mean of 53% as measured by

the May 2013 CST scores.

- Eleventh graders will improve their Writing Strategies score from a mean of 49% to 53% as measured by the May 2013 CST

scores.

- Bowman English students will increase their MY Access holistic writing score from a mean of 3.6 to a mean score of 3.8 by May

2013

o 5% or more will pass the 2013 February CAHSEE English

o 5% improved score on both Writing Strategies and Writing Conventions

o 5% increase in score on the CAHSEE Essay

- The percent of eleventh grade students testing at below basic and above will increase from 72% to 75% on the Algebra 1 CST by

May 2013.

- Student CST scores on the Algebra 1 strands “Number Properties, Operations, Linear Equations” and Quadratics and

Polynomials,” will increase from an average of 40% to 43% by May 2013.

- 5% more will score at or above Proficient in 11th grade on the math CST’s

- 5% more will pass the math portion of the February 2013 CAHSEE in the 11th grade

- 5% more will complete their Algebra requirement by the end of the 11th grade

2013-14

- Additional 3% will pass the 2014 February CAHSEE English


- 3% increase in score on CAHSEE Essay

- Bowman English students will increase their MY Access holistic writing score from a mean of 3.8 to 4.0 by May 2014

- An additional 3% will score Proficient in 11th

grade on the math CST’s

- An additional 3% will pass the math portion of the February 2014 CAHSEE in the 11th

grade

- An additional 3% will complete their Algebra requirement by the end of the 11th

grade

2014-15

- Additional 5% will pass the 2015 February CAHSEE English


- 4% increase in score on CAHSEE Essay

- Bowman English students will increase their MY Access holistic writing score from a mean of 4.0 to 4.2 by May 2015


- An additional 4% will score Proficient in 11th

grade on the math CST’s

- An additional 4% will pass the math portion of the February 2015 CAHSEE in the 11th

grade - An additional 4% will complete their Algebra requirement by the end of the 11

th grade

Schoolwide Learning Outcomes (formerly ESLRs) addressed: Achieve Academic Competency


California Standards Test data (CST) – ELA, all students

CAHSEE 11th

grade proficiency

CAHSEE intervention classes/workshops (during and outside school day)

MY Access pre- post- assessment


Summative Assessments

Graduation rate

Report Progress:

Data Reporting: State assessments, Master Schedule allotments, and

CAHSEE Core course enrollments at quarter and semester

Action Plan progress: Administrators and Focus Group leaders will report

progress to School Board, parents, staff and students (advisory

committees) annually, annual reporting approval of Single Plan for Student

Achievement, and to staff at monthly faculty meetings.

Action Plan modified, when necessary, at least annually

Report progress at Site Council meetings, staff meetings, school board

meetings, department meetings and leadership meetings

Assessment

Tasks Responsible

Person(S) Involved

Professional

Development Resources

Means to Assess


D-1: Develop

collaboration time

for teachers to

identify essential

standards

School staff Approval from District Develop committee to

discuss options

Discuss options with staff

School year 2012-13 Board of Education

Staff meeting

Site Council

Website

D-2: Identify

essential standards

for courses and

common disciplines

Departments California Standards

Text resources

Blueprints

Released questions

Completion of task

shared on common drive

Department binder

Link to essential

School year 2012-13 Staff meetings

Leadership Team

meetings

ATP meetings


standards on webpage ELAC meetings

Department Chair

meetings

Department meetings

Website

D-3: Develop

formative

assessments based

on essential

standards

Departments

Teachers

Staff

Professional development Completion shared on

common drive

Department binder

December 2013 Staff meetings

Department Chair

meetings

Department meetings

D-4: Implement

formative

assessments

Staff

Departments

Teachers

Common drive

Department binder

PD Team

Curricular and

instructional decisions

driven by formative

assessment data

Teacher records


Department Chair

meetings

Department meetings

D-5: Develop

summative

assessments to

measure student

achievement

Departments

Teachers

Staff

California Standards

Common Core Standards

when available

Textbook resources

Released questions

Completion shared on

common drive

Department binder


Department Chair

meetings

Department meetings

D-6: Explore

technology resources

to assure school is

ready to support

common core

standards and

assessments

Technology

coordinator

District funding

Administration

Teachers

Staff

Technology coordinator


Equipment

Computers

Computer Assessments

District Technology

Director


Department Chair

meetings

Department meetings

Leadership Team

meetings

Site Council


D-7: Implement

summative

assessments to

measure student

achievement

Staff

Departments

Teachers

Common drive

Department binder

Student achievement data

based on summative

assessment results

Rubrics where applicable

Teacher records


Department Chair

meetings

Department meetings

D-8: Refine

assessments (both

formative and

summative) to be

aligned with

common core

standards

Staff

Departments

Teachers

Common Core Standards

California Department of

Education Website


Updated textbook

resources

Common drive

Department binder


Department Chair

meetings

Department meetings


Appendix

A. School Plan Abstract School Accountability Report Card (SARC) English/Spanish

B. Daily Schedule Master Schedule

C. CALPADs Information Form D. Graduation Requirements E. Faculty Meeting Agendas F. Surveys

1. Students 2. Parents 3. Staff

G. Newsletters

Documents

Bowman High School, a Model Continuation High School...Bowman High School, a Model Continuation High School 6 Chapter 1 Community and Student Profile Area Served Bowman High School