Visiting Committee Chairs: - Edl · Web viewCritical Thinkers - Students read primary source documents, classical literature, and college-level textbooks. Some teachers use the Socratic

WHITTIER HIGH SCHOOLSELF-STUDY REPORT

12417 E. Philadelphia Street

Whittier, California 90601

Whittier Union High School District

October 20, 2013 – October 23, 2013

WASC/CDE Focus on Learning Accreditation Manual, 2013 Edition

WASC/CDE FOL 2013 EditionRevised 11/12

Whittier High School WASC/CDE Self-Study Report

WHITTIER HIGH SCHOOLSubmitted to the

Accrediting Commission for Secondary SchoolsOf the

Western Association of Schools and CollegesBy the

Staff and Student Body of

Whittier High School12471 E. Philadelphia StreetWhittier, California 90601

(562) 698-8121

WHITTIER UNION HIGH SCHOOL DISTRICTBOARD OF TRUSTEESDr. Ralph Pacheco, President

Mr. Russell Castañeda Calleros, Vice PresidentMr. Jeff Baird, Clerk

Mr. Leighton Anderson, MemberMr. Tim Schneider, Member

WHITTIER UNION HIGH SCHOOL DISTRICTMs. Sandra Thorstenson, Superintendent

Mr. Loring Davies, Assistant Superintendent, Educational ServicesMr. Martin Plourde, Assistant Superintendent, Personnel ServicesMr. Paul Muschetto, Associate Superintendent, Business Services

WHITTIER HIGH SCHOOLLori Eshilian, Principal

Tim Liggett, Assistant Principal, Curriculum & InstructionJuan Anzaldo, Assistant Principal, Business & Activities

Devon Monson, Assistant Principal, Guidance & CounselingDiana Salazar, Director, New Horizons

Matt Tremper, Dean of Students

SELF-STUDY COORDINATORVanessa Stewart

OCTOBER, 2013

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WHITTIER HIGH SCHOOL LEADERSHIP TEAM

Lori Eshilian, Principal

Tim Liggett Devon Monson

Juan Anzaldo Diana Salazar

Vanessa Stewart Alexa Nisbet

Stephanie Krone Robin Hernandez

Kim Lopez Randy Carruth

Cynthia Lara Alicia Lara-Wright

Carmen Fox Martha Arrona

Sandy Fraijo Jim Marilley

Daniel Esquerra Kathleen Bailey

Maggie Torbet Rob Cammarata

Lance Young

Michele Farley

Chris Palas

Matt Francev

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ACCREDITATIONVISITING COMMITTEE

Chair

Ms. Sandra Drew, Director

Members

Mr. Leonard Choi, Assistant Principal, Fairfax High School

Ms. Vicki K. Dickenson, Counselor (retired)

Dr. Mary L. Lawlor, Principal (retired)

Mr. Patrick Marnin, Math Teacher, Eleanor Roosevelt High School

Dr. Dave Martinez, Assistant Principal, Newport Harbor High School

Ms. Margot McEachern, SPED Teacher (retired)

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Whittier High School’s Mission StatementTo prepare every student to meet the A-G four-year college requirements to ensure they are prepared for all post-secondary opportunities.

Whittier High School’s Vision StatementWhittier High School is a close community where: Rigorous learning experiences are provided to all students by a well-trained staff, enhanced with appropriate technology and resources in order for students to be quality producers who are creative problem solvers, critical thinkers, collaborative learners, and effective communicators. Students are provided with a wealth of enrichment and leadership opportunities beyond the classroom. Families and community members are essential partners in the education of our students. Students are safe and develop positive relationships with respect for every individual’s worth, dignity, and ability to learn, while demonstrating the skills of good Citizenship, Leadership, Achievement, Self-respect, and Service to the community.

We are Cardinals with CLASS!

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Whittier High SchoolSCHOOLWIDE LEARNER OUTCOMES

Creative Problem Solvers Critical Thinkers Collaborative Learners Effective Communicators

Whittier High SchoolCRITICAL LEARNER NEEDS

Improve school-wide literacy Increase academic growth of English Learners Increase opportunities for students to pursue

post-secondary college and career opportunities

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TABLE OF CONTENTS

Preface............................................................................................................7

Chapter I: Student/Community Profile and Supporting Data and Findings.....8

Chapter II: Progress Report............................................................................26..........................................................................................................

Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress................................................................................

36

Chapter IV: Self-Study Findings................................................................... 38

A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources.................................................................................38..........................................................................................................

B: Standards-based Student Learning: Curriculum.............................. 82

C: Standards-based Student Learning: Instruction............................... 130

D: Standards-based Student Learning: Assessment and Accountability 165

E: School Culture and Support for Student Personal and Academic Growth.......................................................................... 196

Prioritized Areas of Growth Needs from Categories A through E.........246

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Chapter V: Schoolwide Action Plan.............................................................. 247

Appendices.....................................................................................................260

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Preface

Whittier High School

Whittier High School, located in a residential area in the city of Whittier, has been serving students and their families since 1900. Enrollment has fluctuated since the last full accreditation visit in 2007-2008, with a net decline of approximately 80 students over that time period, and includes students who live in East Whittier, North Whittier, Santa Fe Springs, Norwalk, Pico Rivera and some unincorporated areas of southeast Los Angeles County. One of the five comprehensive high schools in the Whittier Union High School District, Whittier High has consistently challenged its students to be high achievers in the classroom, enthusiastic participants in co-curricular activities, and honorable citizens of their communities.

The city of Whittier, established in 1887, began as a “Quaker town.” Known for its friendliness, the town was referred to as “Ye Olde Friendly Towne,” a motto that continues today. During the late 20 th century, Whittier served as a bedroom community for Los Angeles and continues that function today. Present Whittier is an urban city within the megalopolis of Los Angeles County, with its own distinctive identity, an easily identified urban core known as “Uptown” and a relatively high number of high density housing units throughout the city. During this young 21st century, Whittier’s population is remaining relatively constant. The 2010 Census reported that with 85,331 people, Whittier is the 86th most populated city in the state of California out of 1,523 cities. In 2010, the median household income of Whittier residents was $65,308. Currently, the largest Whittier racial/ethnic groups are estimated to be Hispanic (65.7%) followed by White (28.3%) and Asian (3.5%).

Though we have experienced a net decline in enrollment since the last WASC visit, Whittier High School did see an enrollment spike in 2010-2011 with an unusually large freshmen class (which will be our senior class during the 2013 WASC visit). The largest ethnic subgroups served by Whittier High School are Hispanic/Latino (91%) and White-Not Hispanic (6%). English Learners make up 9% of Whittier High’s population and Whittier’s EL subgroup (EL students combined with RFEPs who have yet to demonstrate proficiency for at least three years since re-designation) is 27% of the total student body. 81% of Whittier High School students are Socio-Economically Disadvantaged, while 75% participate in the Free or Reduced Lunch program.

As a comprehensive high school in California, Whittier High School offers a wide variety of courses beyond the core academic departments. Numerous Honors and AP courses, multiple academies, and a variety of electives and ROP classes enhance each student’s learning experience and prepare them for post-secondary endeavors. The Whittier Union High School District and, more importantly, the Whittier High School faculty and staff, have adopted a “Whatever It Takes” philosophy. We have built a strong educational culture based on foundations of standards-based instruction and assessment, directed interventions, and professional collaboration. Our mission is to prepare every student to meet the A-G four-year college requirements to ensure they are prepared for all post-secondary opportunities, and our vision is to produce creative problem solvers, critical thinkers, collaborative learners, and effective communicators who demonstrate Citizenship, Leadership, Achievement, Self-respect, and Service to their community. We are all Cardinals with CLASS!

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Student/Community Profile and Supporting Data and FindingsA. Prepare a Student/Community Profile. Include data and findings for the following:

Demographic data, including the refined schoolwide learner outcomes Disaggregated and interpreted student outcome data Perception data summaries, if any.

Introduction

Whittier High School, located in a residential area in the city of Whittier, has been serving students and their families for well over one hundred years (the first graduating class was 1901). The current enrollment of Whittier High is 2446 (CBEDS, 2012) and includes students who live in East Whittier, North Whittier, Santa Fe Springs, Norwalk, Pico Rivera and some unincorporated areas of southeast Los Angeles County. Enrollment has fluctuated since the last full accreditation visit in 2007-2008 with a net decline of approximately 80 students over that time period.

Whittier High School is one of five comprehensive high schools within the Whittier Union High School District. WUHSD, which also includes an alternative high school, an independent study program, and an adult education school, serves approximately 13,500 students. Through its “Whatever it Takes” initiative, WUHSD has built a strong educational culture based on foundations of standards-based instruction and assessment, directed interventions, and professional collaboration. WUHSD maintains close relationships with five feeder elementary/middle school districts: Los Nietos, Little Lake, Whittier City, East Whittier, and South Whittier. Of those five feeder districts, Whittier High School receives the majority of its students from the Whittier City School District and the East Whittier School District.

The largest ethnic subgroups served by Whittier High School are Hispanic/Latino (91%) and White-Not Hispanic (6%). English Learners make up 9% of Whittier High’s population and Whittier’s EL subgroup (EL students combined with RFEPs who have yet to demonstrate proficiency for at least three years since re-designation) is 27% of the total student body. Approximately 9% of Whittier High School students receive Special Education services. 81% of Whittier High School students are Socio-Economically Disadvantaged, while 75% receive a Free or Reduced Lunch. Whittier High School is a Title 1 school and follows a school-wide assistance model for the use of those funds.

The Whittier High School Story – Where We’ve Been

In 2002, Whittier High School was placed in Program Improvement status. At the same time, WHS was subject to an academic audit from the California Department of Education. Based on the results of this audit, WHS was placed in a Joint Intervention Agreement (JIA) between CDE and the Whittier Union High School District. The JIA gave Whittier High 37 specific recommendations from five general growth areas. 2002 was also an accreditation year and WHS received 16 critical areas of follow-up from the WASC visiting committee (and a 6-R term). All in all, the Whittier High School community had a lot of work ahead of it going into 2003.

In the summer of 2003, a new administrative team was assigned to WHS. With the strong support from district administration, teacher-leaders and the new administrative team worked collaboratively to address

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the recommendations from the JIA and the 2002 WASC visiting committee. Together, they focused on building Professional Learning Communities (PLCs) and a system of directed interventions for student success. The results were immediate and dramatic. In 2004, Whittier High students met the growth expectations of Adequate Yearly Progress (AYP) and WHS was removed from Program Improvement. That same year, based on satisfactory responses from both the school and the district, WHS was released from the JIA. Whittier High School was the first high school in the entire state of California to ever be released from a Joint Intervention Agreement. In 2005, Whittier High School experienced a 73 point gain in API followed by a 34 point gain in 2007. In 2008, WHS went through another full WASC accreditation process which resulted in only 4 critical areas for follow-up and another 6-R term.

Over the past decade, Whittier High School, along with WUHSD as a whole, has become a model for renaissance in the education community. The reform efforts implemented at both the school and district level have been chronicled by several leaders in the field including Doug Reeves (Leading Change in Your School) and Rick DuFour (Raising the Bar and Closing the Gap: Whatever it Takes). In 2010, Whittier High School received a Golden Bell Award for its innovative bell schedule that uses block periods with embedded tutorial time for directed intervention. To this day, WHS and WUHSD host “PLC Days” where educators from other schools and districts in the area visit to learn about the PLC and intervention work that have driven the growth experienced at Whittier High School. The entire WHS community is very proud of the growth we have achieved and the recognition that has come with it. Though challenges remain, Whittier High School is optimistic that its culture of professional collaboration and progressive innovations will continue to provide solutions to meet those challenges.

Whittier High School Demographics – Who We Are

2008-09 2009-10 2010-11 2011-12 2012-13# % # % # % # % # %

All Students 2,496 2,466 2,566 2,446 2,446

Gra

de

Grade 9 682 27% 679 28% 756 29% 643 26% 617 25%Grade 10 695 28% 636 26% 678 26% 703 29% 629 26%Grade 11 584 23% 617 25% 561 22% 585 24% 643 26%Grade 12 535 21% 534 22% 571 22% 515 21% 557 23%

Gen

der

Male 1,292 52% 1,272 52% 1,342 52% 1,284 52% 1,224 50%

Female 1,204 48% 1,194 48% 1,224 48% 1,162 48% 1,222 50%

Though we have experienced a net decline in enrollment since the last WASC visit, WHS did see an enrollment spike in 2010-2011 with an unusually large freshmen class (which will be our senior class during the 2013 WASC visit). WUHSD’s feeder school districts have been experience declining enrollment for several years and that decline is finally catching up at the

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high school level. We are currently projecting a further decrease in enrollment for the 2013-2014 school year.

2008-09 2009-10 2010-11 2011-12 2012-13# % # % # % # % # %

All Students 2,496 2,466 2,566 2,446 2,446

Eth

nici

ty

Hispanic 2,168 87% 2,192 89% 2,257 88% 2,230 91% 2,227 91%White 226 9% 199 8% 246 10% 149 6% 154 6%

African American 28 1.1% 25 1.0

% 20 0.8% 19 0.8

% 20 0.8%

American Indian 14 0.6% 10 0.4

% 5 0.2% 7 0.3

% 7 0.3%

Asian 19 0.8% 22 0.9

% 23 0.9% 13 0.5

% 12 0.5%

Filipino 15 0.6% 15 0.6

% 10 0.4% 25 1.0

% 22 0.9%

Pacific Islander 7 0.3% 3 0.1

% 2 0.1% 3 0.1

% 3 0.1%

Other/Multiple 19 0.8% 0 0.0

% 3 0.1% 0 0% 0 0%

The ethnic make-up of Whittier High School students has changed very little since the past accreditation. The Hispanic subgroup has experienced a slight increase of 4% while the White subgroup has decreased by 3%. This ethnic breakdown does not reflect that of the city of Whittier which, according to the 2010 US Census, is 66% Hispanic and 28% White.

2008-09 2009-10 2010-11 2011-12 2012-13# % # % # % # % # %

All Students 2,496 2,466 2,566 2,446 2,446

Subg

roup

s

SocioEcon Disadvantaged 1,426 57% 1,882 76% 2,141 83% 1,903 78% 1,981 81%

NSLP 1,417 57% 1,852 75% 1870 73% 1753 72% 1846 75%Parent Ed 522 21% 453 18% 444 17% 613 25% 791 32%English Learner Subgroup* 748 30% 720 29% 813 32% 743 30% 662 27%

Students w/Disabilities 209 8% 228 9% 248 10% 239 10% 225 9%

Lan

g English Learner 215 9% 209 8% 232 9% 237 10% 221 9%Redesignated Fluent 564 23% 597 24% 600 23% 596 24% 602 25%

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Whittier High School WASC/CDE Self-Study ReportFl

uen Initially Fluent 229 9% 210 9% 189 7% 212 9% 199 8%

English Only 1,488 60% 1,450 59% 1,545 60% 1,401 57% 1,424 58%* English Learner Subgroup is comprised of all English Learners and Redesignated FEP students who have not scored proficient or advanced for three years since redesignationWhittier High School has seen a significant increase in the percentage of students who are socio-economically disadvantaged over the past five years. This has been accompanied by an increase in the percentage of students who are receiving a Free or Reduced Lunch. Whittier’s English-Learner and Special Education populations have remained relatively steady over that time period.

2008-09 2009-10 2010-11 2011-12 2012-13# % # % # % # % # %

All Students 2,496 2,466 2,566 2,446 2,446

Spec

ial

Prog

ram

s

AVID 110 4% 121 5% 111 4% 110 4% 80 3%Puente 220 9% 272 11% 264 10% 243 10% 250 10%GATE 145 6% 159 6% 199 8% 158 6% 244 10%Honors/AP** 706 28% 760 31% 863 34% 923 38% 1012 41%Computer Academy 141 6% 224 9% 156 6% 152 6% 169 7%

** Honors/AP indicates CBED students who completed at least one Honors or AP Course in the school year (unduplicated count)

Whittier High has experienced an increase the percentage of students who are identified as Gifted and Talented over the past five years. There has also been an increase in the percentage of students who are enrolled in at least one Honors (HP) or Advanced Placement (AP) course over that time period. Though a small portion of the increase in HP and AP classes comes from the increase in GATE students on campus, most of the increase comes from a systematic effort to encourage more students to challenge themselves academically. WHS has added one new AP course offering each year for the past five years.

WHS offers three special programs that are listed in the above chart. All 3 programs have a dedicated guidance counselor and all of the sections needed for each program comes out of the general fund allocation.

AVID – Advancement Via Individual Determination. AVID is a nationally known program that targets “middle of the road” students with the goal of getting them into college. AVID is a 4-year program, though students typically enter the program in 9th and 10th grade only. AVID students receive an elective class each year in which they learn organizational and study skills that help them be more successful throughout high school. They also participate in tutorials to help them with their current coursework. AVID elective teachers are provided training through the AVID summer institutes and AVID tutors are recruited from local colleges. AVID is primarily supported through Title 1.

Puente – The Puente project is an initiative in California that has the goal of helping underserved students, particularly Hispanic/Latino students, get to college. Students in Puente are grouped

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within English classes during all four years so that the students can experience culturally relevant literature that supplements the standard curriculum. A small amount of grant money provides for field trips.

Cardinal Computer Academy. The CCA provides students with a three-year introduction to computer career pathways. By the end of the program (which they enter as sophomores), they students are able to become Microsoft certified in various Office applications and gain experience with web design and programming. The CCA is primarily funded by a California Partnership Academy grant and CCA students are grouped together in English and Social Studies classes.

2008-09 2009-10 2010-11 2011-12# % # % # % # %

All Students 2,496 2,466 2,566 2,446

Atte

ndan

ce

P2 ADA (% CBED Enr) 2368

95%2321

94%2390

93%2401

98%

% Actual Attendance 94% 95% 95% 0%Mobility*** 514 21% 273 11% 281 11% 252 10%Exited Students 335 13% 110 4% 126 5% 113 5%Suspensions 241 10% 107 4% 178 7% 166 7%

Expulsions 1 0.0% 1 0.0

% 3 0.1% 0 0.0

%Students Truant >2 days 475 19% 347 14% 273 11% 333 12%

Whittier’s actual attendance percentage has remained relatively constant at around 95% over the last few years. Whittier High still experiences a highly mobile population, though the mobility rate has gone down dramatically of late. Whittier High experiences a relatively low suspension rate.

Ed Code Violation Suspensions 2011-201248900 (a1) - Threats/Assault/Fights 2948900 (b) - Weapons 448900 (c) - Drugs/Alcohol 4948900 (f) - Vandalism/Graffiti 1348900 (g) - Stealing/Theft 1148900 (i) - Profanity 748900 (j) - Drug Paraphernalia 548900 (k) - Disruption/Defiance 4348900 (r) - Bullying 348900.2 - Sexual Harassment 2Total 166

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2011-2012 suspensions are detailed above by Ed. Code violation. As you can see, the majority of the suspensions were for fights, drugs/alcohol, and defiance.

2008-09 2009-10 2010-11 2011-12 2012-13# % # % # % # % # %

All Students 2,496 2,466 2,566

2,446 2,446

Staf

fing

Teacher FTEs (Students/FTE) 97.2 26 94 26 92 28 88.9 28 90.2 27

Full Credentialed Teachers 95 98% 93 99% 92 100% 88.9 100% 90 100%

Gen Ed Staffing Ratio 28.0 29.5 29.5 31.7 31.7Counselor FTE (Students/FTE) 6 416 6 411 6 428 5 489 5 489

Staffing at Whittier High has changed dramatically over the past five years. The general education staffing ratio (gen ed teacher / gen ed student) has increased from 28.0 to 31.7. This has increased nominal average class sizes from 33.6 to 38.04.

Staff Profile 2012-2013Number of Teachers 93Average Years of Service 12.5Average Years in District 10.3Teachers with 1 or 2 Years of Experience 1Percentage of NCLB Highly Qualified Teachers 100%Percentage of Fully Credentialed Teachers 100%

Administrators 4Teachers on Special Assignment 2Counselors 5

Whittier High School’s faculty is comprised of an experienced, highly-qualified staff. Nearly all WHS teachers are tenured with only four probationary and two temporary teachers on staff. Whittier has no teachers who are on either emergency or intern permits. The two Teachers on Special Assignment are the Dean of Students and the Horizons Director (Categorical Programs).

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School Status – Where We Are

Whittier High School receives Title 1 money (school-wide, not target-assisted) from the federal government. As such, WHS is subject to the Program Improvement provisions of NCLB for failing to meet AYP. In 2009-2010, Whittier failed to make AYP, missing in 5 of 18 criteria. In 2010-2011, Whittier improved but still failed make AYP having missed in 2 of 18 criteria. As per NCLB, Whittier High School was placed in Year 1 Program Improvement for the 2011-2012 school year for failing to make AYP in two consecutive years. Unfortunately, Whittier was unable to make AYP (missing on 9 of 18 criteria) in 2011-2012 and thus is currently a Year 2 Program Improvement School as of this writing in 2012-2013.

WHS CAHSEE Proficiency Rates (AYP)2008 2009 2010 2011 2012

ELA MathELA Math

ELA Math ELA Math

ELA Math

Overall 49% 46% 52% 55% 53% 60% 67% 63%* 56% 62%Hispanic 48% 47% 51% 54% 53% 58% 65%* 61%* 55% 61%SocEc Dis 43% 43% 55% 58% 52% 59% 64%* 62%* 51% 51%EL 31%* 36% 40% 45% 32% 44% 47% 49% 37% 49%

AMO 33% 32% 46% 44% 56% 55% 67% 66% 78% 77%

*-Met AMO due to Safe Harbor

Most of the unmet AYP criteria (all 5 in 2010, all 2 in 2011, and 8 out of 9 in 2012) involve missing the AMO (Annual Measureable Objective) for proficiency rate for the CAHSEE. Overall, Whittier’s proficiency rates in both ELA and Math have improved since 2008. The EL subgroup, however, remains significantly lower than the overall mark in both ELA and Math and is therefore an area of emphasis at Whittier High. In 2012, WHS missed an additional criterion: graduation rate for special education students.

2011 Graduation Rate (Used in 2012 AYP) Rate TargetOverall 95.30% 90%Hispanic 95.20% 90%SocEc Dis 95.10% 90%SpEd 71.70% 74%

Whittier High easily exceeded its graduation rate targets school-wide as well in its very large Hispanic and Socioeconomically Disadvantaged subgroups (note: the 2011 graduating class was used for the 2012 AYP finding). Unfortunately, students with disabilities did not meet their target.

Whittier High is not currently working with any outside providers or external evaluators. We do not have a corrective action plan, an alternative government plan, or a joint intervention agreement.

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Student Performance Data – How We’re Doing

Whittier High School has a proud history of API growth going all the way back to 2002 when its API was 560. In the eleven years that followed, WHS has gained over 200 API points with the last 7 years detailed in the above graph. Whittier has met its growth target of 5 points in four of the last seven years.

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The above graph demonstrates the longitudinal change in growth API for four of Whittier’s traditionally significant subgroups. As you can see, WHS has experienced significant narrowing of the “achievement gap” over the past seven years.

Subgroup API Growth2010 2011 2012

Change in API

Met Target

Change in API Met Target

Change in API

Met Target

Hispanic +14 Yes +9 Yes +5 YesWhite +16 Yes -1 Yes -36 NoSocEc Dis +8 Yes +11 Yes -6 NoEL +11 Yes -8 No +23 YesSpEd +3 No +17 Yes -42 No

Over the past few years, the API growth in our subgroups has been inconsistent. We have not met growth targets across the board in the last three years.

CST Results

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The course API for each grade level in English Language Arts has increased over the years. Sophomore and junior scores have increased regularly since 2006, while freshmen scores peaked in 2009 and have dropped off a little since then.

The math department has seen growth in all areas since 2006. The most dramatic growth has occurred in the higher grade level courses such as Algebra 2 and Math Analysis/AP Calculus (which are tested by Summative Math).

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The Science department’s scores have fluctuated since 2006 (Earth Science was tested for the first time in 2008). The unusual pattern of the scores in physics is due to an expansion of the physics program to include more students (54 tested in 2006, 344 tested in 2012).

The Social Studies department experienced a sudden increase in scores in 2007 and, with some fluctuation, has managed to grow their course APIs above those 2007 levels.

High School Exit Exam

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Students taking the CAHSEE at Whittier High are very successful in their first attempt and have gotten more successful over the years. By the end of their senior years, nearly all WHS seniors have completed the CAHSEE.

Seniors Unable to Pass CAHSEE by Graduation2010 2011 2012

0 0 2

Students who are unable to pass the CAHSEE on their first attempt are placed in a CAHSEE support (Standards Review) class during their junior year in ELA and/or Math as appropriate. Those still unable to pass by their senior year remain in the Standards Review class and receive additional one-on-one support from an Intensive Intervention Tutor.

All students with disabilities take the CAHSEE as sophomores unless otherwise stated in their IEPs. Most of those students and their families choose to stop taking the exam after their sophomore year due to the waiver from the State of California that exempts them from the CAHSEE graduation requirement, but some students choose to continue to take the exam until they pass it. Students on 504 plans with CAHSEE waivers continue to take the test at each opportunity.

ELL Accountability

CELDT Performance Levels 2008 2009 2010 2011 2012Advanced 18% 19% 15% 9% 10%Early Advanced 47% 48% 46% 43% 40%Intermediate 26% 26% 25% 37% 43%Early Intermediate 6% 6% 9% 8% 5%Beginning 3% 2% 5% 3% 2%

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Number Tested 295 279 255 230 241

Whittier High School administers the CELDT test during the first five weeks of school each year. As you can see, the great majority of our EL students test at Intermediate and above. The bulk of the Early Intermediate and Beginning students in our district are typically placed in the ELD programs at La Serna and Santa Fe high schools.

The Whittier Union High School District does receive Title III funds to assist its schools in improving the academic achievement of EL students. Since Title III accountability exists at the district level, we have included the district’s AMAO report for the 2011-2012 school year.

WUHSD 2012 AMAO Report Met Target?AMAO 1 - CELDT Movement Yes

AMAO 2 - CELDT Proficiency Yes

Less than 5 years Yes5 years or more Yes

AMAO 3 - EL Subgroup AYP No

ELA Participation YesELA Proficiency No

Math Participation YesMath Proficiency Yes

In 2011-2012, WUHSD met AMAO 1 and 2. Unfortunately, the district did not meet AMAO 3 due to the ELA proficiency rate of EL students. This is the fifth consecutive year that WUHSD has failed to meet all three AMAOs.

College Readiness

AP Courses 2012Enrolled Took Test Passed Participation Rate Pass Rate

Biology 54 26 6 48% 23%Calculus AB 133 82 27 62% 33%Calculus BC 14 9 7 64% 78%Chemistry 69 25 2 36% 8%English Lang 113 76 42 67% 55%English Lit 104 57 15 55% 26%Env Sci 39 16 1 41% 6%European Hist 53 33 15 62% 45%Human Geog. 33 15 3 45% 20%Macroeconomics 44 7 0 16% 0%Physics B 37 18 4 49% 22%

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Physics C 34 18 2 53% 11%Psychology 58 36 19 62% 53%Spanish Lang 97 93 75 96% 81%Spanish Lit 32 29 17 91% 59%Government 44 29 7 66% 24%US History 80 57 28 71% 49%

1038 626 270 60% 43%

Whittier High School has made a concerted effort to enroll more students in Advanced Placement classes over the past six years. Over the last year, the effort has shifted towards getting more students to take the AP exams at the end of the year. As you can see, both the participation and pass rates vary wildly by subject area but it is worth noting the high levels of enrollment and participation in the some of the cornerstone AP subjects such as Calculus AB, English Language, English Literature, and US History.

SAT 2012 Number TestedCritical Reading Mathematics Writing Total

Overall 244 442 457 436 1335

Female 130 426 430 435 1291Male 114 459 488 437 1384

California 231,964 495 512 496 1503

The 244 graduates of the class of 2012 that took the SAT represent just over 47% of the senior class. As you can see, Whittier High students lag below the state average in each category.

ACT 2012 Number Tested English Mathematics Reading Science CompositeOverall 132 17.7 20.7 19.3 18.9 19.3

Female 71 17.4 19.9 18.6 18.4 18.7Male 61 18.1 21.8 20.1 19.6 20.0

California 103,024 21.6 22.8 22.1 21.5 22.1

The past five years have seen a significant increase in students taking the ACT from 15 in 2008 to 132 in 2012. As with the SAT, WHS students fall below state averages in all subject areas.

Graduates

Cohort Graduation Rate 2010 2011 2012

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Overall 93.6% 95.3% 95.2%

Hispanic 93.8% 95.2% 95.1%English Learners 84.1% 87.9% 88.2%Socioeconomically Dis. 93.3% 95.1% 94.5%Special Education 71.7% 71.7% 78.7%

Male 94.1% 92.9% 94.3%Female 93.2% 97.7% 96.1%

Whittier High School has performed very well in what might be the most important measurable target a high school has: graduation rate. Statistically significant subgroups such as Hispanic and Socioeconomically Disadvantaged graduate at a rate that is on par with the overall school.

UC/CSU A-G Rate 2008 2009 2010 2011 2012Overall 38.6% 44.2% 40.9% 44.5% 51.2%

Hispanic 36.8% 43.2% 39.7% 43.0% 50.2%

Male 32.0% 41.9% 32.1% 40.8% 43.9%Female 43.8% 46.2% 49.4% 48.3% 59.5%

This set of data is of primary importance to Whittier High School as our mission statement is for all students to meet the UC/CSU A-G requirements upon graduation. Over the past five years, WHS has realized impressive success in this area as we have reached the point where over half our graduates meet A-G. An increase in A-G is particularly significant as it represents a concerted four-year effort to make sure that graduates have all the required classes with C grades or higher. To that effect, all general education freshmen are placed in core academic classes (including Biology and Algebra 1) that are college-prep or higher. Whittier High School does not offer any general education math classes that are below the level of Algebra 1.

Post-Secondary Plans 2012 Grads PercentCommunity College 265 54%California State U. 83 17%U. of California 34 7%Private or Out of State 34 7%Technical Schools 17 3%Military 20 4%Enter the Workforce 27 5%Undecided 12 2%

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As you can see, roughly 85% of Whittier High School graduates from the Class of 2012 went on to some sort of college and 31% of graduates went to a four-year college or university right out of high school.

Student Grades

D/F Rate Sem 2, 2011 Sem 1, 2012 Sem 2, 2012Overall 17.9% 18.0% 15.6%

ELA 22.1% 22.1% 17.9%Math 20.5% 18.1% 15.9%Science 19.4% 27.8% 20.6%Social Sci. 18.9% 21.1% 15.8%World Lang 19.7% 18.5% 18.1%VAPA 15.7% 11.0% 14.7%Business 14.0% 6.0% 6.8%SpEd 22.4% 18.2% 19.2%PE 6.7% 5.2% 8.0%Practical Arts 16.2% 8.2% 14.8%Electives 6.9% 4.8% 4.0%ROP 12.8% 13.6% 10.8%

Whittier High School has focused on reducing student D and F rates across the board. Though our percentages, when viewed in the larger context of urban high schools in California, are respectable, Whittier High consistently has the highest D/F rates in WUHSD. D/F rates have been a constant topic of conversation within PLCs over the past few years as Whittier High teachers examine a number of strategies including improved grading practices and expanded interventions to reduce the overall D/F rate.

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The above graph illustrates the percentage of students per grade level that begin the school year on-target for graduation. This includes any credits that students may have recovered in summer school. It is worth noting that the first year WHS used its current block schedule with embedded intervention time was the 2006-2007 school year. While one can never isolate a single variable in education that leads to an increase in student achievement, we credit our embedded intervention time as being greatly responsible for our increase in students who begin the school year on-target for graduation.

Perception Data

Student Survey

Whittier High School administered a student survey to all 9 th, 10th, and 11th grade students in the 2012-2013 school year for the purposes of informing our self-study. Full results can be found in the appendix but here are a few items of interest.

93% of students believe that Embedded Support is at least somewhat beneficial. 40% of students stated with certainty that they review their transcript annually with a counselor. 93% of students believe they receive at least some opportunities for college/career guidance. 69% of students believe that most of their teachers have high expectations for their academic

achievement. 95% of students believe that, for the most part, Whittier High is a safe campus. 97% of students believe that at least most of their teachers treat them with respect. 92% of students believe that they receive at least some encouragement to participate in activities. 72% of students believe at least most of their teachers check for understanding regularly.

Parent Survey

Whittier High School administered a parent survey in the 2012-2013 school year for WASC purposes. Here is a summary of the results (full results are in the appendix).

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92% of parents agree, or strongly agree, that Whittier High School is a safe, clean, orderly place that nurtures learning through a culture that is characterized by trust, respect, and a positive school spirit.

87% of parents agree, or strongly agree, that their students receive academic support through academic counseling, college preparation, and challenging learning experiences to help ensure his/her academic success.

85% of parents agree, or strongly agree, that Whittier High School regularly communicates with them about their child’s academic and social progress at school.

93% of parents agree, or strongly agree, that Whittier High School’s curriculum and programs are preparing their child for the future.

Staff Survey

Whittier High participated in a district staff survey in the 2012-2013 school year. Full results are in the appendix.

Areas of strength identified in the staff survey include:

“I look forward to going to work” “I feel that I have a reasonable workload” “I am adequately informed about school plans and programs” “I am satisfied with the equipment, materials, and supplies” “I have an opportunity to participate in making decisions that affect my job” “I feel good about my relationships with the people with whom I work”

Areas of focus identified include:

“I get adequate recognition and appreciation for my performance and accomplishments” “Overall I feel satisfied with the way student discipline is handled” “I have opportunity to provide input regarding school-related improvements”

Conclusion

After a thorough review of who we are and how we are doing, Whittier High School is proud to see how well its students are attaining our Schoolwide Learner Outcomes. In particular, our data suggests that our students are doing a tremendous job of being Critical Thinkers and Creative Problem Solvers. While a certain amount of success in high school comes from effort alone, achievement at the highest levels is dependent on one’s ability to think critically and problem solve and our students continue to show increased achievement as evidenced by:

90 points of API gain in the last seven years bringing Whittier High to the doorstep of 800, the state’s target for all schools.

A 95%+ cohort graduation rate. Over 90% of Whittier High School students beginning the school year on-target for graduation. Over half of Whittier High School graduates meeting the A-G entrance requirements for four-

year colleges.

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At least 85% of Whittier High School sophomores are able to pass the CAHSEE on their first attempt.

Over 40% of our students choosing to challenge themselves with honors or AP classes. An overall decrease in suspensions over the last four years.

Our superintendent often reminds us that demographics do not determine destiny. With a population that is over 90% Hispanic (a traditionally underserved subgroup) and over 80% socioeconomically disadvantaged, our demographics tell us that our kids face tremendous challenges in their lives both inside and outside of school. Because of our students’ abilities to problem solve and think critically, they are able to write their own destinies and our data tells us that they are doing an amazing job of it. The last decade at Whittier High School has been amazing. One can hardly wait to see what the next decade looks like.

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Progress Report

Summarize progress on each section of the current schoolwide action plan that incorporated all schoolwide critical areas of follow-up from the last full self-study and all intervening visits.

Significant Developments

Leadership Changes:Whittier High School has undergone many changes in leadership since our last full WASC visit in March, 2008. The Administrative team consists of Principal, Assistant Principal of Curriculum and Instruction, Assistant Principal of Guidance and Student Support Services, Assistant Principal of Business and Activities, a Dean of Students, and the Director of New Horizons. Every administrative position has experienced at least one or more changes over the past five years. The WHS Leadership Team includes all Administrators along with 9 Department Chairs, 16 Course-Leads, and appointed teacher-leaders: Curriculum Coordinator, Intervention Specialist, College-Career Coordinator, and a new position of Instructional Coach. Each of these positions has additional pay and/or periods free from teaching to fulfill the responsibilities of their position.

Lori Eshilian became principal in July of 2008, moving from Assistant Principal of Guidance and Student Support Services, and has remained in that position for the past five years.

Mr. Tim Liggett currently has the position of APC. Mr. Liggett was a science teacher at the time of the 2008 WASC visit, the WASC coordinator for the Mid-Term visit in 2011, an Interim APC for the Spring semester of 2011, and 2012, earning the position of APC in July, 2012.

Mrs. Devon Monson holds that position of Assistant Principal of Guidance and Student Support Services. She was a counselor in 2008, served as the Dean of Students, and Interim Assistant Principal of Business and Activities, becoming the APG in 2010.

Mr. Juan Anzaldo joined the Whittier Administrative team as Assistant Principal of Business & Activities in the 2011-12 school year. Mr. Anzaldo was the WASC coordinator and Department Chair for science for the last full WASC visit in 2008. He was an Administrator at another school in the district for several years before returning to WHS in July of 2011.

Mr. Randy Castillo is the current Dean of Students. He came to WHS in 2010 – 11 from another school in the district, serving as a Dean in the district since 2008.

And Ms. Diana Salazar is the Director of New Horizons, beginning in that position in the 2012-13 school year. She was previously a counselor at Whittier High School and College Career Advisor in our New Horizons office for 5 years.

There has also been a significant change in the Leadership Team at Whittier High School since the last full WASC visit. Seven of our nine Department Chairs, and all sixteen Course Lead positions have rotated to different faculty members over the past five years. All other teacher-leader positions also have new faculty in those positions except for the Curriculum Coordinator. The Instructional Coach, a new position in the 2011-12 school year has had a different teacher in that position each year. This change in teacher-leadership has been supported by both district and school professional development focused on building leadership capacity.

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Schoolwide Title 1:The Whittier High School Leadership team decided to change to a Schoolwide Title 1 Program in the fall of the 2009-2010 school year. The switch from a target-assisted Title 1 program was prompted by the increase of students who qualified for free and reduced lunch and the increase of English Learners at WHS. This changed allowed us to utilize of Title 1 funds to better serve the needs of a broader cross-section of our student body. We have used our Title 1 funding to support:

A significant increase in technology throughout the past four school years. We have purchased four new lap top computer carts and upgraded computers in all computer labs. All core-curricular classroom teachers and many other classes have a computer cart, lap top computer, document reader, and LCD projector in each classroom, with wireless access schoolwide. We have also purchased Mobi clicker devices for any teacher who wants to use them as a learning tool. We have purchased iPads for all teachers and have purchased two iPad carts to prepare for Common Core assessments. WHS is working on a comprehensive long term Technology Plan with our partner middle school and district to assure ****equity in access to technology, increase learning and preparation for 21st Century careers for all students.

Intervention sections in our Master Schedule (Academic Enrichment and Guided Studies), and fund Instructional Coaching support within the school day.

Schoolwide professional development in teacher identified Universal Instructional Strategies: Cornell Notes, Jane Schaeffer Writing Strategies, Thinking Maps, and AVID Critical Reading Strategies. Teachers attended workshops outside of school for Thinking Maps and the AVID Critical Reading Strategies. Teacher-leaders on campus were used to train the faculty in Cornell Notes and Jane Schaeffer Writing Strategies. Several teachers are trainer-of trainers for Thinking Map, and experts in Critical Reading Strategies. All strategies have been reviewed and taught every year.

Support faculty to attend EL workshops and participated in the LACOE Long Term English Language Learner (LTEL) symposium, implementing the 30/70 ration of EL students to proficient English speaking students to increase access to academic language for our EL subgroup.

MyAccess online writing program accounts for all students, 9 th – 12th grade, and professional development for all teachers, across all departments, to utilize this program effectively, 2009 – 2013.

Implemented strategic strategies to build relationships and connections with all students, especially focused on our targeted sub group (LTELs). 95% of our teachers were trained with Capturing Kids Hearts strategies from 2009 to 2011. Key teacher-leaders reinforce reteach these strategies at the beginning of each school year for new and returning teachers.

Program Improvement:While student learning data continues to show positive growth, WHS was placed into Program Improvement in September, 2011. Our placement into Program Improvement was a result of our EL subgroup that did not reach their AMO in Math and ELA in 2010. Even though this subgroup met their AMO in both math and ELA in 2011, the EL subgroup did not meet the required growth in API, resulting in two consecutive years not meeting our AYP. An Addendum to our Schoolwide Title 1 plan was developed in November of 2011 to strategically focus on our English Language Learner population. In that Addendum WHS has:

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Increased our focus on scientifically based instructional practices and expanded to utilization of other critical strategies identified by each course a-like team as essential practices to improve student learning, especially with Long Term English Language Learners. 9 th and 10th grade English Language Arts teachers, Biology teachers, and World Civ. Teachers all participated workshops with Kate Kinsella which addressed academic vocabulary building strategies.

Systematically organized schoolwide professional development through “Instructional Rounds” (teacher peer observations), and increased administrator “fly-bys” to observe and evaluate accountability of our schoolwide instructional practices.

Use of Title 1 funds for release period for an “Instructional Coach” for two periods (2011-12) and one period (2012-13) to provide support to teachers in the implementation and effective use of schoolwide instructional practices.

Implemented systems that teachers identify their EL/LTEL learners within each class period, strategically pairing them with English proficient peers, and assuring equity in opportunity for student engagement and participation activities.

During the 2012-13 school year WHS trained two teachers in the use of 3-D curriculum and included 3 intervention Academic Enrichment classes in the Master Schedule for 9 th and 10th

grade EL / LTEL students who continued to score far below or below basic on their ELA CST.We are encouraged that our English Language Learner subgroup increased their API score by 26 points in 2012.

Economic Downturn:Like most schools in California, and the nation, Whittier High School has been affected by the economic downturn. We are very fortunate that WUHSD is fiscally responsible, conservative in their money management while establishing an extremely positive and collaborative working relationship with all unions that support our credentialed and classified staff. However, there have been significant cutbacks that have had an impact at WHS:

Contract-specified general education staffing ratio was 28.0 at the time of the last WASC visit, it has increased to 31.7. The average class size in 2008 was 33, it increased to 38 students during the 2012-13 school year. In 2008 WHS had 114 teachers, and in 2013 we have 97.8 with no significant decrease in enrollment.

WUHSD experienced three years of a reduction in force, resulting in several WHS teachers transferred to other schools in the district, with a few receiving lay-off notices each year. This has created a feeling of venerability amongst our newest teachers.

All teachers have been asked to do more with less for the past five years, and while all achievement indicators demonstrate they have done so, they have experienced a 20% cut in the general fund money which supports classroom and curricular materials and supplies, professional development opportunities outside of the school or district, field-trips, etc.

The counseling staff was reduced from six to five counselors, with no drop in student enrollment, yet a noticeable increase in socio-economic stressors and educational barriers that affect our students.

Reduction in teacher-leader release periods: one semester only for Senior Project Coordinator, both semesters for ASB Activities Director, Curriculum Coordinator, Academy Lead-Teachers, and Athletic Director.

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Significant reduction of non-teaching positions: school maintenance / custodial position, librarian, learning materials clerk, intervention clerk, and a locker room attendant.

Reduction in our capacity to serve students through summer school, which limited classes to only credit recovery. We have not been able to offer classes for original credit, or “re-take” opportunities for students who want to earn a higher grade. The reality of this reduction had a potential impact on A-G completion rates or acceptance to highly competitive colleges and universities as it limited students opportunities for acceleration.

Facility Modernization and Improvements:WHS has experienced significant facility modernization and improvements over the past nineteen years including the five years since the last WASC visit. Unstable buildings have been removed, additional classrooms have been built within historic buildings, and athletic fields have been under construction since 2008. All portable classrooms that had been used during the modernization of classrooms in five buildings on campus were removed. The Americans with Disabilities Act (PL 101-336) requires that appropriate paths of travel for individuals with disabilities be established at schools, which also required major construction throughout WHS campus. The projects that have been completed since the last WASC visit are:

Remodeling of the Quad, central open space area, including ADA accessible ramps and walkways.

Removal of an unstable building that housed the cafeteria, theatre and dance rooms, replacing it with a new building that serves as a cafeteria/multipurpose room.

Creating a “Black-Box” theatre and dance room within an old woodshop building on the southside.

Remodeling of the “Horseshoe” open space area, with ADA accessible ramps and walkways Creating 3 classrooms and offices within a uniquely shaped, unused portion of our “E” building. Remodeling of the southside campus, “hard scape” and landscape, improving ADA accessibility Removal of an unstable building on the southside, along with portable classrooms, to create a

“practice field”. Increasing ADA accessibility with ramps and walkways leading into the Auditorium on both

sides. Remodeling of the entire athletic field area that serves all field sports teams: football, soccer,

baseball, softball, and track, which was under-construction for an entire year (May, 2012 - June, 2013) causing all teams to practice and play home games at other locations.

The remaining modernization projects include: Modernization of the Architectural and Mechanical drafting classroom. Improvements to the tunnel under Philadelphia Street linking the north and south sides of

campus. Air conditioning in the gym, auditorium, and “S” building.

School Wide Critical Areas for Follow-up:In the Whittier High School 2008 WASC Self Study the staff identified three action items on which to base our school’s action plan:

1. Increase A-G completion, On-Track-to-Graduate, and CAHSEE pass rates.

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2. Provide interventions for students to maintain a strong connection to the school and to improve academic performance.

3. Increase the amount of collaboration among the staff (within and between academic departments) as well as the effectiveness of communication within the school, with parents, the community, and partner middle schools.

The WASC visiting committee further tasked us with four critical areas of follow-up to incorporate into our action plan:

1. Continue expansion of common assessment, teacher collaboration and analysis of data to improve practices.

2. Expand comprehensive academic support for students beyond the freshman year.3. Provide students with experiences, activities and resources that provide links to careers.4. Integrate curriculum between departments to assist students in finding connections between

disciplines.In the 3-year follow up visit in March of 2011, WHS received a positive evaluation in addressing all areas of our Single Plan for Student Achievement; however the team gave WHS 3 additional recommendations:

1. More detail Action Plan developed and implemented incorporating the Title 1 Plan and the former WASC Action Plan.

2. Expand student awareness and advisement of possible career opportunities.3. Increase students’ voice in decision making, specifically in the area of the senior project.

Ongoing Follow-up Process:Whittier High School has a very collaborative and hardworking Administrative and Teacher Leadership teams that meet on a regular basis to implement and monitor our Single Plan for Student Achievement. The Administrative Team begins each July with a 2-3 day retreat to analyze our school’s program and activities as they align with our Single School Plan for Student Achievement. We engage in personal leadership skill building activities, and begin to plan for the following school year. The Administrative team meets every Tuesday during the school year to continue our focus on school improvement practices, and programs, as evidenced by agendas and minutes.

WHS Leadership holds a yearly two or three day Cardinal Camp in August, before school starts, to review our school action plan, look at schoolwide data from the previous year and begin to brainstorm and plan for the upcoming school year within department and course a-like teams. Part of the Cardinal Camp is also focused on professional development in a variety of different formats: reading and discussing common articles, engaging in teacher lead review or demonstrations of schoolwide instructional strategies, or Socratic Seminars on our grading practices. The Leadership Team continues to meet every other week, as evidenced by agendas and minutes. All teachers are welcome to attend the summer Cardinal Camp or the bi-monthly meetings; there has been 65% of our faculty in attendance of the August meetings every year.

Cardinal Camp is followed up with a faculty meeting in September, “Data & Doughnuts”, where we share schoolwide data, review our Title 1 Schoolwide Plan and the PI Addendum as well as our Single

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School Plan for Student Achievement. Departments spend some time discussing their team goals for the year based on our student learning data, or we break into teams to address areas of focus from our SSP.

Built into our school schedule are Monday morning Professional Learning Collaborative time when departments meet to address common assessments, analyze student learning data, discuss and plan for schoolwide action items, review pacing guides, and share the use of effective teaching strategies. Several departments have creatively designed two day department PLC time to allow for even deeper collaboration within course a-like teams.

WHS School Site Council also meets every month to review, monitor, and provide recommendations to our SSP, and our Title 1 Schoolwide Plan. We also have monthly ELAC meetings that are highly attended where parents review all of our school plans and provide recommendations, as well as receive support in accessing student data systems, understanding all processes and procedures of our school.

WUHSD conducts a parent survey during Back-to-School Night every year and Staff or Student surveys every other year. Information from all surveys conducted by our district are disaggregated and put into charts that are easily analyzed by our Administrative and Leadership teams. This information is used to guide and change our practices. WHS, on top of the district surveys, conducts an end of the year survey for all staff that is more specific to our school and our campus. This, too, is analyzed by the Administrative team when we meet for our July retreat and guides decisions and plans for the next school year.

As a part of our WASC Self-Study preparation we began Student and Parent Focus Groups, and conducted additional surveys to address specific areas of focus at our school. The groups met on a regular basis to analyze the survey results, read the WASC Self-Study chapters, provide input and feedback to our Leadership team. WHS worked to make sure that these groups were representative of the diversity of students and parents on our campus; they provided valuable input into our Self-Study process.

WHS has several systems in place for increased communication with all staff that serves to share general information as well as specific reminders and information that supports our schoolwide fidelity of implementation to our school’s Mission and Vision, our SSP, and Schoolwide Title 1 plan. The principal sends out a weekly Cardinal Communique and the Positive Behavior Intervention Support (PBIS) Team sends out a monthly newsletter, Cardinals with CLASS.

Progress, Evidence, Impact on Student Learning for Action Plan Sections or Goals:During the spring of 2011 WHS Leadership team worked to develop a more detailed Single Plan for Student Achievement to incorporate the Schoolwide Title 1 Plan and the previous WASC Action Plan, which was the recommendation by our 3-year visiting team. Our current action plan has four Goal areas that incorporate our schoolwide Critical Areas for Follow-up as identified through our self-study process in 2008.

Goal #1: Increase student learning as measured by district targets (A-G completion rate, on-target rate, first-time CAHSEE pass rate, API score, and Attendance Rate) as well as common assessments work.

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It was recommended by the WASC visiting team in 2008 that WHS “continue expansion of common assessment, teacher collaboration and analysis of data to improve practices.”

The accomplishment of this goal can clearly be seen in the data represented in Chapter 1 of this Focus on Learning manual. WHS departments and course a-like teams also have extensive data, collected by our district that shows student learning on common assessments. All core curricular teams: English Language Arts, Math, Science, Social Science and World Language have worked beyond the district required quarterly common assessments to create a variety of unit assessments, common quizzes, common Brief Constructed Responses, and common Performance Tasks. The student learning data is shared during PLC time at WHS, and at quarterly district Best Practices meetings.

Professional Learning Collaborative teams meet at least weekly. Many course a-like teams meet additionally during lunch, before or after school. Math and English Language Arts extend their PLC time to two day meetings four to five times a year that focus on course a-like team analysis of student learning data and sharing best practices. The district has also provided time in the summer for course a-like teams to work together to change pacing guides, improve common assessments, and to create new assessments aligned to the future Common Core standards.

There is significant evidence that Whittier High School has shown continual growth in every measureable target over the past six years: A-G completion rate, On-target rate, CAHSEE passing rate, API score, Attendance Rate, and Graduation Rate.

Goal #2: Continue to provide interventions for students in all grade levels to build a stronger connection to the school and to improve academic performance in all subgroups while narrowing the achievement gap.

It was recommended by the WASC visiting team in 2008 that WHS “expand comprehensive academic support for students beyond the freshman year”.

To accomplishment this goal all departments and course a-like teams have developed support systems and practices to meet the specific needs of their students. There has been a wide variety of interventions and support systems in each department, beginning with the use of embedded support time. Every teacher has the responsibility to determine what their students need and use the 20 minutes attached to every class period as effectively as possible. There has been a myriad of strategies and practices implemented by each teacher.

Beyond the twenty minutes of embedded support time, teachers, course a-like teams and departments have created a variety of support strategies. Among them are after-school and Saturday school re-teach, re-test opportunities, re-start classes, D/F swaps, and use of our 21st Century grant PREP program. Within the PREP program seniors have been able to receive direct support to meet deadlines and complete their senior project, sophomores can receive specific strand tutorials for the CAHSEE, and all students can receive subject specific tutorial after school. The PREP program has also purchased AP test study materials and supports students in AP study groups. We have an average of over 200 students a day participating in the afterschool PREP program.

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WHS has also developed a comprehensive support system for students who have not passed the CASHEE or who are “at risk” of not passing during their sophomore year. Juniors and seniors are automatically placed in Math or ELA Standards Review classes if they did not pass the CAHSEE their sophomore year. Students remain in year-round (including summer school) support classes until they pass. These students also have the support of CAHSEE Intervention Specialist in each subject matter that provides individualized tutoring utilizing Buckle Down curriculum and Study Island, during the school day, ten weeks prior to the March CAHSEE for every senior who has not passed.

We offer a Mock CAHSEE test in the first semester of each year for all sophomores and place students who are at risk of not passing into Standards Review class at the second semester, in addition to their English class. All 10th grade English classes use Buckle Down curriculum for CAHSEE preparation and all common assessments are geared toward the CAHSEE format and layout. WHS also offers CAHSEE Bootcamp for students in our critical EL Subgroup six weeks prior to the March CAHSEE.

In the summer of 2011 WHS also trained over 11 th and 12th grade Academic Mentors to provide tutoring in Guided Study classes to support “at risk” students across their freshman core curricular classes, as well as sophomores in repeat Algebra 1 classes. In 2012-13 over 150 Academic Mentors were trained and provided academic tutoring support in Algebra 1, chemistry, and English Language Arts classes, the Academic Enrichment Intervention class, as well as Guided Study, and Parallel Math classes.

WHS is in our second year of developing a schoolwide Positive Behavior Intervention Support system. Through the two year process we have systematically identified the behaviors we expect of students inside and outside of the classroom, calling it Cardinals with CLASS. This program encourages and teaches the behaviors of positive Citizenship, Leadership, Achievement, Self-respect, and Service to the community. Administrators highlight expected behaviors in regular “one message moments” in classroom presentations. Schoolwide lessons have been developed and are expected to be presented on the same day by all teachers. Students are recognized for their “classy” behavior and receive incentive tickets when positive behavior is observed, earning an opportunity to win a monthly raffle. Students who are demonstrating outstanding behavior within departments are also recognized on stage during assemblies and receive a “classy” T-shirt and a certificate.

Evidence of effective intervention and academic support across all grade levels has been shown in the fact that WHS has the highest “On-Target-Rate” in our district, our attendance rate has increased steadily over the past four years, discipline referrals has significantly decreased, and school spirit with attendance at extracurricular events has doubled. If feels good to be a Cardinal!

Goal #3: Increase the amount of collaboration among the staff (within and between academic departments) as well as the effectiveness of communication with students, parents, partner middle schools, and the community.

It was recommended by the WASC visiting team in 2008 that WHS “integrate curriculum between departments to assist students in finding connections between disciplines.”

It was also recommended by the WASC mid-term visiting team in 2011 that WHS “increase students’ voice in decision making, specifically in the area of the senior project.”

In the effort to accomplish this complex goal WHS has developed a variety of programs and services:

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Inter-department collaboration and integration of curriculumo For the last five years WHS has set aside professional development and collaborative

time for departments / course a-like teams to work together to share curriculum at faculty meetings, period by period meetings release meetings, and late start time designated for “special group” meetings, 4x each year.

o Course Lead meetings scheduled quarterly for specific inter-department collaboration between English Language Arts, World Languages, and Social Science, and Math and Science.

o Universal Instructional Strategies – selected by teachers during our Schoolwide Title 1 development process. WHS adopted four universal strategies in 2010: Cornell Notes, Jane Schaffer Writing Strategies, Thinking Maps, and AVID Critical Reading Strategies. Teachers attended summer and school-year workshops on campus provided teacher-leaders, as well as off-campus training.

o “Instructional Rounds”: systematic peer observation opportunities scheduled throughout the school year to observe each other’s teaching practices, and student learning for the past two school years.

Increased communication and collaboration with students, increasing their opportunity to have a voice in decision making, especially on Senior Projects.

o Increased number of students in the ASB, elected and appointed positions to represent a more diverse student body.

o Increased class councils for all students interested in participating; each council is approximately 150 students that meet quarterly with the ASB, after school and on weekends to plan for grade-level activities.

o Senior Project was re-evaluated and changed for the 2012-13 school year. Instead of a persuasive paper, it became a career focus research paper, where student looked at careers of interest that had potential increased need in the 21st Century. The Senior Project continued to have a field-work requirement in the career area. After completing the 2013 senior presentations it is noted that there has been a significant increase of students completing the first semester deadline for their research paper, as well as increased authentic and viable fieldwork; increased student passion for their topic was evident.

o Since the 2011-12 school year all students have had access to an online data system that has a student portal where students can access class assignments, their grades, and attendance.

o “One message moments”: opportunities for administrators and counselors to deliver focused message to students regarding Cardinals with CLASS expectations, teaching expected schoolwide behavior, or announcing special school spirit opportunities.

o WASC Student Focus group meetings scheduled during the 2012-2013 and 2013-2014 school years, including a WHS student survey.

Increased communication and collaboration with parents.o All parents have also had access to a “parent portal” online data system that gives them

access to their student’s grades, assignments, and attendance since 2011-12 school year.

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o Increased use of TeleParent, specifically for broadcast calls; specific to group needs, as well as individual teacher communication with their students for group or individual communication.

o PREP program 10 weeks parent education courses each semester for the past four years.o Increased membership at ELAC meetings, PTA meetings, and Parent Booster Clubs.o Monthly ELAC parent workshops.o WASC Parent Focus group meetings scheduled during the 2012-2013 and 2013-2014

school years, including a WHS parent survey. Increased communication with partner middle schools and the community.

o Regularly scheduled meetings with partner middle schools, district articulation, and regular visits. Presentations at middle school Back-to-School Nights, School Site Council, PTSA meetings, CAPP marketing meetings, and 8 th grade “High School Nights” at local private schools.

o Cardinal Advanced Prep Program – In 2010-11 WHS started an after school enrichment program for 6th, 7th, and 8th grade middle school students. Middle school students came to WHS for a two to three day hands-on engaging lessons. Each semester a variety of different activities were offered.

o Numerous yearly presentations at community meetings: service organizations: Lions Club, Y’s Mens’ Club, Rotary, Chamber of Commerce meetings, and Alumni Meetings.

o Significant increased articulation with Whittier College: Whittier College Mentor Program, summer Science Investigations, Campus clean up days, College Internship opportunities, sharing facilities, Science and Math SMART research grant project, Amy Biehl Foundation Social Justice research workshops and conference, and StudentPaths program.

Goal #4: Prepare our students for all post-secondary opportunities through a variety of academically rigorous curriculum, career exploration, and enrichment opportunities

It was recommended by the WASC visiting team in 2008 that WHS “provide students with experiences, activities and resources that provide links to careers.”

It was recommended by the WASC mid-term visiting team in 2011 that WHS “expand student awareness and advisement of possible career opportunities.”

The accomplishment of this goal WHS has instituted a variety of programs and courses in order to increase rigorous curriculum, career exploration, and enrichment opportunities:

Each year for the past five years WHS added an additional AP course to their Master Schedule: AP Human Geography, AP Environmental Science, AP Art History

o Increased % of students in AP or Honors classes In 2009 the English department added a 10th grade career research project; 100% of all

sophomores complete this assignment. In 2012-13 WHS modified the senior project to have a career emphasis, researching careers that

are viable for the future In 2010-11 WHS provided the opportunity for all 11th and 12th grade students to take a career

interest / career profile assessment, which has continued each year.

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WHS started the Cardinal Advanced Placement Prep Program (CAPP) started 2010-11 with middle school students. In the 2011-12 school year the 9 th grade students who had been in the program formed a club that became a study / social group for high achieving students.

Science Career Day, spring 2013, with sixteen community presenters who have careers in the area of science.

Appointment of a College-Career Coordinator in 2012-13 which organized a wide variety of career presentations throughout the year, and the start of StudentPaths program, connecting students to their future.

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Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress

Provide an overall summary from the analysis of the profile data Based on past progress and current data, explain the implications of the data with

respect to student performance. Select two to three critical learner needs based on the data, noting the correlated

schoolwide learner outcomes. List important questions that have been raised by the analysis of the student

performance, demographic, and perception data to be used by Home and Focus Groups in their study.

The process of identifying, collecting, and analyzing data indicating Whittier High School’s academic performance and growth is ongoing. Review and discussion takes place before the school year at our Cardinal Camp, at our first Leadership meeting of the year, and again at our morning faculty meeting, “Data and Donuts,” in September. Parent stakeholders are involved through such governance structures such as the English Learner Advisory Committee, the School Site Council, and the Parent-Teacher-Student Association. Whittier High School uses multiple measures to assess student achievement. Some of the measures incorporate the results on statewide standardized assessments: the overall Academic Performance Index score, California Standardized Test (CST) results by subject area, and California High School Exit Exam (CAHSEE) passing and proficiency rates. Other site-based measures are considered as well: attendance rates, graduation rates, on-track-to-graduate rates, and UC/CSU A-G completion rates. Additionally, other data is analyzed throughout the school year, including D/F rates, site and district common assessment results, English Learner academic growth, and Freshmen Guided Studies success rates. Many subject-alike teams, and even departments as a whole, consistently analyze data on a weekly basis. On any given week, there is data analysis taking place among the departments on our campus. In addition to these ongoing analyses, a comprehensive analysis took place in Fall of 2011-2012 with administrators and teacher leaders, as part of our Title 1 Schoolwide Program needs-assessment. During this process, a more precise Schoolwide Title 1 Plan was written. Specific data analyzed included five years’ worth of CST results, On-target rates, D/F rates, CAHSEE results, and EL Proficiency rates. This same data was again reviewed in Fall of 2012-2013.

As a result of these efforts, Whittier High School staff identified three Critical LearnerNeeds and revised the schoolwide learner outcomes embedded within our Vision Statement.

Critical Learner Needs• Improve schoolwide literacy• Increase academic growth of English Learners• Increase opportunities for students to pursue post-secondary college and career opportunities

After analyzing key academic indicators, we came to the consensus that our students are lacking that academic vocabulary necessary to achieve at all levels, in all subjects. With Common Core approaching, our students need a stronger foundation of academic literacy.

English Learners continue to struggle in their academic courses and on various state and localindicators. This is evident in all subject areas as noted by the achievement gap by subgroup inCAHSEE English Language Arts and Mathematics, CST scores, and grades.

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A reality at WHS is that not all of our students are interested in pursuing a 4-year university upon graduating, so it has become necessary to broaden our services to prepare all students to pursue post-secondary opportunities, whatever they may be.

As a result of these CLNs, a comprehensive SPSA and WASC Action plan have been integratedto assure that resources: human, physical, and fiscal flow to the academically neediest students.

Schoolwide Learner Outcomes• Creative Problem Solvers• Critical Thinkers• Collaborative Learners• Effective Communicators

WHS faculty and staff wanted to revisit our Schoolwide Learner Objectives embedded in our Vision statement in order to make sure they were measurable. We believe that these outcomes are achievable for all students and we strive to communicate and incorporate them into our daily lessons and activities.

The analysis of student performance, demographic, and perception data, and the progress data, raised some important questions:

• How can we better support our EL population?• Have all teachers been fully trained in supporting struggling students, particularly ELs?• Are teachers consistently developing and implementing learning experiences that utilize

the very best research-based instructional strategies?• Is there clarity and coherence among teachers in their use of intervention and

prevention practices?• Is there clarity and consistency in grading practices in subject areas so that grades are

reflective of learning and consistent with multiple measures?• How can we increase post-secondary college and career preparation for all students?

Although data is always being generated, disseminated and analyzed, subsequent data sets fromChapter 1 continue to confirm the conclusions regarding the areas defined as Critical LearnerNeeds.

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

Focus Group Leaders

Kathleen Bailey, Practical Arts

Randy

Carruth, Social Studies

Matthew Francev, English

Alethea Shallbetter VAPAAmy Huttayasomboon Math

Andrew Cupp Special EdCarina Milligan PsychologistCarlos Carballo Security

Christina Phrasavath MathChristopher Dalley Special Ed

Cynthia Garcia ClassifiedHeather Stirewalt Science

Isela Reza Instr. AideIssac Garcia Instr. AideJames Hope English

Joe Delgadillo CounselorJoseph Huerta Instr. Aide

Josh Reyes CustodianKele Perkins Social StudiesLance Young PE

Martha Ventura ClassifiedMireya Rodriguez Instr. AidePriscilla Calderon Cafeteria

Randy Castillo Dean of StudentsRandy Teeters Special Ed

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Robert Cuen CustodianSabrina Luevano CafeteriaSandy Casteneda World LanguagesVanessa Stewart English

Visko Ancich ScienceWanda Seguin Attendance Coordinator

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and ResourcesAnalysis must show distinctions that appear across the range of students (grade level, diverse background, and abilities) and the variety of programs offered at the school. Examples include: Online instruction approaches (school site or off site, integrated within other programs

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

school/college partnerships, AVID, and independent study programs. Note: In some areas additional prompts have been inserted to emphasize the analysis related to online instruction.A1. Organization CriterionThe school has a clearly stated vision and mission (purpose) based on its student needs, current educational research, and the belief that all students can achieve at high academic levels. Supported by the governing board and the central administration, the school’s purpose is defined further by schoolwide learner outcomes and the academic standards.

Indicators with PromptsVision – Mission – Schoolwide Learner Outcomes – Profile

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

Prompt: Evaluate the degree to which the development of the school’s statements has been impacted by pertinent student/community profile data, identified future global competencies, and current educational research.Findings Supporting Evidence“To prepare every student to meet the A-G four-year college requirements to ensure they are prepared for all post-secondary opportunities.”

The above statement is the stated mission of Whittier High School, and all work done by the highly qualified staff at this institution reflects this mission.

● Posters of Mission Statement and Vision Statement

● Minutes from Leadership Meetings

● Posters of A-G Requirements

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Vision Statement: “Whittier High School is a close community where:

● Rigorous learning experiences are provided to all students by a well-trained staff, enhanced with appropriate technology and resources in order for students to be quality producers who are creative problem solvers, critical thinkers, collaborative learners, and effective communicators.● Students are provided with a wealth of enrichment and leadership opportunities beyond the classroom.● Families and community members are essential partners in the education of our students. ● Students are safe and develop positive relationships with respect for every individual’s worth, dignity, and ability to learn, while demonstrating the skills of good Citizenship, Leadership, Achievement, Self-respect, and Service to others.

We are CARDINALS with CLASS!

The above statement is the stated vision of Whittier High School, and all work done by the highly qualified staff at this institution reflects this vision.

The mission and vision statements are strongly supported by administration, teachers, and staff. Administration, teachers, and all staff regularly communicate the importance of the mission and vision statements and attaining academic goals. Our students are consistently reminded of the importance of meeting the A-G requirements. Additionally, students are reminded of the importance of our school-wide vision. Our goal is that all students at Whittier High School are prepared to meet high academic standards through a rigorous, standards-based, relevant curriculum.

● CLASS Posters● Vision Statement Posters

Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes

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

Findings Supporting EvidenceWhittier High School created its current mission statement four years ago, under the leadership of Principal Lori Eshilian. This mission statement is: “To prepare all students to meet the A-G four-year college requirements.” During a period of contemplation, the administration found that the previous mission statement lacked measurability and failed to capture the essence of Whittier High School. The leadership council, which is composed of administrators, counselors, department leaders, and teacher

Whittier High School Mission Statement

● Leadership Minutes● Department Meeting

Minutes● EADMS (Educator’s

Assessment Data Management System) Data

43


leaders, reviewed the former mission statement. The consensus from the leadership council was that the mission statement was indeed too broad and did not call for results-oriented outcomes. A great deal of discussion among the leadership council regarding the values and objectives of Whittier High School took place. Department leaders then continued the discussion with teachers in their respective departments to receive input and reported this input back to the leadership team. As stated, the new mission statement has been revised to read “To prepare every student to meet the A-G four year college requirements to ensure they are prepared for all post-secondary opportunities.”

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

● Guidance Newsletter● Campus Watch form● Course offerings

Understanding of Vision, Mission, and Schoolwide Learner Outcomes

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

Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, and schoolwide learner outcomes.Findings Supporting EvidenceAll of our key stakeholders, such as, PTA, Site Council, ELAC and Whittier Alumni Association, are examples of parent and community partnership organizations that share the vision of Whittier High School with their members and provide feedback to

TeleParent● Synergy● SAT/ACT posters● CCA Document

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the school, which is then shared with teachers and staff. Our school’s mission and vision is shared at Back to School Night every year, and at Future Frosh Night. The mission and vision are also evident throughout the campus. The vision statement and Cardinals with CLASS posters hang in every classroom at Whittier High School.

Communication with parents has increased through the use of TeleParent and ParentVue with Synergy. Parents receive official grade reports eight times per year, in addition to having the ability to access grades and attendance online at any time. The staff communicates to students and parents the SAT and ACT testing dates. Teachers receive posters of all SAT and ACT dates, financial aid deadlines, and college application deadlines through the daily bulletin, school web site, classroom visits, and parent meetings held by the New Horizons and Guidance offices. Parents are also provided this information through Back to School Night, Future Frosh Night, School Site Council, ParentVue and StudentVue.

The vision statement inherently encompasses the previous ESLRs, now Schoolwide Learner Outcomes. Whittier High School continues to educate students to be Effective Communicators, Creative Problem Solvers, Collaborative Learners, and Critical Thinkers.

Effective Communicators - Seniors are required to complete a senior project in which students write a research paper and present their findings to a panel of teachers and community members with the aid of a PowerPoint presentation; students craft PowerPoint presentations in a variety of classes across the school; AVID students write to several essay prompts per year; students in the Cardinal Computer Academy meet with adult mentors to develop communication skills and to discuss career plans for the future; presentations are made each day by a student in AP Biology regarding the topic to be taught that day; Senators are trained in building rapport with their freshmen mentees; high level Math students are trained to tutor struggling students; students prepare speeches and compete against other schools as part of our Speech Club; Foreign Language students make visual, oral, or written presentations on something they have learned after every chapter; and students in most classes regularly communicate that they have understood a concept through a test or quiz, essay or short answer assignment, student response board, or ticket-out-the-door.

Creative Problem Solvers- Whittier High School students demonstrate that they are creative problem solvers through a variety of formal and informal assessments, including, but not limited to: regularly completing independent homework assignments, summarizing concepts, researching topics, working on science labs, using questioning and reading strategies, addressing warm-up

● Senator Program● Academic Mentor Program● CCA Mentor Meeting

Agendas● Foreign Language Parent

Meeting Minutes

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activities, engaging in Sustained Silent Reading, reading a transcript and assessing classes needed for graduation and A-G requirements, practicing math problems which have proven to be a struggle, creating original art pieces, performing musical and dramatic pieces, and utilizing embedded support time.

Collaborative Learners - Cardinals work collaboratively through role-plays, simulations, musical performances, plays, student body elections, assemblies, Club Rush, Freshman First Day, class projects, Cardinal Computer Academy leadership meetings and events, Senator activities, clubs, science labs, parent advisory meetings through foreign language classes, Girls’ League fundraisers for the community, Thanksgiving canned food drive and baskets, Cardinal Computer Academy charity projects, and athletics. Academic Mentors are upper- grade students who go into 9th grade classes and provide assistance.

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

Regular Review and Revision

Indicator: The school is implementing an effective process for regular review/revision of the school vision, mission, and the schoolwide learner outcomes based on student needs, global, national, and local needs, and community conditions.Prompt: Evaluate the effectiveness of the process for revising these statements with wide involvement.

Findings Supporting EvidenceThe regular review of student data has always been essential in allowing Whittier High school to refine its vision to fit students’ needs. The use of EADMS (Educator’s Assessment Data Management System), Moodle, Synergy, and other web-based means of collecting and sharing data has been crucial in providing all stakeholders access to current information that can be used to make appropriate revisions. All staff members have access to student information such as demographics, parent contact information, and targeted student performance data. The district

EADMS Data● Moodle● Synergy● CIT Minutes

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works collaboratively with administrators, department heads and course leads in order to discuss current data. Information analyzed includes common assessment data, CST (California Standards Test) scores, A-G completion rates, on-target rates, D/F rates, attendance and demographic trends. This information is also discussed through the Curriculum Improvement Team (CIT), which is a district-wide group comprised of department chairs, administrators and district personnel. Department chairs and course leads are a critical link between Whittier High School and other schools in the district.

ConclusionsPrompt: Comment on the degree to which this criterion is being addressed.Findings Supporting EvidenceWhittier High School is a highly collaborative team where all stakeholders are valued in the educational process. This has allowed Whittier High School to establish a clear vision for what we expect students to learn and accomplish. This has been done through leadership, teacher, parent, and student meetings. The vision and mission statements are routinely evaluated in order to maintain a clear direction.

● Leadership Minutes● WASC Meeting Agendas● School Site Council

Meeting Minutes

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

● Vision Statement

● Mission Statement

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A2. Governance Criterion

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

Indicators with Prompts

Governing Board

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

Prompt: Provide evidence that the policies and procedures regarding the selection, composition, and specific duties of the governing board, including the frequency and regularity of board meetings are clear.Findings Supporting EvidenceThe district has established policies that call for the annual review of school performance data by the Board of Trustees, including each site’s submission of a Single Plan for Student Achievement, as well as an Annual Report submitted by the principal.. With input from the district and school site administrators, teachers, staff, and parents, the Board of Trustees and the superintendent set goals for the district and respective school sites. These goals are aligned to Whittier High School’s purpose and SLOs (Student Learner Outcomes), and support the academic achievement of all students.

The district makes available Board Policy Regulations at the district and at our school site. The district’s website posts a calendar of all monthly Board of Trustee meetings; the agenda for each meeting is published 72 hours in advance and all meetings are open to the public. After each meeting, the district posts the meeting’s minutes on the district website as well as at each school site.

The Board of Trustees regularly uses the district’s publication, Whatever It Takes: Guide to Instructional Direction (Version III), as a tool to delegate the implementation of policies. Furthermore, monitoring results of district policies is a high priority for the Board of Trustees, the superintendent, district administration, and site administration. The Whittier Union High School District Board of Trustees requires the superintendent to annually submit a report of progress for each of its schools. The principal writes this annual report with input from various staff members and other stakeholders. Each goal area mirrors the WASC-CDE FOL criteria with established measurable targets noted and three years of data provided. Measurable targets include: API (Academic Performance

● Single Plan Document● Minutes from Board of

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

to Instructional Direction

48


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

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

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

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

Board of Trustees Minutes● Superintendent Visit to

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

to Instructional Direction

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Understanding the Role of the Governing Board

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

Prompt: Evaluate the ways the school community and parents are informed as to how they can participate in the school’s governance.Findings Supporting EvidenceDelegating implementation of the aforementioned policies has been accomplished using a variety of means:The district hosts a gathering prior to the first day of school, called Day One. All district employees assemble in the Whittier High School auditorium to listen to the superintendent’s message. Staff members are recognized for accomplishments, new administrators are introduced, and the superintendent, presents her motivational challenges for the upcoming school year as well as reviews the consistent message of the district’s Whatever It Takes: Guide to Instructional Direction.

Whatever It Takes: Guide to Instructional Direction for the Whittier Union High School District (Version III, [reviewed and revised in 2011 with the support and help of teacher leaders, administrators, and district personnel]) is regularly used as a tool when delegating implementation of policies. The Board of Trustees, district administration, site administration, and staff leadership thoughtfully refer to the publication upon considering decisions. Principals from each site meet with the superintendent on a regular basis to report, discuss, and evaluate implementation of the “Whatever It Takes” policies.

The Educational Services Department has played an integral role in providing support for Professional Learning Community (PLC) work by training course leads and department leaders in leadership skills on the use of EADMS (Educator’s Assessment Data Management System), providing pullout days to create and revise common assessments, processing and distributing common assessments to all sites, and reviewing protocol used for analyzing data.

Whittier High School’s principal, Lori Eshilian, meets with course leads and department leaders in a general session at the beginning of each school year to outline the responsibilities of the positions regarding common assessments and data collection. She subsequently meets with each course lead periodically to receive updates. The course lead position is now in its seventh year of existence. The district created the position in order to facilitate the design and revision of curriculum, common assessments, data gathering, and data analysis. The district funds eight positions per site, with additional course leads funded with site categorical monies.

Day One Agenda● Whatever It Takes: Guide

to Instructional Direction● Best Practices Meetings● Course Lead Meeting

Minutes● School Site Council

Calendar● DELAC/ELAC Calendar

50


Whittier High School actively seeks input from all school community members. Further, we have a variety of groups in which parents can participate. The parent members of Whittier High School’s Site Council are elected by their peers; these Council members help to create the annual Whittier Single Plan for Student Achievement. Parents of English learners participate in the District’s English Language Advisory Committee (DELAC) and Whittier’s English Language Advisory Committee (ELAC), and both committees are required to sign off on the district’s Local Educational Agency (LEA) plan each year.

The school encourages parents to attend monthly board meetings, ELAC meetings, as well as our School Site Council meetings. Each board meeting includes time for community comments, where parents can attend to voice concerns to board members or school administration. Furthermore, district parents have also contacted board members directly via e-mail, and this additional means of communication is further evidence of the district’s “Whatever it Takes” attitude toward student success and family support.

Governing Board’s Involvement in Review and Refinement

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

Prompt: Evaluate the processes for involving the governing board in the regular review and refinement of the school’s vision, mission, and schoolwide learner outcomes.Findings Supporting EvidenceEach year, the district school board approves the Single School Plan for student achievement.

District administrators have been involved in Whatever It Takes meetings at which all sites deliver a report regarding progress on systematic interventions. Twice each year, Educational Services provides a forum for course leads and department leaders to report progress on common assessments in their respective departments. EADMS (Educator’s Assessment Data Management System) serves as a means by which Educational Services may monitor the administration of common assessments by individual teachers. Educational Services has also ensured that each department has a computer, printer, and EADMS (Educator’s Assessment Data Management System) scanner to facilitate the common assessment work.

Assistant Superintendent of Educational Services Loring Davies meets with Superintendent Thorstenson regularly to inform her of Whittier High School’s progress regarding common assessments in

● Single School Plan● Best Practices Calendar● EADMS Reports

● Course-lead/Department Meeting Minutes

51


each department. Principals from all schools in the district meet to report on progress and foster collegiality.

Superintendent Thorstenson meets annually with the Associated Students Body (ASB) of each site to discuss her goals with the students and receive valued input.

The principal or assistant principal meet with course leads and department leaders throughout the year to monitor progress on common assessments. Course leads and department leaders refer to a list of guiding questions as an avenue for discussions. They also report on which specific courses common assessments have been developed for, how many common assessments have been developed, what those assessments consist of, how the current common assessments are evaluated, whether all the members of the department participated, how the data from those common assessments is shared with members of the department, successes of the development and implementation of common assessments in the department, impediments to the development and implementation of common assessments in the department, and resources needed for the continued development and use of common assessments.

Professional Staff and Governing Board

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

Prompt: Determine whether there is clear understanding about the relationship between the governing board and the responsibilities of the professional staff and how that understanding is developed and maintained.Findings Supporting EvidenceThe district has worked industriously in its endeavor to become a Professional Learning Community (PLC). The publication Whatever It Takes: Guide to Instructional Direction for the Whittier Union High School District outlines the vision for the district:

1. The district is committed to following the State Instructional Materials Adoption Sequence. Staff has the opportunity to review and analyze materials before choosing textbooks. Each department leader participates in the Curriculum Improvement Team (CIT) for his/her specific department, where they meet with their fellow department leaders from the other sites in the district. One school administrator serves as facilitator for each CIT. The CIT is a venue through which discussions are held and decisions are made regarding textbook and material selection, course offerings, course content and common assessments.

● Whatever It Takes: Guide to Instructional Direction

● CIT Meeting Calendar● Department Common

Assessment Calendars● Quarterly Assessment Data

on EADMS ● Whittier High’s Pyramid

of Interventions● Best Practices Calendar

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2. Each site has developed frequent interim standards-based assessments (common assessments) that are administered to students to identify those who need immediate intervention and to assess the degree to which students are learning the standards. 3. Departments have implemented district-wide quarterly or semester-end common assessments. These assessments ensure that teachers provide all students with instruction driven by rigorous standards, which prepares them to meet the A-G requirements.

4. The Pyramid of Interventions has been developed to meet the specific needs of students at each site. Whittier High School’s systematic interventions include effective instruction, providing test-taking strategies, alignment of curriculum to standards, development and implementation of common assessments, subsequent adjustment of curriculum and re-teaching based on common assessment data, re-takes of assessments to demonstrate later mastery, tutorials at the end of each class period, summer school, adult school, class re-designation, parent-teacher conferences, peer counseling, Senators, and IEPs.

5. The district has established practices that each site follows for interim assessments. Teacher leaders (course leads, department chairs, and intervention specialists) have received training on proper protocol to use during common assessments data analysis meetings and regularly implement such protocol.

Board’s Evaluation/Monitoring Procedures

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

Prompt: Determine the degree to which there is clarity of the evaluation and monitoring procedures carried out by the governing board.Findings Supporting EvidenceThe governing board of the district helps to create evaluation and monitoring procedures for the schools in the district. Annually, each school presents to the board an analysis of the measurable objectives achieved by each of the district’s schools. These objectives include API (Academic Performance Index) and AYP (Academic Yearly Progress)scores, on-target numbers, graduation rates, and AP scores. The board also reviews Whittier’s Annual Report, which sets forth Whittier High School’s achievement results, strategies for improving those results, and any modifications to previous plans for improvement. The superintendent’s weekly board update also informs the board of student performance.

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

budget vote● Bond Oversight

Committee Minutes● District Budget Reports

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Whittier High School regularly assesses its overall school operations. At Back-to-School Night, parents complete a survey regarding Whittier High School’s effectiveness in serving their children. Annual student and staff surveys provide feedback on all aspects of Whittier High School’s site operations, including our facilities and discipline procedures. The Bond Oversight Committee also provides feedback to the district on the use of bond funds to improve school facilities. The fiscal health of Whittier comes under regular review by the Board of Trustees in the district’s First and Second Interim Reports, which provide information on the district’s budget. Each spring the district’s associate superintendent of Business Services delivers budget information to the board in open session; they then vote on the district budget for the upcoming school year.

Complaint and Conflict Resolution Procedures

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

Prompt: Comment on the effectiveness of the established governing board/school’s complaint and conflict resolution procedures.Findings Supporting EvidenceEvery attempt is made to try to resolve issues, conflicts, and complaints “in house” here at Whittier. For those complaints that cannot be resolved, the Board of Trustee has in place the following uniform complaint procedure:

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

District Complaint Procedure Documents

School Board Minutes

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

Board of Trustees Meeting Minutes

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

Board of Trustees Meeting Minutes

Whatever it Takes: Guide to Instructional Direction

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A3. Leadership and Staff Criterion

Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic standards. The school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs.


Broad-Based and Collaborative

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

Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-based, collaborative and fosters the commitment of the stakeholders, including the staff, students, and parents.Findings Supporting EvidenceAt Whittier High School, the school leadership and staff consistently make decisions and initiate activities that enable students to meet the vision statement and academic standards. Administrators, teachers, counselors, and support staff play a part in the decision-making process. Principal Lori Eshilian meets with the administrative team weekly in cabinet meetings to plan activities, evaluate data, and review the school-wide action plan. Each administrator presents updates regarding his/her respective department(s) and gathers data to be discussed among the team. The administrators prepare analysis of the data, which is then shared with the faculty leadership team.

The leadership team meets bi-monthly, usually on the 2nd and 4th Thursday of the month, to continue analysis of the data and plan activities accordingly. Department leaders then meet with their respective departments to further analyze data and receive input from department members. Department leaders gather teacher input and report it to the principal or to the appropriate administrator. The administrative team, leadership council, and departments regularly analyze attendance records, academic grades (including the overall D/F rate and the D/F rate by subject), student demographics (such as male/female achievement), discipline (including the numbers of referrals, fights, and suspensions), the CAHSEE (California High School Exit Exam) passage rate, standardized test scores, and the on-target for graduation rate (especially at the ninth grade level).

Each year, Whittier High School’s school site council reviews and approves the action plan. The school site council consists of administrators, teachers, parents, and students. Members of the council are forwarded a copy of the action plan for review prior to

● Summer Mailer● Orientation Materials● Intervention Coordinator

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

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

School Plan Correlated to Student Learning

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

Prompt: How do staff ensure that the analysis of student achievement of the critical learner needs, schoolwide learner outcomes, and academic standards are incorporated into the plan and impact the development, implementation, and monitoring of the plan?Findings Supporting EvidenceSchool-wide plan is implemented through leadership meetings, department meetings, district CIT (Curriculum Improvement Team Meetings), common assessments, course-specific collaboration, and data analysis.

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

EADMS reports for data analysis

Grade reports

Correlation between All Resources, Schoolwide Learner Outcomes, and Plan

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

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

General budget

Title I budget

Perkins expenditures

Partnership Academy expenditures

Bond expenditures

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parallel math class will help them with the concepts of Algebra 1. Those struggling with Geometry go into a Concepts of Geometry class to help with the basics. If a student earns a D in Algebra 1 at end of Freshman year, they retake Algebra 1. If the student earns a D in Algebra 1 during Sophomore year, he/she is automatically placed into the Concepts of Geometry class his/her Junior year. If he/she earns a D in Algebra 2 at end of 1st semester, the student will be placed into an Intro to Algebra 2 class during 2nd semester (which is only offered 2nd semester). Sophomores struggling with English skills (or those identified as potentially struggling with English go into an intervention class 2nd semester to offer additional help for the CAHSEE (California High School Exit Exam).

The English department provides Academic English Skills classes to freshmen (and sophomores as needed) based on their entering CST and California English Language Development Test (CELDT) scores.

CAHSEE (California High School Exit Exam) preparatory courses (Standards Review courses) are offered in English and math for juniors and seniors who have not passed the CAHSEE.

The school provides 30-minute CAHSEE pullout sessions, offering one-on-one tutoring for juniors and/or seniors who have not passed either the English and/or math section(s) of the CAHSEE. Students are not removed from core classes for the pullout sessions.

In the past, the Attendance Office, in coordination with administration and depending on available finances, will host a pizza party and award a certificate for all students with perfect attendance throughout the entire year (all grade levels). If a student has perfect attendance all four years while at Whittier High School, the yearbook advisor provides the student(s) with a free yearbook. If they have already purchased one, they receive a refund.

In conjunction with district policies and state requirements, such as AB1802, the Guidance Office staff works diligently to prepare all students to meet the A-G requirements. Under the leadership of Assistant Principal of Guidance Devon Monson, the Guidance staff has been both creative and productive.

The following is a list of programs and activities which the counselors and guidance staff have successfully implemented:

Freshmen First Day - The day before the entire student body begins school, freshmen attend all their classes and meet their senators--juniors and seniors who work specifically with freshmen to help them be successful during their first year of high school. Senators are trained by teachers and counselors and participate in

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

Master schedule

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Freshman Orientation. They conduct activities to help students connect to school. Throughout the school year, senators serve as mentors to ninth grade students. Some activities senators have held are movie night, final exam review sessions, and tailgating parties prior to freshman football games. Senators also assist in directing families during Back to School night and Future Frosh Night.

Bridge Program - Students who come to Whittier High School scoring low on the English Assessment Test or deficient in their math credits are placed in the Bridge Program. Middle school counselors and teachers may also identify Bridge students through Campus Watch forms. Bridge students are required to take a Bridge summer school class along with Guided Study and Academic English Skills during the school year. The Bridge program provides students with the opportunity to increase their reading and math skills with the help of their Guided Study teacher and the Academic Mentors who work with them in small groups and individually. There is also a Biology review component as all freshmen take college preparatory Biology. Additionally, departments are evaluating student struggles after the first semester and adjusting schedules accordingly, including placing students in remedial courses to ensure success.

Parent Power - This event is held in the summer for parents and incoming freshmen. Parents learn about the school leadership team, bell schedule, academic course offerings, behavior expectations, extra-curricular activities, and A-G college entrance requirements. The counseling staff emphasizes the importance of partnering with parents for maximum student success.

Freshman First Day / Link Crew Orientation - Incoming ninth grade students are required to participate in a one-day orientation the week before school begins. Students spend the day on campus with senators, counselors, and administrators for team building, and to learn strategies that will help them succeed as a high school student.

Freshman Reality Check - Counselors teach ninth graders how to read a transcript, examine their current academic standing, and review the A-G college requirements.

Sophomore Sink or Swim - As tenth graders, students examine their current academic standing, learn how to make up credits, and review the A-G college requirements. Some students consider placement at an alternative educational site within the district (Frontier or Sierra Vista High School).

Junior Jump Start - Eleventh graders examine their current academic standing, review how to make up credits, and review the A-G college requirements. Again, some students consider

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placement at an alternative educational site within the district (Frontier or Sierra Vista High School).

Senior Action Plan - Twelfth grade students examine transcripts and write down exactly what they need to complete during their senior year in order to graduate. They also evaluate the A-G college requirements and their completion of them.

Individual Academic Counseling - Counselors meet with students on an individual level throughout the year concerning course selection, credits, A-G college requirements, and post-secondary options.

Pre-Programming - In order to determine summer and fall semester class selection, counselors meet with ninth, tenth, and eleventh grade students during the spring semester (March/April) and review the A-G college requirements.

The New Horizons Office provides guidance and activities for students seeking post-secondary options after high school. Activities include:

Junior Parent Night - Junior parents and students are invited to a presentation in late spring where they receive information on colleges, deadlines, and how to be college ready for the fall. There is an average of four college presenters, one from each of the four systems. Parents and students are also given handouts with information and useful websites to follow.

Senior Parent Night - In the fall, senior parents attend a follow up presentation. In this presentation, parents are reintroduced to the topics from the spring junior parent night and receive updated information. This event is particularly important for parents who missed the presentation in the spring. This presentation goes hand in hand with our fall college kickoff which is an event geared toward students.

College Kick-Off – This is a presentation provided to twelfth grade students who are eligible to apply to a four-year university in which application and financial aid deadlines are highlighted.

Financial Aid Night - Students and parents attend a presentation to hear a college representative speak about the different facets of financial aid. Parents and students also receive assistance on the step-by-step process of applying for financial aid online.

Cash for College Night - This is an additional financial aid presentation focused on completing the FAFSA (Free Application for Federal Student Aid) form correctly. A $1,000 scholarship is given to one student in attendance.

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Community College Events - Weekly visits from Rio Hondo Community College representatives and presentations by New Horizons offer information to students concerning the community college application process. Rio Hondo offers its assessment test at Whittier High School to graduating seniors during the spring semester. Whittier High School conducts field trips to Cerritos College and Rio Hondo College for seniors in the spring.

College Fairs - Students can attend the district college fair in the fall.

College Tours - AVID, Puente, New Horizons, and the Cardinal Computer Academy take students on college tours to schools on the West Coast, mostly in California.

Senior Surveys - Twelfth grade students list their post-secondary plans. The New Horizons staff compiles and posts the data on the bulletin boards in the Administration building.

University Admissions Counselors - Representatives from various schools come to speak to students about the advantages of attending their respective university.

College and University Guest Speakers - Students can obtain information and ask questions from college recruiters.

Coordinating Events and Speakers - College and career counselors host vocational college representatives.

Working in conjunction with the staff of the New Horizons Office, a faculty member serves as the College Career Coordinator on campus. The teacher is given a release period to plan presentations from various college representatives, as well as various career presentations for students.

Block Schedule With Embedded Support - The Whittier High School Secondary Education Association members voted in March 2006, and approved the new bell schedule, which was implemented in the fall of 2006. The uniqueness of Whittier High School’s block schedule is its embedded support component. Each block consists of 100 minutes of instruction and 20 minutes of embedded support. Teachers require students who have not met various criteria, such as understanding the day’s material, maintaining acceptable attendance, earning proficient test scores, or earning a class grade of C or better to remain in class for embedded support. During this time, students may make up missing or late assignments, retake a test, practice a skill, review a concept, etc. Embedded support is built into the schedule to provide opportunities for student improvement.

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Additionally, the results of the block schedule site waiver vote over the last 6-7 years have become more favorable, gaining support and implementation from a vast majority of certificated staff members.

Melanie Lopez , Categorical Program Counselor - The administration created this position this school year to assign a person to meet with a group of English Learners. Melanie meets with students once a week in the Guidance Office to discuss their academic successes, challenges, and progression.

Intervention Coordinator - The administration created the position of Intervention Coordinator two years ago for the purpose of exploring and implementing various intervention programs to increase A-G completion rate, on-target rate, and overall student success rate. The intervention coordinator is also responsible for the Senators program.

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

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

Leadership minutes

Pyramid of Interventions

District Summer Professional Development

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

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

Leadership minutes

Department Meetings

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


Employment Policies and Practices

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

Prompt: Evaluate the clarity of employment policies and practices related to qualification/statutory requirements of current and potential staff for all programs, including all types of online instruction and specialized programs such as college/career preparation.Findings Supporting EvidenceAll teachers at Whittier High School are highly qualified as a result of significant efforts at the site and district levels. All current teachers are fully credentialed and CLAD certified, making for a teaching staff that is better prepared to address the needs of its student population.

The district hiring process is in-depth and designed to ensure that only highly qualified teachers are hired. Using the projected enrollment numbers as a guide, the assistant superintendent of education services, in conjunction with the assistant superintendent of personnel services, determine the staffing numbers for Whittier High School. Simultaneously, the assistant principal of Guidance and the assistant principal of Curriculum work to create the master schedule based on the student course requests collected by counselors during student programming. When additional teachers are needed, based on allocations of staffing and/or requests of students for classes, new teachers may need to be hired. Given Whittier High School’s status as a Title 1 school, this hiring process has certainly been a top priority, particularly as it relates to ensuring all its teachers have met CLAD certification for our English Learner population. Additionally, numerous teachers hold advanced post-graduate degrees.

Whittier High School has an extensive program of professional development that enables all staff, including paraprofessionals, to focus on supporting student achievement of academic standards and the SLOs (Student Learner Outcomes). Although we no longer have professional development days funded by the state, the efficient use of our categorical budget ensures that teachers have ample opportunities to participate in professional development both on site, at the district, and through other off-site trainings.

District-wide, department leaders engage in subject specific Curriculum Improvement Teams (CITs) who act as the decision

● School Accountability Report Card

● Staff Development Agendas

● CIT Minutes

● Rosters of Staff Development

● Teacher Power Training Agendas

● BTSA Visitation Schedule

● CKH training rosters

● Data Walks Agendas

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making body for that particular subject. CIT participants act as the liaisons between school site issues and district administration, allowing for dialogue amongst teachers in the development of courses of study, aligned to essential standards and measured by district common assessments.

The district offers a variety of ongoing professional development opportunities for all staff through the Educational Services Division using Title 2 monies. These include California Standards Test (CST) debriefs, Integrating Technology for English Language Learners (iTELL) training, Strategic Alternative Learning Techniques (SALT) training (content-area literacy), leadership development days, Thinking Maps workshops, district Best Practices meetings (including common assessment and pacing guide revisions), and workshops focused on integrating educational technology and software: Synergy [online grading/attendance program], Moodle [web-based storage and sharing], iPads, Mobi clickers (individual student response system), interactive white boards, document cameras, and Study Island (online CAHSEE prep program for individual skill practice). Other collaborative opportunities include articulation time with middle school feeders at least twice each year and site planning time for groups of teachers, such as the Cardinal Computer Academy, AP, and AVID.

Both Whittier High School and the district cooperate in the early training and induction of new teachers. Prior to the beginning of each new school year, all teachers new to the district must engage in Teacher Power, a two day training institute, where teachers learn district and site policies as well as specific teaching strategies and best practices. Teacher Power is facilitated by the District New Teacher Advisors (DNTAs) and attended by both district and site administrators. Many teachers new to the district participate in at least one year of support provided by the DNTAs. Beginning Teacher Support and Assessment (BTSA) participants are required to engage in a two-year induction program to ultimately clear their credential; additionally, they must create an extensive portfolio of reflections on their teachings and documentation of professional growth. Some processes that these new teachers engage in are: analyses of student work, parent communication techniques, in-depth studies of student profiles to better gauge student needs, and multiple seminars offered by the district and the Los Angeles County Office of Education that include focus topics such as Equity in the Classroom, English Language Learners, Health and Safety and Special Populations. Collaborative weekly meetings with a trained DNTA allow for both formal and informal dialogue and feedback regarding best teaching practices. For all teachers specifically new to Whittier High School, site administrators and teacher-leaders conduct a full day seminar before school begins to address needs, questions, and pertinent issues that new teachers experience.

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Whittier High School has focused on improving instructional practice and student achievement with a priority on rigor, relevance, and relationships. Within that global priority is a laser-like focus on reducing the achievement gap between our English Learners and English only students. Toward that end, most of Whittier High School’s staff has been trained in the Flippen Group’s Capturing Kids’ Hearts (CKH). AVID Path trainings have included English Language Learners along with Critical Reading, as well as content-specific strategies in math, science, English, and social studies that focus on increasing writing, inquiry, collaboration, and reading into daily instructional practice. Capturing Kids’ Hearts has sought to increase the tools available to teachers for building relational capacity with students to create a healthy, positive culture where students increase their self-managing skills and hold each other accountable both inside the classroom and across the campus. To date, the majority of Whittier High School teachers have attended these trainings with strategies modeled by teacher leaders and members of the administrative team. Informal walk-throughs as well as formal observations assist in measuring the frequency with which teachers use these high yield practices.

Content area teachers also attend Kate Kinsella trainings in literacy strategies in preparation for the Common Core Standards. In the Practical Arts Department, Career Technical Education teachers and ROP teachers attend content based training to develop updated and revised skills necessary for their courses. Academy instructors who test for Microsoft Certifications are certified as Microsoft Office Specialists.

Qualifications of Staff

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

Prompt: Evaluate the procedures to ensure all staff members in all programs, including online instruction based on staff background, training and preparation are qualified for their responsibilities within any type of instruction to ensure quality student learning.Findings Supporting EvidenceThe staff is aware of the district’s expectations for qualified, well-trained teachers. In addition to appropriate qualifications, the district personnel inform all staff members of the district’s standards of professional conduct. Assistant Superintendent of Personnel Martin Plourde visits Whittier High School each fall to review appropriate standards for school employees. Each staff member receives a pamphlet detailing these standards of conduct.

The district provides all certificated staff with the services of a

Day 1 Agenda Pamphlets provided by

district Personnel records

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district credential supervisor who oversees the credential status of each staff member. The district’s Personnel Department ensures that our staff is qualified based on background, training, and preparation. The district uses EDjoin to screen applicants; moreover, an applicant must be CLAD certified and fully credentialed to merit an interview.

Additionally, Whittier High School employs a number of teachers who are National Board trained and certified. The district encourages teachers each year to consider becoming National Board certified.

Maximum Use of Staff Expertise

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

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

District Personnel records

Defining and Understanding Practices/Relationships

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

Prompt: Evaluate the administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the degree of clarity and understanding of these by administration and faculty.Findings Supporting EvidenceThe district’s Whatever It Takes: Guide to Instructional Direction (Version III) clearly defines professional responsibilities and

Whatever It Takes workshop minutes

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policies for administration and faculty. As reiterated in these documents, all staff members are dedicated to focusing on student learning and are assigned positions that will best utilize their knowledge and expertise. Teachers wrote and revised this document.

Copy of Whatever It Takes: Guide to Instructional Direction

Internal Communication and Planning

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

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

Administrative calendars Administrative

documentation Cardinal Communique WHS web link to Twitter

account Staff information training

dates & minutes for drills, CST/CAHSEE administration

Moodle link on district website

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Staff Actions/Accountability to Support Learning

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

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

Copy of Whatever it Takes: Guide to Instructional Direction

CIT meeting minutes Best Practices meeting

minutes Course-alike meeting

minutes BTSA records Teacher Power agendas

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Evaluation of Existing Processes

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

Prompt: To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focus on successful student learning?Findings Supporting EvidenceBi-monthly leadership meetings address school-wide needs, faculty meetings held quarterly also address student needs and district and school site professional development and collaboration provide the opportunity to revisit and revise plans to address student needs. The district also provides regular technical training for teachers to expand their methodology in reaching students and communicating with parents.

Leadership minutes

Faculty meeting agendas

School calendar

District calendar

ConclusionsPrompt: Comment on the degree to which this criterion is being addressed.Findings Supporting EvidenceStaff surveys are enlisted yearly and feedback is required following each leadership meeting to analyze the input of staff to leadership meeting agenda items.

Staff surveys

Leadership meetings/agendas

Department meetings/agendas

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.Findings Supporting Evidence100% of WHS teachers are highly qualified and meet all NCLB criteria including CLAD certification. They are well prepared to meet the diverse needs of our student body. WHS has focused all professional development in the last five years on the needs of our most academically at risk students through our Schoolwide Title1 Plan that is aligned to our Single School Action Plan. We will continue to address the critical needs of all students to improve literacy skills, and to ensure that they are fully prepared for all post-secondary college and career opportunities through the development of higher level 21st century skills.

Master schedule

Reallocation of sections at semester based on student progress

Teacher schedules

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


Support of Professional Development

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

Prompt: How effective is the support of professional development/learning? Provide evidence and examples.Findings Supporting EvidenceThe leadership and staff at Whittier High School engage in continuous data analysis in order to provide a specific focus in identifying student learning needs. Faculty and staff are supported through the scheduling of staff development days at the beginning of the school year that are focused on providing training in various programs such as literacy strategies in all disciplines, implementation of the Professional Learning Communities (PLCs), development and implementation of our student Positive Behavior Intervention and Support program (PBIS), development of teacher preparation for standardized testing, NCLB (No Child Left Behind) guidelines, EADMS (Educator’s Assessment Data Management System) training, and new district directions and goals. In order to maintain our positive progress, the leadership and staff are continually seeking ways to further improve.

One such strategy has been the development of an alternative bell schedule. Whittier High School has adopted a block schedule with embedded support for each course built into the school day. Students begin school at 9:00 am on Monday while teachers engage in professional development activities from 7:30 to 8:45 am. Departments use this time to continue reviewing and revising their curriculum. Content area meetings also take place in which teachers analyze common assessment data and share best practices for teaching a particular strand or concept. Tuesdays through Fridays serve as an alternating block schedule with each block lasting 120 minutes in length. The last 20 minutes is referred to as embedded support, where teachers provide additional support to students. Embedded support has played a role in the decrease of D/F rates.

Another resource that is currently in use as a tool for studying data is the EADMS (Educator’s Assessment Data Management System) technology program. With this tool, teachers, subject-alike classes, department chairs, teacher-leaders, and administrators can stratify

● Summer Workshops Agendas

● Cardinal Camp Agenda● EADMS (Educator’s

Assessment Data Management System) Data

● Bell Schedule● Leadership Agendas● Course-alike and

Department Meeting Agendas

● Workshop Materials● PBIS workshop/meeting

minutes● Evaluation Forms● District Calendar of

Workshops● Summer Workshops● School Site Council

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

Agenda● Course-alike Best Practices

meeting minutes● CST (California Standards

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

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student data for specific results relating to common assessments, quarter assessments, CST (California Standards Test) and CAHSEE (California High School Exit Exam) results, and particular content standards.

Whittier High School’s teachers and counselors attend a variety of professional development opportunities using categorical funding. These include College Board AP trainings, AVID Path and Summer Institute training, Capturing Kids Hearts training, LACOE (Los Angeles County Office of Education) sponsored English Learner training, California Association for Bilingual Education (CABE) conferences, California Association of Directors Activities (CADA) conferences, Educating for Careers, Partnership Academy training, and Career Technical Education CTE Pathway training. Teacher leaders attend leadership development training and participate in district and site-specific pullout days to hone their skills in working with their colleagues, pulling and analyzing common assessment data, and sharing best instructional practices. All of these support our district and site mission of ensuring rigor, relevance, and relationships with students.

Our School Site Council is another group that is responsible for decision making on expenditures at Whittier High School. This group is made up of faculty, staff, administrators, students, and parents. They evaluate expenditures for educational purposes that can include professional development opportunities, purchasing new and innovative materials and equipment for the classrooms, as well as approving field trips. The variety of viewpoints provided by this group contributes to student and teacher success.

Our Bridge Program (also known as Guided Study) is a program in which middle school counselors and teachers refer students based on test scores, achievement, and behavioral issues. Whittier High School counselors send Campus Watch forms to middle school counselors at the end of the year for completion/referral. These students’ parents receive a letter informing them that their child has been selected for the Whittier High School Summer Bridge program.

Bridge students take Summer Bridge and Intro to Algebra. The only required yearlong class is Guided Study, and students are placed in Academic English Skills based on CELDT (California English Language Development Test) and CST (California Standards Test) scores.

Whittier High School has one state-funding supported California Technical Education (CTE) partnership academy, the Cardinal Computer Academy, which has existed at Whittier High School for 25 years. At least half of the academy’s entering students are

● Summer Workshop meeting agendas

● Course-alike Meeting Minutes

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

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

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

agendas● Academy yearly report● Rio Hondo College

Articulation Agreements● Certiport transcripts for

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

Attendance Records● Increase in A-G

completion Rates

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identified as at risk based on credits, grades, demographics. Over the last six years, the A-G completion rate for the academy has surpassed the school average and the graduation rate has consistently ranged between 95-100%. Students earn college credit through articulation agreements with Rio Hondo College or receive college credit if they attend an American Council on Education (ACE) accredited college through their International Microsoft Certifications earned in their classes. Community connections are fostered through the junior year community mentor program and through the 40-hour community service requirement as well as internships, which are now connected to the senior project.

WHS Senators is another critical organization of dedicated upperclassman, along with a sophomore group called the A-team, who help freshmen adjust to the transition between middle school and high school. Senators, also called Link Crew leaders, greet the freshmen and create a special welcome for them at freshman orientation. Senators help to keep freshmen on the path toward graduation, as well as help create a smoother transition for freshmen to their new high school campus. Senators promote tolerance, and while allowing competition among classes, foster a stronger bond between the classes. Link Crew leaders are role models and act as such. Link Crew leaders also bond with the freshmen and try to give them a grand experience so that they will always remember Whittier High School in a positive manner.

Because of the California High School Exit Exam (CAHSEE) statewide requirement, Whittier High School has implemented parallel CAHSEE classes, CAHSEE pre-test exams, CAHSEE tutorials and Saturday CAHSEE prep workshops. These efforts have resulted in improvement of both passage rates and proficiency rates. In addition, seniors who have not passed the CAHSEE are placed in intensive one-on-one preparation classes. The district provides the curriculum and training for the courses. As a result of these efforts, all seniors passed the CAHSEE in 2010.

Prior to the beginning of each school year, the administration and leadership team take part in a full-day retreat focusing on policy making and the identification and implementation of yearly goals regarding student improvement and success.

Supervision and Evaluation

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

Prompt: How effective are the school’s supervision and evaluation procedures?Findings Supporting EvidenceWhittier High School evaluates each of its teachers following the California Evaluation Standards for teachers as outlined in California Education Code. Tenured teachers in an evaluation year

● PAR Program records● Informal Observations

records

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will have a minimum of two observations by an administrator followed by reviews. The evaluation year provides the opportunity for specific feedback and further growth. Teachers receiving a “needs improvement” evaluation are encouraged to participate in a voluntary Peer Assistance Review Program (PAR). They receive ongoing support from their department chairs, WHS’s Instructional Coach, and the evaluating administrator. If they participate in the PAR program, they are also provided with a PAR teacher who provides weekly and monthly support on effective instruction, planning, and classroom management.

All Whittier High School teachers are CLAD certified; district-sponsored agreements with various local colleges to deliver CLAD using various modalities (test prep, online course work, and traditional courses) helped support this effort. To accelerate completion of CLAD certification, the district provided stipends as an incentive for all teachers to meet this requirement.

● Formal Observations, Evaluations, Meetings records

● District Records● Instructional Rounds

Documentation

Measurable Effect of Professional Development

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

Prompt: Comment on the effectiveness of the processes in determining the measurable effect of professional development, coaching, and mentoring on student performance. Provide evidence about whether the professional development/learning has had a positive impact on student learning.Findings Supporting EvidenceOver the past several years, the staff has attended a significant number of professional development trainings related to the establishment and maintenance of PLCs (Professional Learning Communities). Course leads regularly facilitate communication between district schools, as evidenced by the development and refinement of common assessments. Furthermore, the continued upward trend of Whittier High School’s API (Academic Performance Index) score provides evidence of the effectiveness of these trainings and communications. The analysis of student performance indicators such as CST (California Standards Test) scores, CAHSEE (California High School Exit Exam) results, A-G completion rates, and the number of students taking Advanced Placement (AP) courses is a common practice at Whittier High School to measure the effect of professional development on student performance.

We have seen significant growth in all measures of student achievement in the last six years. The percent of 9th, 10th, and 11th grade students on target for graduation has steadily increased since 2006. In the 2011/2012 school year, 95.8% of 11th grade students were on target for graduation. Since 2006, the percentage

● Common Assessment Data● Achievement Data of

Guided Study Students and Athletes

● Athletic and Cheer Grade Checks

● Participation/enrollment records in PREP Classes

● Master schedule

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of 10th grade students who passed both the English Language Arts and math component of the CAHSEE (California High School Exit Exam) has increased dramatically as well. In line with our school mission statement, we have increased A-G completion rates among graduates from 27.1% in 2006 to 52.7% in 2012. Similarly, we have seen net increases in math, English, social studies, and science performance as evidenced by CST (California Standards Test) proficiency scores.

ConclusionsPrompt: Comment on the degree to which this criterion is being addressed.Findings Supporting EvidenceWhittier High School staff members provide a positive environment for students to succeed in, both academically and socially. Staff will frequently meet with each other and with personnel and colleagues from other sites throughout the district. Through these site and district meetings, we have developed our programs, such as Senators, brought the LEARN program to our campus, and developed an Embedded Support bell schedule to meet the needs of our students.

Whittier High School teachers are given many opportunities towards professional development. This takes place through both department and course-alike meetings on campus and best practices and summer professional development at the district office.

Whittier High School administration follows all district and state guidelines for evaluation. The district personnel office annually reviews the evaluation process with administrators.

Department Meetings

CIT Meetings

Learn Program

Bell Schedule

Summer Professional Development

Evaluation forms

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.Findings Supporting EvidenceWhittier High school data continues to show improvement on CST scores and students narrowing the achievement gap.

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

● College Applications and Acceptances

● CST data● API data● Summer Professional

Development● Department meeting

minutes

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A6. Resources Criterion

The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the schoolwide learner outcomes.


Allocation Decisions

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

Prompt: To what extent are resources allocated to meet the school’s vision, mission, and student achievement of the critical learner needs, the schoolwide learner outcomes and the academic standards. Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning?Findings Supporting EvidenceThe purpose of the school budget is to allocate resources appropriately to meet the identified needs of the students and staff. The budget allocation decisions are based on our Single School Plan with a specific focus on our identified Critical Learner Needs. Several times per year, the principal meets with the assistant principal of Curriculum (APC) and the New Horizons director to allocate funds and revisit the budget. Adjustments are made when needed to ensure the funds are spent effectively and wisely. The New Horizons director manages the categorical funds while the APC manages the instructional budget for the entire school. The APC also manages a variety of additional budgets including Academy and specialized grants.

Depending on the budget, staff members working in programs funded by the specific budget are included in resource allocation decisions. The assistant principal of Business and Activities (APBA) oversees the ASB and Facilities budgets. The ASB clerk is responsible for the day to day protocols for the spending of ASB funds. The ASB students are responsible for reviewing proposed expenditures during their weekly meetings.

During the 2012-2013 academic year, Whittier High School had 94 teachers, down from 107 in 2006-2007. We have four administrators, five guidance counselors, one Dean of Students, one New Horizons Director and four ROP instructors. Classified staff includes 22 instructional aides, 12 office clerks, one school psychologist, one speech and language pathologist, one part time assistant speech and language pathologist, one Special Education Department Career Connection counselor, one PREP program coordinator, 11 Cafeteria staff, one auditorium manager, none

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

Construction Schedule● Event Calendar and

Contracts in Activities Office

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

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

economically Disadvantaged students

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onsite maintenance personnel, five security personnel, one probation officer, and one full time School Resource Officer (SRO) from the Whittier Police Department.Whittier High School utilizes a wide array of state and federal categorical monies, in addition to general fund monies, to support student success in meeting standards and Schoolwide Learner Outcomes (SLOs) in accordance with the legal intent of each program. Categorical money is spent on salaries, staff development, training/conferences, instructional materials and equipment. The budget for Title I was $377,830 in 2011-2012. Title I money is used for Academic English Skills course sections and reading materials to supplement classroom libraries. Title I also funds Guided Study course sections and supplemental parallel math classes for 9th and 10th grade students. Title I money was used to purchase three computers carts. Additionally, Title I funds purchased computers for the computer lab.

The Title I American Recovery and Reinvestment Act of 2009 (ARRA) was a one-time fund. Purchased with the funds were ELMO document cameras, Mobile Presentation Workstands, Mobi systems (individual student response systems), calculators, Thinking Maps materials/trainings, Buckle Down California Standards Review books and MyAccess (online writing program) student subscriptions. Also, funds went toward summer institutes for AVID, geography, physics, and Spanish courses.

The combined budgets for Economic Impact AID (EIA) and Expanded Horizons for 2011-2012 was $168,097. The EIA fund pays for equipment, training and supplemental materials and services to support English Learners and economically disadvantaged students. The Expanded Horizons fund supports the instruction of students, school programs, cultural extracurricular activities and career/college guidance to students. Additionally, Whittier High School accesses Title II monies for staff development and for course- alike incentives when students have achieved CST (California Standards Test) target scores. Coordinating resources to maximize student success is a primary goal. This strategy has served us well in supporting programs that ensure students exceed expectations of attaining the standards and ESLRs.

First and foremost, resources are driven by the needs of students. Throughout the year, teachers analyze assessment data using a variety of configurations. This begins in the first department meetings and our schoolwide Data and Donuts meeting, where CST (California Standards Test) data is reviewed, paying particular attention to strand/cluster information. CST analysis is focused on areas of strength and areas for improvement. From there, subject-alike teachers develop action plans focused on improving strand success that include revision of pacing guides, recycling of

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concepts on common assessments, and in sharing instructional practices that are proven to be most effective.

This process continues throughout the year through the ongoing and systematic analysis of formative data, quarterly common assessments, and other site-based interim assessments that the math, science, English, social studies, and world language departments analyze regularly. Course leaders ensure that their teams develop and follow common pacing guides as well as create, administer, scan, and analyze common assessments using the subject-alike late start meetings. Course leads meet several times each year to share best practices, set improvement goals, and practice protocols to improve their collective efforts. As a result of these meetings, departments share best practices with the school.

ROP (Regional Occupational Programs) are supported through Tri Cities ROP. Funds are allocated through the ROP Administration based on the needs and availability throughout three serviced cities: Whittier, Santa Fe Springs, and Pico Rivera.

The various resources described above are examples of monies being allocated to address the needs of students and have resulted in significant improvement in student achievement. As a result of these efforts, Whittier’s API (Academic Performance Index) has increased significantly (nearly 90 points since the last full WASC visit), and we have experienced increased numbers of students achieving proficiency on the CST (California Standards Test).

Whittier’s commitment to material and physical resources is also tied to the needs of students. For instance, a significant amount of technology has been purchased in recent years to increase relevance and student engagement during instruction including Mobi clickers (individual student response system), MyAccess and TurnItIn.com (online writing programs) and Pole Vault systems (AV switching and control systems with ceiling mounted projectors) in classrooms.

Given that more than 75% of Whittier High School students are socio-economically disadvantaged, providing access to computers for research, word processing, and the development of research presentations ensures students’ successful completion of grade level benchmarks and their Senior Project; such assessments serve as the best culminating analysis of students’ achievement of our ESLRs. As a result, Whittier High School has invested in two hard-wired labs, three laptop carts, and two iPad carts for use in all subject areas.

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Practices

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

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

● Budget Reports● School Budget protocol● District Budget protocol

Facilities

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

Prompt: Specifically, to what extent do the facilities support the school’s vision, mission, schoolwide learner outcomes, the educational program, and the health and safety needs of students?Findings Supporting EvidenceThe school plant is maintained by both a site crew, led by a custodian on-site, and district crews. The site lead custodian and his team take great pride in maintaining a clean and safe environment for all students and staff. The district continues to maintain and upgrade facilities. Numerous improvement projects have taken place on campus since the last self-study. The facilities are adequate, safe, functional and well maintained.

There are certain facilities on our campus that are rented out to organizations within our community. The 2,400 seat auditorium is the most commonly rented facility, which includes a Broadway-size stage, four classrooms, ticket office, property rooms, dressing rooms, and also includes updated lighting and sound. In addition, auditorium seats can be sponsored for a fee.

The athletic fields and gymnasium are also rented to local athletic community teams. The baseball fields, football field, and basketball courts are rented; however, due to construction during the 2012-2013 school year, they were not available at that time. The district is paying for bus fees to transport student athletes to other

● Custodial Maintenance Plan

● District Website with Fee Schedule for Auditorium

● Athletic Schedules

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community locations until their fields are ready for use. Thus, we are losing money because the facilities cannot be rented and the district needs to cover financial transportation needs for these students. We expect this to be resolved by the end of the 2012-2013 school year with our fields reopening.

Measure W:

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

Our staff cafeteria and lounge have also been newly renovated. Our campus was beautified with cobblestone walkways, beautiful grass areas, plants, trees and seating areas. Our library is being discussed as a new renovation project by our renovation committee composed of faculty and students.

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Instructional Materials and Equipment

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

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

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

Purchase orders

Lab sign-up records

Library sign-up records (laptop carts)

Cart check out records

Records of donations from Alumni Association

Records of PTSA donations

District schedule of rotating allocations for textbooks by discipline

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

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Well-Qualified Staff

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

Prompt: Determine if the resources are available to hire, nurture, and provide ongoing professional development for a well-qualified staff. Include specifics if online, IB, and/or college career preparation programs are in place.Findings Supporting EvidenceDistrict resources are allocated to meet the needs of our site to hire and develop new teachers. All new teachers are provided the opportunity to complete their credential through our new teacher induction program. Weekly, a district support provider works to nurture and develop strong instructional skills in new teachers. Providing ongoing professional development for new and permanent employees is one of the strengths of the district. Most professional development is funded at the district level and takes place during the school day through our district-wide course-alike Best Practices days. Additionally, any course-alike teachers can request time to develop and refine curriculum throughout the year. Summer professional development is available for all teachers. The Summer professional development is instrumental in refining assessments, designing pacing guides, and preparing for Common Core Standards. Off-site professional development for AP teachers is also provided on an as needed basis.

While technology innovation is redirecting Career Technical Education (CTE) classes through the new CTE State Standards, career education has always found a home in those classes. As the CTE classes continue to align to new career demands, all classes are now including career exploration and research across all disciplines. This will assist students as they prepare for common core standards testing. The Cardinal Computer Academy and Regional Occupational Program (ROP) classes are a part of the CTE classes offered at Whittier High School. Online components are incorporated into the business/technology-based classes. Other programs preparing for college without a specific career focus are AVID and Puente.

● Site budgets

● CPA Grant Funds

● Perkins Funds

● PTSA Meeting Minutes and Budget

● District Textbook Sharing Procedures

● Check Out Procedures for Technology

● District summer professional development meetings minutes

● Attendance of AP workshops

● Teacher Power meeting agendas

● BTSA records

● District Best Practices meetings minutes

● Department meeting minutes

● Course-alike meeting minutes

● CTE Revised Standards

● Needs Assessment

● Check-out Logs

● Technology Inventory

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Long-Range Planning

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

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

● Principal’s Annual Report● Single Plan for Student

Achievement● School Site Council

meeting minutes● SDAIE pull-out meeting

minutes● Cross-curricular pull-out

meeting minutes● District Best Practices

meeting minutes● District summer

professional development meeting minutes

● District Common Core transition support workshops/materials

ConclusionsPrompt: Comment on the degree to which this criterion is being addressed.Findings Supporting EvidenceWhittier High School has gone through major facilities upgrades for more than 10 years. Nearly all of the projects have been completed. Through careful fiscal planning, the district has effectively managed the funds that have been provided through Measure W, state, and federal monies. Even though we have faced difficult economic times as all schools have, Whittier High School has continued to provide outstanding services to our students.

The school district has provided BTSA services to new teachers along with professional development opportunities for all teachers.

District Budget

Purchase Orders

BTSA services

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

● Whatever It Takes workshop minutes

● Cross-curricular collaboration meeting minutes

● CST/API data● Increased AP course

offerings● Guided Study Classes● CAHSEE

prevention/intervention classes

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

Academy enrollment ● AVID enrollment● Puente Academy

enrollment● Student participation as

Senators● California Advanced

Placement Program (CAPP) enrollment

● Teacher Advised and Supported Clubs

● Teacher/Staff Coached Athletics

● Participation in Student Leadership Opportunities

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

Strengths and Growth Needs

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

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

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

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

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

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B. Standards-Based Student Learning: Curriculum

Focus Group Leaders

Martha Arrona, World Languages

Michele Farley, Special Ed

Angela Galaviz SpeechCatherine Brunel VAPAChristopher Palas Math

Christopher Schneider PEDavid Quatro MathDean Myers Social Studies

Debbie Maldonado Instr. AideElvira Ruiz Instr. AideIvana Orloff English

James Aragon CustodianJane Neal Cafeteria

Janice Zolnekoff ClassifiedJeff Bernier Practical Arts

Jennifer Balag ClassifiedJoe Dankert ScienceJoey Mata SecurityJosie Garza Social Studies

Kristin Sweetman CafeteriaLou Munoz Classified

Lucia Medina World Languages

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Marina Robles Instr. AideMark Gotts English

Mary Sampson ScienceMichael Robinson ScienceRobin Hernandez Special Ed

Sarah Chop MathSharon Nicholson Special Ed

Susan Bartlett Instr. AideTamela Kinstle English

Tim Liggett AP-CurriculumVanessa Icazbalceta-Soto Bilingual Specialist

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


school/college partnerships, AVID, and independent study programs. Note: In some areas additional prompts have been inserted to emphasize the analysis related to online instruction.B1. Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), these are accomplished.


Current Educational Research and Thinking

Indicator: The school provides examples that document the effective use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students.Prompt: Comment on the effective use of current educational research related to the curricular areas to maintain a viable, meaningful instructional program for students. Examine the effectiveness of how the school staff stay current and relevant and revise the curriculum appropriately within the curricular review cycle.

Findings Supporting EvidenceIn order to provide stronger student engagement strategies and to make better personal connections with the student body, the school has adopted and successfully utilized as part of our professional development The Flippen Group’s Capturing Kids’ Hearts techniques, along with research based instructional strategies including Kate Kinsella’s literacy and academic language strategies, Checking for Understanding strategies, Jane Schaeffer’s essay format, Kelly Gallagher’s Sentence of the Week and Article of the Week, Cornell Notes, Thinking Maps, Modern Language Association writing conventions, Sustained Silent Reading, AVID Critical Reading strategies, and timed writings. Most importantly, teachers continue to share best individual teaching practices within and across departments. In addition to explicitly sharing best practices during meetings, teachers frequently observe colleagues in the classroom to gain new perspectives and acquire fresh approaches and strategies.

In an effort to provide standards-based curriculum, the Math Department creates district-wide and school-wide common assessments that are relevant to the CST released questions and California math standards. Course leads for Alegbra I, Algebra I 10th grade, and Geometry meet after each test and discuss the data

Student essays Brief Common Responses EADMS Data Sentence Frames Peer/ Student Observation

Forms Social Contracts Annotated Articles/

Articles of the Week Academic Vocabulary Thinking Maps ABC Flip Cards Cornell Notes● Common Assessments● MyAccess● Meeting Agendas (site and

district)● Best Practice Observations● Best Practice Meeting

Agenda/Notes● Training Handouts &

Materials

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collected from common assessments. Other courses (Algebra II and Math Analysis) meet less frequently. Algebra II courses throughout the district will give similar semester finals. Based on the data, teachers decide which questions to re-teach and place on the next test as described by the PLC Model. Course-alike teams meet to write curriculum which follows Cornell Note taking research strategies. Our common Cornell Notes include writing assignments where students are required to think critically, creatively solve problems, and effectively communicate. Students are also required to use academic language in their summaries and writing assignments in the Cornell Notes. Due to educational research that drives Common Core standards, the Math Department is adding more BCR questions to their assessments.

The Biology Department was trained in Kate Kinsella English Language Learner strategies and then modeled the strategies to the rest of the Science Department. Teachers integrate the use of English Learner instructional strategies, such as having students work in groups and partner pairing. Academic language is posted in rooms. Some teachers have completed CTEL(California Teacher of English Learners) from various universities. All core classes use a standards driven pacing guide and standards driven, district wide common assessments to drive best practices, followed by teacher collaboration at the district to discuss successful strategies. Many Common Core strategies have been integrated throughout the department, such as integrating brief constructed responses (BCR) in the district assessments and using case studies to direct instruction.

The Social Science Department also has site and district common assessments in most classes and uses Cornell Notes within the curriculum of all of their classes. Kate Kinsella strategies and PowerPoint presentations are used in the teaching of academic vocabulary. In order to prepare for the upcoming Common Core, the department has also added Brief Constructed Responses (BCR) to quarter assessments.

The World Languages Department implements several current strategies based on educational research that they have been trained in. For example, most of the teachers in the department use the Capturing Kids’ Hearts strategies, the Kate Kinsella’s academic language strategies, and AVID’s Critical Reading strategies. These strategies enrich the standards-based curriculum yielding greater achievement not only in the World Language courses but also in the core classes.

The Practical Arts Department is composed of the Career Technical Education classes at Whittier High School, which include Whittier Union High School District employees and ROP (Regional Occupational Program) employees. Together, they provide career

● Course Binders● CST Data● Training Handouts● Daily Writing

Assignments● Site and District

Assessment Data● Master Schedule● CIT Meeting Notes

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and college preparation in the following pathways: medical; criminal justice; automotive; business hospitality, recreation, and tourism; architecture and engineering design; and business and information communication technologies. One instructor is responsible for each pathway with the exception of the business and information technologies pathway, which has two district instructors and some overlap with the ROP business instructor. This pathway includes a California Partnership three year academy where students earn International Microsoft Office Certifications. Over 500 colleges across the United States are ACE colleges that grant college credit for each Microsoft certification earned. ROP instructors follow the regional course guides for their courses and through the ROP office, local articulations are created with local community colleges. Advisory boards ensure the timeliness of course revisions. District instructors participate in district-sponsored Curriculum Improvement Team meetings to achieve collaboration and best practices across the district. Each instructor is responsible for securing articulation agreements with our local community college. The community college provides course models, which are matched to our curricular offerings to determine accurate sequences for students to continue their education beyond the secondary level. Additional trainings to help teachers stay current and relevant are: summer participation in classes, trainings, and exploratory offerings, and investing in online training systems for expanded student offerings.

Programs and classes offered in the Special Education Department are regularly discussed and developed at Curriculum Improvement Team (CIT) meetings and Professional Development Days with district-wide subject alike groups. Teachers within the Special Education Department also attend course alike meetings with the departments they support the most (RSP teachers) or the subject area they are teaching (SDC teachers), to make sure that the special education classes are in line with the general education classes.

Academic Standards for Each Area

Indicator: The school has defined academic standards for each subject area, course, and/or program and, where applicable, expectations within the courses that meet the UC “a-g” requirements.

Prompt: Evaluate to what extent there are defined academic standards for each subject area, course, and/or program (e.g., college/career) that meet state or national/international standards and, where applicable, expectations within courses that meet the UC “a-g” requirements?Findings Supporting EvidenceStandards-based common assessments have created the backbone for the English curriculum at all grade levels. District and site common assessments and the resulting data analysis are the driving force behind the standards-based curriculum. These assessments

● EADMS Data

● Senior Project Papers/

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are modeled after the CST and CAHSEE, and are now being revised to align with the Common Core requirements. To meet these needs, our common assessments have morphed from strictly multiple-choice and process essays to Brief Constructed Responses (BCRs) along with multiple-choice and Performance Tasks (PTs). The assessments also incorporate skills that the students will need to master during their Senior Project.

The curriculum breaks the standards down to more workable units, which allow grade levels to customize instruction accordingly. This breakdown is represented at each level with quarterly pacing guides. The assessments help teachers focus on specific objectives. They also institute accountability for both teachers and students. Students who are struggling learners will be easily identified, which then allows the teacher to intervene while still continuing with the required state standards. This practice also holds teachers accountable for their students’ performance and provides a strong incentive for teachers to address struggling students, as well as their own teaching practices.

Along with the state standards and frameworks, the English curriculum supports a district-wide common assessment and graduation requirement known as the Senior Project. While the Senior Project culminates in a final presentation senior year, the curriculum is infused at each grade level with yearly milestones and goals. In addition to the literary focus, academic vocabulary, and test-taking strategies found at each level, freshmen are introduced to essay writing techniques, MLA formatting, researching methods, presentations, etc. in order to scaffold the sophomore and junior curriculum, which in turn helps students master the skills already introduced at the freshmen level.

In an effort to provide standards-based curriculum, the Math Department creates district-wide and school-wide common assessments that are relevant to the CST released questions and California math standards. Course leads from each subject meet after each test and discuss the data collected from common assessments. Based on the data, teachers decide which questions to re-teach and place on the next test.In an effort to prepare for Common Core standards, course leads have devised constructed response questions to incorporate into district wide common assessments. These questions are designed to encourage students to be creative problem solvers and critical thinkers as well as provide rigorous standards based. Higher level thinking is implemented in the writing of our curriculum by using questioning from Bloom’s Taxonomy.

Data allows us to see which questions need to be retaught and assessed in the next unit test or retested on its own. For instance, Algebra II gave a follow up quiz on Logarithms because many of

Presentations

● Performance Tasks (PT)

● Common Assessments

● Brief Common Responses (BCR)

● English Day Meeting Minutes

● Pacing Guides

● Late Start Department Sub-group Minutes

● District Summer Meeting Agendas/ Minutes

● Freshman, Sophomore, and Junior Research Projects

● CST Data

● Course Alike Meeting Notes

● Assessment Data

● Constructed Response Questions

● Master Schedule

● Graduation Requirements

● A-G Requirements

● Pacing Guides

● Master Schedule

● AP Data

● Student Transcripts

● IEP Records

● Pacing Guides

● Transition Plans

● Case Manager Documentation/Notes

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the students scored below 70%. The data is not purely used to reteach questions that students did not do well on. For problems that students show a good amount of mastery, they may raise the difficulty of the question or spiral to another level.

Most Science curriculums are directly based on the California State Content Standards. The science courses offered meet graduation requirements and also A-G requirements.

The Whittier High School Social Science Department employs the California State Standards in its pacing guide each school year. In other words, the California State Standards are used in the planning of instruction throughout the school year. The department offers six different Advanced Placement courses which place college level demands upon students in reading, writing, and analysis in order to prepare students to meet or exceed the University of California A-G requirements. The AP teachers review the AP test scores in July and use these scores to help in the planning for the upcoming year. Currently, students can select from Human Geography, European History, United States History, United States Government, Psychology, and Macro Economics.

All arts classes reflect a coherent standards-based curriculum with an eye towards the new Visual and Performing Arts National Standards adoption.

Practical arts courses meet the California Career Technical Education Standards according to each industry sector/pathway standards. Courses are articulated for community college credit and students who earn International Microsoft Office Certification qualify for college credit at over 500 ACE colleges throughout the United States. As courses are rewritten, they will be submitted for A-G approval.

All core classes offered in the Special Education Department meet the California State Standards. Teachers align academic and functional IEP goals to California State Standards as well as the upcoming Common Core Standards. The Special Education Department offers a variety of settings and pacing of standards completion. For example, for students whose needs are so significant that the Least Restrictive Environment means modified and alternative curriculum, a vocational pathway has been developed. This includes academic courses addressing California State Standards as well as job training through the WorkSkills, Prep for Work, and Job Club programs that serve as bridges to the district’s Transition to Adulthood Program or directly to paid employment post high school.

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Congruence

Indicator: There is congruence between the actual concepts and skills taught, the academic standards and the schoolwide learner outcomes.

Prompt: Evaluate the extent to which there is congruence between the actual concepts and skills taught, the academic standards, and the schoolwide learner outcomes.Findings Supporting EvidenceStudent work reflects our standards based teaching approach and illustrates that all students are presented with a challenging learning experience. The curriculum framework for the students’ first two years of English at Whittier High School builds a foundation that promotes success in their subsequent years of English, success on the CAHSEE, CST and upcoming Common Core assessment, success on the Senior Project, and, perhaps most importantly, success beyond their high school career. All facets of the English curriculum at Whittier High School are designed to produce creative problem solvers, critical thinkers, effective communicators, and collaborative learners.

Math curriculum at Whittier High School is aligned with the academic standards. Course leads meet in the summer to create and modify common assessments based on the academic standards. Course-alike teachers meet before each test to share best practices from previous years and discuss teaching strategies to help students meet the standards on each assessment. In addition, they have added brief constructed response questions (BCR) to assessments to prepare students to meet Common Core standards and achieve the school wide learner outcomes. Teachers use common instructional strategies, such as error analysis, think pair share, partner and group work to promote critical thinkers, creative problem solvers, collaborative learners, and effective communicators.

Within the Science Department, labs and projects are the best indicators of congruence between the actual concepts, skills, academic standards, and the school wide learner outcomes. Experimenting using the Scientific Method, solving problems, working in lab groups, and producing reports/projects are specific indicators of collaborative learning and effective communicating.

The Social Science Department offers a standards-based education while also focusing on the school wide learner outcomes. Students work on being creative problem solvers, critical thinkers, effective communicators, and collaborative learners.

Each class within the Visual and Performing Arts Department reflects daily the use of one or more school wide learner outcome at every level. Curriculum for each art class also addresses the Whittier High School Critical Academic Needs areas.

● CAHSEE Scores

● CST Growth

● Graduation Rate

● Data for Number of Students Meeting A-G

● College Acceptance Rate

● Completion Rate of Senior Project

● Math Days

● Student Work

● Course Binders

● Pacing Guides

● Syllabi

● Best Practices meeting minutes

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Dance students work both individually and collaboratively to learn dance technique and choreographic principles. All dance students perform informally during class time, and critique both positive elements of each other’s work as well as aiding in the betterment of both technique and choreography. Advanced classes, Dance II and III, deepen their knowledge of dance vocabulary and are challenged to expand their choreographic endeavors, analyzing professional dance works and applying those elements to their own efforts. In both levels, group work is the mainstay of the curriculum, encouraging collaboration, communication, and problem-solving skills.

The concepts and skills taught in the non-native and native sequence of classes are interwoven seamlessly. Through direct instruction employing a myriad of teaching strategies to address all learning modalities, students are introduced to language concepts; they then practice these concepts using highly effective engaging strategies that include all students in the learning process. The students are provided with ample opportunities to partake in the lessons and develop their skills. The congruency between the academic standards and the school wide learner outcomes makes it easy to offer a well-balanced curriculum that extends beyond the classroom setting. For example, a primary emphasis of both is to prepare students to communicate, collaborate, solve problems and think critically so they can become productive citizens of their communities. Learning a language requires all those skills in order to be successful. A great deal of class time is spent on developing these skills.

All Career Technical Education classes include common foundations in the anchor standards for each industry sector. Anchor standards include: 1.0 Academics Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment; 2.0 Communications; 3.0 Career Planning and Management; 4.0 Technology; 5.0 Problem Solving and Critical Thinking; 6.0 Health and Safety; 7.0 Responsibility and Flexibility; 8.0 Ethics and Legal Responsibilities; 9.0 Leadership and Teamwork; 10.0 Technical Knowledge and Skills; 11.0 Demonstration and Application.

Each anchor standard is connected to a core area standard. Each sector focuses on student communication, problem solving, skill levels, and project-based learning. Students participate in simulations through Virtual Enterprise, SPILL, an online business simulation in teams, bridge competitions, FBLA competitions, catering for school events, and a variety of fieldtrips that extend student learning beyond the classroom. In the Computer Academy, students participate in monthly meetings with a community mentor

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and develop communication skills and have their personal portfolios evaluated by their mentors through a mock interview at the end of the year.

The Special Education Department aligns their courses with the courses offered through general education. The classes follow the same curriculum and follow the same state standards that are required by the state, along with incorporating the school wide learner outcomes.

Student Work — Engagement in Learning

Indicator: The school’s examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the schoolwide learner outcomes.

Prompt: Evaluate to what extent the examination of representative samples of student work and snapshots of student engagement in learning demonstrate the implementation of a standards-based curriculum and the addressing of the schoolwide learner outcomes.Findings Supporting EvidenceWhittier High School’s Instructional Coach facilitates the days during which teachers observe peers using different instructional strategies.

Many Whittier High School teachers of different subjects participate in instructing the Word of the Week program begun in January 2013 in effort to help students gain academic vocabulary.

Within the English Department, sharing takes place within course-alike teams, within the department, and at the district level. Some of this collaboration takes place in person, while we also utilize Moodle (online professional development forum) to post materials and lessons. Student work reflects our standards based teaching approach and illustrates that all students are presented with a challenging learning experience.

Students in English 1 through 4 read a wide variety of fiction and non-fiction from the State and District approved reading lists, including short stories, novels, poems, plays, essays, speeches, biographies, autobiographies, memoirs, and articles. Students interact with these texts in ways that not only reinforce the standards, but also ensure that students are challenged and engaged. Each teacher has built up a varied classroom library from which students choose SSR books. The wide spectrum of books helps ensure that we tap into many of the students’ varying learning styles. We also utilize standards-aligned textbooks at each level.

Freshmen are introduced to the CAHSEE objectives as they are pre-assessed with a mock CAHSEE and begin practicing mock

Moodle Documents

Summer District Meeting Agendas, Notes, Assessments

Team Minutes

Student Essays

Brief Constructed Responses

EADMS Data

Sentence Frames

Peer/ Student Observation Forms

Social Contracts

Annotated Articles/ Articles of the Week

Academic Vocabulary

Thinking Maps

CAHSEE Practice Packets

Mock CAHSEE Results in EADMS

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questions in the form of daily warm-ups. At this level, they are also taught timed writing strategies that will aid them on the CAHSEE and also will apply to Common Core BCRs and performance tasks. Sophomore year, in addition to practicing CAHSEE questions, students learn specific Kaplan test-taking strategies and complete an intensive six-week CAHSEE Boot camp, including a writing unit geared to prepare them for any of the six types of essays they may be required to write on the CAHSEE.

Curriculum in all math courses is standards based. Any course except those beyond Algebra II is representative of California math standards and CST released questions. Most material used for instruction is created on ExamView (district test generator program) and Microsoft Word. Student engagement is somewhat representative of school wide learning outcomes. Students in most math classes are encouraged to collaborate and communicate in the learning process. The intent of the BCRs is to have students become critical problem solvers and critical thinkers.

Science projects and various assignments are graded using California State Content Standards-based rubrics. Thinking maps also integrate standards-based learning. Various subjects complete collaborative critical thinking projects, such as 3-D volume projects, throughout the school year in order to apply what they have learned. Some teachers use clickers, whiteboards, and formal and informal quizzes to evaluate performance as well as check for understanding. Teachers walk around the laboratory to assess lab comprehension and skills. Observing the process of active note taking also allows teachers to assess how much a student is engaged in learning.

Several Whittier High social science teachers participate in the Best Practices sessions held at the district office throughout the school year. The department also holds department meetings and subject-alike meetings to discuss assessment results.

To increase the use of academic language, common assessments provide an opportunity for all arts students to apply expository writing skills to traditionally subjective academic areas.

All Visual and Performing Arts department classes collaborate to produce an Evening of the Arts, a showcase of artworks produced during the year’s classes. This show mirrors a professional gallery hanging, with student art placed on display boards and adjudicated by industry professionals. If they so choose, students may sell their artwork. The showing is open to the public and displays not only the offerings of the visual art department, but entries from all the artistic disciplines who are invited to perform.

The Dance classes have two major performances a year. Dance

EADMS Data on Performance Task and Brief Common Responses

ABC Flip Cards

Cornell Notes

● Student Work

● EADMS Data

● Master Schedule

● Rubrics

● Student Work

● Student Notes

● Partner Activities

● Projects

● Laboratories

● Best Practice meeting minutes

● Assessment data

● Evening of the Arts program

● Art Show program

● Improved Fitness scores

● Lower D/F

● Project rubrics

● Class agendas

● Evidence folders

● Observation forms

● IEP goals

● Progress reports

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classes participate in the Visual and Performing Arts Department’s Night of the Arts, working together on a mini-recital to which the public is invited. The year-end Dance Showcase is performed on the school’s historic auditorium stage. The students and their teacher jointly choreograph the pieces in this show. Students meet in and outside of class to choreograph and rehearse their pieces. Students must also translate the work from the classroom space to the much larger performance space, a high level skill. This performance also doubles as the students’ second semester final.

The Music Department offers a variety of performance engagements. All band classes have several performance opportunities, working collaboratively to successfully show at field tournaments, parades, winter/spring concerts, athletic events (football/basketball), school assemblies, school rallies, the graduation ceremony, senior citizen homes, and community libraries. Band members also spend time outside of class rehearsing in sectionals, with one student from each instrument group chosen to be sectional leader. Choir often performs informally during class time. Outside of class, they perform in the winter/spring concerts, the district choral festival, and the School Board recital.

Participating in team sports encourages collaborative learning and helps build effective communicators within the Physical Education Department. After the first quarter, the students are allowed to choose which sports they enjoy playing most.

Student work and student engagement in the World Languages directly reflects a standard based curriculum that targets several student learner outcomes. This is done through various activities and assignments that incorporate different opportunities to practice being a problem solver, critical thinker, collaborative worker, and an effective communicator. The highly interactive classes provide ample mediums for all students to be engaged in the learning process. For example, there are set routines in each class that target one or more SLOs on a daily basis, such as pair-share, physical responses, verbal choral responses, dialogues, and group work to name a few. In addition, the department also assigns complex projects that incorporate most of the SLOs. These projects revolve around real life situations such as, family, health and fitness, fashion, career, current events, art, and relationships.

Implementation of standards-based curriculum in the Practical Arts Department is different for each class in each pathway. The Computer Academy requires forty hours of community service from each academy member over their three years in the academy. To extend classroom learning, Academy students create custom backgrounds for use with the Academy photo booth for various school events, provide binding services for Senior Projects, create

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media posters, and customize T-shirts with a tabletop screen printer. Custom projects for community members are also created through digital media along with custom movies and reflective projects after fieldtrips. On a rotating basis, each year a pathway is singled out by the local community college to inform students on each of the opportunities extended through that pathway. Students take a one-day trip where they participate in workshops and have an in depth look at opportunities.

Each student within the Special Education program has goals, both educational and behavioral, that are developed to help the student meet both state standards and school wide learner outcomes. Ongoing monitoring of students’ progress and performance in classes is reviewed throughout the year and prior to IEP meetings. If any critical issues arise, course changes may be made through department chairs and the Guidance Office.

Accessibility of All Students to Curriculum

Indicator: A rigorous, relevant, and coherent curriculum to all students is accessible to all students through all courses/programs offered. The school examines the demographics and situation of students throughout the class offerings. The school’s instructional practices and other activities facilitate access and success for special needs students.

Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs. How do school staff define rigor, relevance, and coherence? To what extent do the instructional practices of teachers and other activities facilitate access and success for special needs students?Findings Supporting EvidenceFor students with IEPs and who struggle beyond the ability of natural and additional supports in the general education setting, the Special Education Department offers the opportunity to enroll in Modified English 1 – 4, which provides access to rigorous and relevant content standards.

Academic English Skills courses are required for ninth and tenth grade students based on underperforming CELDT and CST scores. Class size is kept at a minimum so that students receive greater individual attention. In addition, academic mentors assist students one-on-one. The focus of the curriculum is reading, writing, speaking, and listening. In addition, students prepare for the CST, CAHSEE, and Common Core. Furthermore, English 1 and 2 curriculum is directly supported. The course works from Kate Kinsella’s 2012 published materials, English 3D.

English Language Arts Standards Review is a class for students who need extra help in sharpening the skills needed to pass the CAHSEE and CST.

Syllabi

Pacing Guides

AP Enrollment

AP Exam Pass Rate

English Day meetings minutes

Workshops at the district

English 3D student workbooks (for Academic English Skills

● Master Schedule

● Instructional Aide Assignments

● Case Study/ Project

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Students who excel in English and wish to prepare for AP tests may take Honors English as freshmen and sophomores. The class provides accelerated skills in writing, grammar, and familiarity with novels and literature approved by the College Board.

AP Language (seniors) and Literature (juniors) classes are offered to students who wish to prepare for the AP tests or challenge themselves. The classes are rigorous and college level.

In order to provide opportunities for all students to be involved in rigorous standards based curriculum, the Math Department provides Advanced Placement and Honors courses. We have a partnership with Whittier College that allows students to take advanced courses at Whittier College concurrently at no charge.To help ensure our students meet all graduation requirements and are prepared to pursue their academic, personal, and career related goals, the math department provides Guided Study courses where students who struggled in middle school are given extra support and guidance. The department provides Parallel Math courses during second semester where students who received a D or F first semester are pulled from their electives and put in Parallel Math to support their Algebra I class. All year, academic mentors work in Algebra I classes to provide support for struggling students. These academic mentors are specifically trained to help low performing students meet content standards. To support our students in passing the California High School Exit Exam (CAHSEE), the department uses CAHSEE questions and standards in their common assessments, and includes a six week unit on CAHSEE review. Students who do not pass the CAHSEE as a sophomore are enrolled in Math Standards Review courses that focus on CAHSEE strands. Students who have not passed by their senior year are pulled from their elective courses and given intensive individual attention in order to pass the CAHSEE. In addition, geometry courses incorporate CAHSEE questions into their curriculum and hold five Saturday study sessions prior to the CAHSEE.

The Science Department offers a sequence of classes allowing students to choose from many rigorous options including multiple Honors and AP courses. The department focuses on vocabulary, including Greek and Latin root words as well as the acquisition of science vocabulary. In order to prepare for the Common Core, many teachers have started utilizing Case Studies and Project Based Learning assignments to get students to collaborate while examining/evaluating source documents. Many classes have an instructional aide assigned to help support students with special needs. The department also collaborates with the Science Special Education teacher in order to support these students better.

Whittier High School social science teachers have embraced the concepts of rigor, relevance, and coherence. Students are expected

Rubrics

● CTEL/CLAD

● Evidence Folders

● Student Work

● Student Feedback

● PREP sign-in sheets

● lower D/F rate

● Assessment data


● Class rosters

● CCA meeting minutes

● Academy Applications

● Accommodations/ modifications list

● Case manager notes

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to use the textbook to read and gain knowledge to interpret and relate the past to the present either in written or oral formats.

Special needs students in social science classes are often supported by instructional aides who help facilitate their access and subsequent success in the college prep subject matter.

AP courses undergo course audits annually. Each year, more students are participating in AP classes. All courses are aligned to state standards. Students are assessed through common assessments. Visual and Performing ArtsEnglish Learners (ELs) are identified in each class and are often paired with a peer tutor to ensure academic comprehension in the performing arts classes. Students work in heterogeneous groupings, again pairing EL students with non-EL students to promote language access and comprehension. The use of embedded support is also invaluable to the success of EL students in art classes. The ability of the teacher to work one-on-one with these students ensures that all students can experience success.

Theater arts students perform in class approximately every three weeks. Working in collaborative, heterogeneous groupings, they work through the entire creative process, from writing their own scripts, editing those scripts, memorizing lines, and blocking their scenes, to making and/or finding costumes and writing self-reflective essays. After each set of performances, students are given the opportunity to discuss, offer praise, and constructively criticize the scenes. These critical and communicative skills can be applied to any future occupation, especially to those in the arts.

All students have access to the introductory level arts classes. These classes include: Art I, 3-D Design, Theater Arts, Dance I, Beginning Band Instruments, Choir, and Guitar. These entry-level classes offer a base for future advanced courses, employing the state standards and Whittier High School’s four student learner outcomes that drive the academic curriculum.

This year, choir students have added to the rigor of the curriculum by including costume and choreography to many of their pieces. In the first quarter, they also staged a Fall Choir Concert, inviting the public to view their work. Guitar class performs informally during class time and in the spring concert. All performances are part of the class grade.Embedded support is used as an opportunity for students to recover missing points in Physical Education. Students who have been absent or have lost points during the period are required to stay for embedded support. The on-campus PREP after school enrichment program is also used an opportunity for students to recover lost PE points.

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In order increase the success of students and for all students to have access to rigorous, relevant and coherent standards-based curriculum, the World Languages Department makes every effort to place the students adequately based on their language skill. For example, the department schedules a challenge/placement exam every year at Whittier High School’s feeder school, Dexter Middle School. Furthermore, the same challenge/placement exam is also administered here on campus annually. More importantly, the department assesses the students at the beginning of the school year and makes the necessary changes to meet their needs. Furthermore, the department communicates with the special education staff to support all students that have special needs. All suggested accommodations are implemented and followed. World Languages teachers attend IEP meetings and provide feedback when requested. The World Languages department is committed to promoting the success of students; therefore, they continuously collaborate to ensure the achievement of all students.

In ROP classes, all students have access to the entry-level classes. In the past, ROP classes were designed for capstone courses; however, recent changes include freshmen as eligible for all ROP classes. Students with special needs receive accommodations in accordance with their IEPs. Students may not receive modified grades in ROP classes.

All freshmen students have the opportunity to join the Cardinal Computer Academy in the spring for their sophomore through senior years. Per education code, over fifty percent of students participating must meet “at risk” criteria. Students complete an application, interview, and include their parents in the decision to participate.

All CTE classes are open to all students at the entry level. Students with special needs receive accommodations according to their IEPs and may receive a modified grade if articulated agreements and industry-based standards may not be reached.

Within the Special Education Department, instructional aides support students with IEPs to meet the standards and school wide learner outcomes by taking notes to supplement auditory learning deficits, making copies of notes and other accommodations for students and case managers, providing various levels of prompting (physical, gestural, verbal, modeling, etc.) for task completion and or behavior management. They implement supports and strategies for students who have communication impairments and scaffold access to standards and SLOs. At all levels, in all categorical programs, instructional aides promote independence and learning for all students. They re-read, modify, restate, and re-direct students as students attempt to complete assignments. The efforts of

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instructional aides provide moral support for students whose histories of educational struggles may limit the level of risk they are willing to take in their high school courses. Instructional aides involve not only students with IEPs, but any other students within a given classroom setting at the direction of, and in consultation with, classroom teachers in effort to promote individual progress toward the completion of the A-G requirements.

Integration Among Disciplines

Indicator: There is integration among disciplines at the school and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.

Prompt: Evaluate to what extent is there integration among disciplines and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.Findings Supporting EvidenceTeachers of core areas and World Languages meet periodically to discuss best practices, monitor specific student progress, or coordinate curricula. For example, a Social Science teacher will guest-teach an English class with a lesson on the historical background of a particular literary unit the students are covering. And, the English AP teacher will collaborate with the Great Books (Social Science course) teacher to align reading selections and historical/literary time periods the students are studying.

Some other examples of integration among disciplines at Whittier High School are Word of the Week, Instructional Rounds, and Schoolwide Learner Outcomes. Math outsources curriculum by meeting at the district for best practices and development of material. Some technology used to share material is Moodle and E-mail. Math is willing to use material from other schools in the district. For instance, Geometry shares notes with another school in the district due to their high success on assessments.

To transition to Common Core, many classes have started to integrate Case Studies and Project Based Learning assignments and Performance Tasks, which integrate other disciplines such as English, History and Math. All teachers are required to participate in grading of the Senior Projects.

On an individual basis, social science teachers have been coordinating curriculum with English teachers. The Social Studies and English Department both have had preliminary meetings to discuss alignment. This will become more important as Common Core is implemented.

The World Languages Department collaborates closely with the

● CCA meeting minutes

● English 3 and 4 AP & Great Books Curriculum and Pacing Guide

● English 2 Curriculum and Pacing Guide

● Instructional Rounds Observation Forms

● Moodle

● Curriculum Alignment meeting minutes

● Pacing Guides


● Student Writing Samples

● Student work

● Word of the Week

● Capturing Kids’ Hearts Activities

● Student Projects

● Yearly Career Project

● Fieldtrip Forms

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English Department to increase the integration between the two disciplines. The English Department has provided several trainings to the World Languages Department. Currently, there has been extended collaboration to develop the career projects in Spanish I and the use of Critical Reading strategies in all Spanish classes, and the use of Jane Shaffer’s writing method has been adopted in the Spanish AP Language classes.

The Visual and Performing Arts Department utilizes Jane Schaeffer’s writing format in keeping with the accepted English Department guidelines. Using the same format promotes uniformity of student writing and is an aid to the school wide effort to prepare students to pass the CAHSEE exam. Constructive criticism is an integral part of the performing arts curriculums. This practice allows students to become critical thinkers as well as creative problem solvers for themselves and for each other. These editing skills are utilized not only in performances but also in their written work.

Each industry sector for CTE courses includes anchor standards that reflect English Language Arts, Math, Social Science, and Science standards. Building academic vocabulary is essential as each class has industry specific vocabulary and academic process words are included in the understanding of the vocabulary. The school wide Word of the Week is incorporated in context of each industry sector. The daily greeting of students to provide a common culture across disciplines has also been incorporated.

In Digital Communication for College & Career/Computer Applications I, students work in vocabulary development through the Free Rice website, and they read and answer comprehension questions about workplace documents in preparation for the CAHSEE. A career project is completed in conjunction with the sophomore career project sponsored by the English Department.

The Cardinal Computer Academy has the greatest opportunity to integrate across disciplines as the academy team includes English, social science, and Spanish teachers and classes with students in common. As core areas, they all focus on common assessments, economics, entrepreneurial skills, and college and financial aid, which offer students the opportunity to connect all learning across disciplines.

The Special Education Department has started to attend course-alike meetings this year, with a goal to attend more meetings in the up and coming years. Each SDC teacher attends the meeting for the department in which he/she teachers and the RSP teachers attend the meetings for the department that he/she supports the majority of the time. Also, the department collaborates amongst the different courses within the special education classes.

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Curricular Development, Evaluation, and Revisions

Indicator: The school assesses its curriculum review and evaluation processes for each program area, including graduation requirements, credits, grading policies, and homework policy, to ensure student needs are met through a challenging, coherent, and relevant curriculum. This includes the degree to which there is involvement of key stakeholders (governing board members, teachers, parents, and students).

Prompt: Comment on the effectiveness of the school’s curriculum review, evaluation, and review processes to ensure student needs are being met through the curriculum; include the extent to which there is involvement of key stakeholders.Findings Supporting EvidenceDuring the summer months, co-curricular departments from all schools review and re-evaluate curriculum to meet standards and students’ needs. Teachers within the English department attend CIT meetings at the District office every month for the purpose of reviewing curriculum, making sure the needs of the students are being met. All math tests are aligned with state standards. After each unit test, course-alike teachers meet to discuss performance on individual questions. Peer observations also work as part of the review process when sharing best strategies. Evaluation in particular is used to determine which precise topics or questions need to be retaught or spiraled to the next level. Students’ needs are met through the curriculum by covering core standards and test-taking strategies. There is no math focus group for key stakeholders, but teachers collaborate as peers to review curriculum.

Teachers within the Science Department attend CIT meetings as well as core district and Best Practices meetings to evaluate assessment questions and decide on proper/relevant pedagogy, philosophies and methodologies based on data and student needs.

Although the World Languages Department is not a core class, it takes great pride in the professional pledge of its members to continuously develop, evaluate, and revise the curriculum and its delivery. Spanish I and II meet on a weekly basis. Through the leadership of course leads, they adhere to the same pacing guide, grading policy, common assessments, and homework policy. Through EADMS, the district’s online data-collection system, teachers are able to analyze student performance, where they are able to identify areas that need to be re-taught or spiraled onto the next lesson to improve student learning. Moreover, teachers are able to share best instructional practices that improve student learning and mastery of the standards. Not only does articulation take place at the school site but teachers also meet at the district with other World Language teachers. Together, they discuss and evaluate the curriculum, share best practices, and develop the

Summer Curriculum Work

CIT Meeting Minutes

Articulation Days with Middle Schools

Parent Nights

School Site Council

Frosh Night

● Summer Workshops

● Course Lead Notes

● Pacing Guides

● Common Assessment Data

● Site/District meeting minutes

● D/F Swaps

● CIT Meeting Notes

● Late Start Department Meeting Notes/ Agendas

● Best Practices Meeting Notes/ Agenda

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common assessments and pacing guides to be implemented at all the schools in the district. At the end of the first semester, teachers swap D/F students to give students the opportunity to improve.

For Practical Arts, district Curriculum Improvement Team (CIT) meetings are held for each industry sector twice a year. Two from the Hospitality sector meet once in the fall and once in the spring. Four of the district school sites participate for Architecture and Engineering and six sites participate for Business and Information Communication Technology. Holding membership in professional organizations like CBEA (California Business Education Association), networking and partnering with instructors from community colleges and universities, attending the yearly state conference, and attending other conferences—e.g. Educating for Careers, ROP Conferences, California Partnership Academy Conference—guide curricular updates and needs. Maintaining communication with the state leader for each industry sector is important as this affords opportunities for professional development. In updating software, decisions are guided by the community college in order for Whittier High School to offer the same versions as the community college. The district IT decision makers are also consulted in order to maintain labs with the most current software supported.

The Special Education Department meets on a regular basis for Monday late state meetings, along with regular meetings at the district office to collaborate with course-alike teachers on curriculum, best practices, and assessment data.

Policies — Rigorous, Relevant, Coherent Curriculum

Indicator: The school assesses the curriculum and its rigor, relevancy and coherency after examination of policies regarding course completion, credits, grading policies, homework, etc.

Prompt: Determine the extent to which key stakeholders are involved in the selection and evaluation of the curriculum to ensure it matches the school’s mission and schoolwide learner outcomes. Particularly evaluate the strategies used to solicit teacher input into the design of the curriculum and the use of technology within the curriculum.Findings Supporting EvidenceDepartment chairs represent the school and its teachers at district CIT meetings so that teachers have input regarding what they are doing in the classrooms. Teachers are also invited to attend district meetings in the summer to review, revise, and align curriculum.

Math teachers meet during the summer to plan curriculum that meets school wide learner outcomes while teaching context. Each course group meets for data analysis, best practices, repeat problems, and spiral questions that drive the curriculum. In addition, course leads meet at the district each quarter for Algebra I

CIT meeting minutes

Summer meeting minutes

Articulation Days with Middle Schools

Whittier College Amy Biehl Foundation Conference

Articulation meeting

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9th grade, Algebra I 10th grade, Geometry, and Algebra 2 for data analysis, best practices, repeat problems, and spiral questions that drive the curriculum.

The Math Department has also created classes with modified curriculum to help struggling students get back on track to meet A-G requirements. These classes include Algebra I 10th, Concepts of Geometry, and Into to Algebra II.

Social Science teachers meet to discuss and determine how to present/instruct curriculum during the summer at the district office Best Practice Meetings. In fact, course leads from all Whittier Union High School District sites participate in intense Best Practice meetings in the summer. There, they develop common assessments and pacing guides for each of the department’s subjects and share best practices on a regular basis.

As common assessments are not a part of the Practical Arts Department, since teachers do not share similar courses, much of their department meeting time is used to discuss grading policies, student concerns, remediation strategies, the effectiveness of embedded support, and parent solicitations. Intervention recommendations for specific students are forwarded to the attendance clerk, assistant principal of Guidance, or the Intervention Specialist to maximize student success. Technology is a predominant feature in each of the Career Technical Education classes. Textbooks used for these classes are often the same textbooks used at the community college level.

Each special education student has his own Individualized Education Plan. Parents, students, special education teachers/case managers, and general education teachers meet to develop an educational plan that meets each student’s needs.

minutes

● Master Schedule

● Course Planning Meetings

● Pacing Guides


● Course-alike meetings minutes

● District meeting minutes


● Pacing Guides

● IEP Documentation

Articulation and Follow-up Studies

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

Prompt: Share examples of articulation with feeder schools and local colleges and universities, including comments on the regularity of their occurrence. What has been revealed through the follow-up studies of graduates and others regarding the effectiveness of the curricular program?Findings Supporting EvidenceEnglish department chairs and course leads meet with feeder schools. The representatives from the feeder schools visit our English classes and in turn Whittier High School teachers visit their classes.

Whittier College Amy Biehl Foundation Conference

Articulation meetings

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This year, Whittier College invited Whittier High School to participate in the first annual Amy Biehl Foundation Conference on June 1, 2013. Students who participated engaged in research strategies and developed an idea for their Senior Project based on themes spurred by the conference.Whittier High School does a great job of articulating with Edwards, Dexter, and East Whittier middle schools, which are the site’s feeder schools. This has been a challenge over the years as we are not a unified school district, and Whittier High School receives students from five different middle schools in three different partner elementary districts. Some math teachers within the feeder schools have adopted Whittier High School’s teaching practices. Periodically, math course-leads visit feeder schools to observe instruction. There is also an 8th grade visit where students tour the campus and visit different level math classes. The day before school begins, Freshman First Day, is dedicated to incoming freshman. Each freshman is assigned a senator to mentor them through their first few weeks at Whittier. Whittier High School hosts a Future Frosh Parent Night, where 8th grade students and parents are invited to view courses, clubs, sports, and activities at Whittier High School. There is nothing in particular that math does with local universities and colleges, but presentations from different universities and guest speakers from AVID, Puente, CCA, and other organizations take place within math classes.

Effective Career Technical Education courses are articulated with our local community college. The purpose of CTE is to prepare students for college and career. Students will leave high school and continue their education either moving towards a first bachelor’s degree or a two-year technical degree. Articulation agreements are set up with credit by exam via Whittier High School’s CTE final exam. Students must earn a B or better to receive college credit for the articulated classes. A new policy of offering students the articulation credit without enrolling at the community college will provide many more students the opportunity to obtain college credit. In addition, through the Cardinal Computer Academy, students may earn International Microsoft Office Certifications which will be honored for one college credit each at over 500 ACE colleges across the United States.Articulation agreements between Career Technical Education teachers and community college teachers must be renewed yearly. An online process facilitates articulation success. This process increases our student’s access to postsecondary opportunities.

The Special Education staff meets with middle school staff, parents, and student to collaborate for each incoming student. Students have an opportunity to visit Whittier High School at general education Future Frosh Night and Special Education Future Frosh Night. Based on educational needs, students are invited to

minutes

● Best Practices minutes with Feeder Schools

● Freshmen First Day Attendance Logs

● Presentation Flyers

● Articulation Agreements


● Transition Meeting Documentation

● Frosh Night Flyers

● Sign-In Sheets

● Progress Reports

● Case Manager and Job Developer Notes

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attend summer school for recoupment and recovery as well as student orientation. Parents receive progress reports from the Special Education staff four times per year regarding students’ educational goals. This is in addition to grade reporting from the general education staff. Ongoing collaboration changes based on individual student needs often include: TeleParent, e-mail, texting, daily or weekly notebooks, personal phone calls, and home visits.

Case managers and job developer follow up with students one year after graduation to survey how they are doing in school and their jobs.

ConclusionsPrompt: Comment on the degree to which this criterion is being addressed.Findings Supporting Evidence

Whittier High School strives to implement programs that have been shown to be successful with students. The staff here at Whittier High School uses a variety of different strategies in their classrooms as well as outside their classrooms. Capturing Kids Hearts is used among many of the teachers and staff to help build positive relationships. We have seen an increase in student performance both inside and outside the classroom. Teachers in the majority of the subjects taught here are using Thinking Maps and the Jane Schaffer Writing Method to help students be successful in the curriculum taught in their classes. Students practice their essay writing skills by using the Jane Schaffer Writing Method for many of their written assignments on a regular basis, in order to better prepare them for the CAHSEE.

Teachers meet on an ongoing basis to help build the curriculum within their departments both here on campus and at district office. We are making an effort to not only meet our students learning needs but also to prepare for the implementation of the Common Core. Many of our courses have already begun to implement the use of BCR’s and Performance Tasks within their assessments.

Social Contracts

Jane Schaffer Posters

Thinking Maps

Department meeting agendas/ notes

Best practice meeting agendas/ notes

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

Whittier High School has addressed the need to increase the school wide use of Academic Language by implementing a school wide word of the week campaign. Each week the different courses post and use a pre-selected academic term to use in class that week. Teachers are encouraged to expose the students to the academic tern as much as possible. Many teachers have this “Word of the Week” posted in their room and make reference to it with in their

Class agendas

Daily announcements

Word of the Week postings in the classrooms

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curriculum as much as possible throughout the week. Many times one will hear the students using these new academic terms when passing them in the hallways and out on campus.

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B2. Curriculum Criterion

All students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals.


Variety of Programs — Full Range of Choices

Indicator: All students are able to make appropriate choices and pursue a full range of realistic college/career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students.

Prompt: How effective are the processes to allow all students to make appropriate choices and pursue a full range of realistic college/career and/or other educational options? Discuss how the school ensures effective opportunities for career exploration, preparation for postsecondary education, and pre-technical training for all students.Findings Supporting EvidenceWhittier High School is proud to be a progressive school that works relentlessly to narrow the achievement gap. Its most valuable asset is its staff, whose passion is evident in its constant quest to find creative solutions to service all students and to provide viable paths to assist them in not only meeting the graduation requirements successfully but also preparing them to meet their own personal and career goals.

Towards that end, students have easy access to multiple academic and career-based programs. In an effort to encourage students to explore careers of their choice Whittier High School participates in the district’s annual college fair. All levels of post-secondary education are represented, including community colleges, trade schools, CSU, UC, and private universities. In addition to our district wide effort, there are also many opportunities on campus through various programs for our students to familiarize themselves with choices after high school.

The New Horizons Office offers career exploration and college preparation. Through New Horizons, students are exposed to college speakers from career tech universities and traditional four year universities. The office also offers assistance with college searching, application workshops, SAT and ACT registration, and access to financial aid assistance. Whittier High School also has a college and career coordinator on campus to assist students with career exploration.

Furthermore, the New Horizons Office provides information for students regarding the four systems of college education, trade schools, career, and military options. The New Horizons Office regularly collaborates with the previously mentioned organizations

College Fair Information

● College Speakers’ Confirmation E-mails

● College Application Workshop Flyers

● Boys and Girls Club Partnership to Provide SAT Prep Classes

● Financial Aid Night Flyers and Packets

● Rio Hondo College Representative on Campus

● Rio Hondo College and Whittier High School Concurrent Enrollment Form

● Cal-Soap Representative Sign-Ups

● Military Recruiters Schedule

● Synergy Documentation of Students Career Path

● Student Research Papers and PowerPoint

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by allowing them access to students through classroom presentations or lunchtime information booths. Students also have the option and are encouraged to sign up for community college courses through our partnership with Rio Hondo Community College where they can be dually immersed in high school and college. New Horizons also hosts weekly visits from Cal-SOAP representatives who are current active college students to come and speak with students regularly. The New Horizons also hosts military personnel monthly to accommodate the interest of military bound students.

To further expose all students to career and educational opportunities, in 2013, the freshmen English teachers decided to have students complete an online interest survey that relates to careers. Teachers used California Career Zone’s website (www.cacareerzone.org) to complete several surveys to find careers that match their interests. These results will be gathered by Rob Cammarata, the career counselor, and given to guidance counselors to be scanned into their Synergy accounts to further help students with their career paths. In addition, these surveys may be used by other teachers to help highlight specific careers in their subjects.

Students at the sophomore level complete career projects based on their interests. Students write an essay in MLA format and present their career using PowerPoint in front of their peers.

To further prepare all students for post-secondary choices, all seniors are required to complete a Senior Project as part of their graduation requirements. This year, the project was changed to a career focus at the sophomore, junior, and culminating senior level. As part of their fieldwork, students are now making connections and networking in their career field of choice, giving them a post high school advantage. The Senior Project is a research driven project in which seniors complete a rigorous 7-10 page research paper, in front of staff and community members, a fieldwork plan that is executed in the community, an oral presentation in conjunction with a PowerPoint slideshow and a portfolio compilation of the entire project’s components.

In order to provide a smooth transition to college or career training, Whittier High School offers several elective courses through its partnership with Tri-Cities ROP. Towards that end, several ROP courses have been articulated with Rio Hondo College. Students can earn three college credits for successfully completing an articulated course, thereby saving money, and most importantly, gaining advanced learning in their program of choice.

The classes offered on our campus include, First Responders, Introduction to Medical Careers, Introduction to Sports Medicine, Computer Enterprises, Auto Shop, and Administration of Justice /

Presentations

● Senior Project Portfolios

● Fieldwork Logs

● Online Moodle Postings

● Community Member Invitation Letter and Rubrics

● Tri-Cities ROP Course Catalogue

● Rio Hondo College and ROP Concurrent Enrollment Form

● ROP Open House Flyers

● Master Schedule

● Guest Speakers Email Confirmations

● Master Calendar

● Puente Enrollment Forms

● Guest Speakers Confirmation Emails

● Field Trip Consent Forms

● FBLA Student Activities

● Competition Results

● Mentor Assignment Roster

● Students Resumes

● Mentor Assignment Roster

● Career Portfolios

● Master Calendar

● Evaluation Forms

● Internship Assignments

● Microsoft Office Certifications

● Guest Speaker List

● Campus Tour

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Forensic Science. Students interested in taking other courses have access to the full catalogue of courses offered by ROP.

In order to educate students about the several choices they have, ROP hosts an open house for high school students and their parents to see their programs, meet individual teachers, and participate in a question and answer session. Counselors and ROP instructors work closely to inform students about the class choices they have through ROP. Students interested in pursuing a healthcare profession can take the CPR class, where students receive a license for completing all skills set for the course. This covers Adult, Child, and Infant CPR with use of an Automated External Defibrillator (AED). The ROP classes also have guest speakers, technical career college speakers, as well as an end of the year careers assembly.

Puente teachers actively recruit eighth graders in all feeder schools. Students also benefit from classroom speakers who come to discuss their college and career path. This enables students to connect the skills learned in class with relevance for their future goals. Furthermore, students also have the opportunity to visit several colleges in Northern California. Because Puente is run through the English class, it does not impact electives and students have access to all school-wide programs.

The Cardinal Computer Academy provides the appropriate training and skills for students to be able to enter the workforce. Students accepted into this academy are able to participate in Future Business Leaders of America (FBLA) and the Whittier Student Chamber of Commerce. FBLA students are able to compete in a statewide competition in their career expertise (levels include accounting, speech, Excel, etc).

The Cardinal Computer Academy is designed to help students seek their career passion. Teachers, mentors and counselors collaborate with these students to explore their career preferences. Students are also given the opportunity to complete a career assessment in their Computer Application I class their sophomore year to begin to understand and explore an array of career opportunities and choices and to pursue a full range of realistic career and educational paths. This introductory course allows them take part in a career search while learning how to build a professional resume.

During the subsequent course of Computer Applications II within their junior year in the Cardinal Computer Academy, students are matched up with a professional mentor. This includes a professional who may have pursued a career similar to the student’s interests. They are able to help encourage and motivate students to reach academic and personal success. Mentors work closely with the CCA students helping them complete a career portfolio that is

Documentation

● Avid Program Documentation Forms

● Master Schedule

● Tutors Schedules

● Guest Speaker List

● Field Trip Documentation

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reviewed by their mentor in a “mock interview.” Each student is given an evaluation with feedback of strengths and areas of improvement. In the last and third course of the CCA, which is their Computer Senior Seminar, students are able to participate in an internship in a local community business according to each student’s career interest.

At the end of their junior year and throughout their senior year, students are able to enhance their skills in Microsoft Office and then take a certification test. Lastly, this pre-technical training and certification enables students to expand their options in career exploration during and after high school. They are well prepared for not only a postsecondary education, but to have a stronger foundation of technical skills when entering the workforce.

The program seeks to motivate students and help them see the importance of their academic success as well as continually supporting and informing parents. The program strives to help students and parents see the link between their efforts at high school and their post-graduation future, which is supported through the inclusion of motivational speakers and university campus tours in the curriculum. Some of the course activities and requirements include writing for all classes, developing success strategies, applying for college, preparing for a professional career, visiting college campuses, interacting with guest speakers, applying for financial aid, expression through Socratic seminars, participating in weekly tutorials, and participating in extracurricular and community activities. Parents are invited and involved in all these events. There are currently four Avid classes in the master schedule with a total of 100 students. Avid also utilizes college tutors to assist with all aspects of the AVID classes. The tutors attend training provided through the district and LACOE to specifically train them in the tutorial process.

Arts careers and vocations are promoted through professional speakers and fieldtrips. These opportunities are integral parts of the visual and performing arts curriculum. These professionals enlighten students to careers and vocations within each art field. Past speakers have included graduates of the Fashion Institute of Design and Merchandising and stunt professionals employed at Disneyland. Fieldtrips to the Los Angeles County Museum of Art and Disneyland (for band competitions) also provide students with a view to different applications of those art forms.

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Student-Parent-Staff Collaboration

Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, based upon a student's learning style and college/career, and/or other educational goals. (This includes the evaluation of whether online instruction matches the student’s learning style.)

Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, based upon a student's learning style and college/career and/or other educational goalsFindings Supporting EvidenceClear communication and collaboration amongst parents, students and staff is fundamental to ensuring that students are equipped with a learning plan to attain their goals; therefore, our counseling team and our core and academic departments work closely to provide students and parents plenty of opportunities to understand the students’ learning plan and give input. This is done through events put on by the counseling team, articulation between counselors and staff, parent conferences, and our online database for students and counselors.

In the spring, school administration, counselors, teachers, sport teams, administration, and school programs host the Future Frosh Night. This comprehensive event sets the tone for collaboration between all stakeholders beginning students’ freshman year to guarantee that all work together for the benefit of the students’ success. It also gives incoming parents’ and students’ knowledge of what Whittier High School has to offer academically and it introduces them to many of the extra-curricular activities available to all freshmen. It gives them a sense of understanding of what high school will be like, as well as an overview of their A-G and high school requirements. During this event, they are able to receive a full overview of what classes they can take their freshman year. At this time, they are able to submit their course selection sheets with their selected classes.

During Parent Power in the summer, the guidance team encourages the success of incoming 9th graders. At this time, parents are given a full overview of academic, disciplinary, and school wide expectations. The counselors once again review high school graduation requirements, A-G requirements, and all academic programs, as well as extracurricular activities offered to their students.

Furthermore, parents are continuously informed of their students’ academic progress through senior at risk letters, progress reports every four and a half weeks, and via ParentVue. ParentVue provides online enhanced data display views for: class schedules, graduation requirements, attendance, course history, report cards, student demographic information, and teacher grade books. This

Parent Nights

● School Site Council Minutes

● Synergy

● Future Frosh Night Event Packets and Information

● Clubs and Programs Handouts

● Course Selection Sheets

● Master Calendar

● PowerPoint Presentation

● Parent Power Information

● Senior At Risk Letters

● Grade Reports

● Synergy

● Master Calendar

● Student Schedules

● Parent-Teacher Conference Appointments

● Meeting Agendas

● Meeting Minutes

● Parent Sign-In Sheets

● Meeting Monthly Flyers

● Handouts In Spanish

● Meeting Handouts

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allows students and parents to have access to their attendance and academic progress at all times.

In the spring, the guidance team meets with all grade levels to ensure that students are placed in the appropriate classes for their coming school year and their summer classes if needed. Transcripts are reviewed and they are able to log onto their StudentVue to select their classes with the guidance and instruction of the counselors.

In addition, parents and teachers also have the ability to request a parent-teacher conference to discuss any academic or social concern pertaining to their son or daughter.

The New Horizons Office holds monthly parent advisory meetings for all EL and RFEP parents. The New Horizons Director and a Spanish teacher, conduct these meetings in Spanish. The goal is to provide a link between the Spanish speaking families and the school. They help parents navigate the education system in their primary language to help them support their students’ education. The parents are active participants in meetings that highlight Whittier High School graduation requirements, A-G college eligibility requirements, workshops/conferences available to parents, how to request parent conferences, how to contact their students’ teachers, important school events, financial aid, California High School Exit Exam, and attendance issues.

Monitoring/Changing Student Plans

Indicator: The school implements processes for monitoring and making appropriate changes in students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.

Prompt: Evaluate the effectiveness of the ways the school ensures that processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs).Findings Supporting EvidenceOur counseling team works assiduously to monitor student learning plans on a regular basis. Per our vision statement, it is our goal to assist students in their pursuits and to support them in the decision making process. We are committed to creating an atmosphere of encouragement so that each student is empowered to set and pursue goals as they prepare for their future. We want to ensure that all students prepare to meet the A-G requirements. To that end, all students are required to create a four year plan outlining coursework that will help meet this goal.

Each year, the counselors meet with students to review their graduation plan. Students review their transcripts to be able to identify which areas they may need advanced or remedial courses. When students meet with counselors, this helps students initiate

Whittier High School Mission Statement

● Student 4-Year Plans

● Master Calendar

● Department and Guidance E-mails

● Department Recommendation Sheets

● Course Selection Sheet

PowerPoint Presentations

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effective conversations that allow them to create a plan for college and career options. In addition, all departments closely collaborate with the Guidance Office to ensure appropriate placement of students during the school year and promotion for the following year.

During schedule verification/program pick up in the summer, counselors give students a list of their classes for the fall. These are classes that students selected during spring programming. A day is allocated for each grade level, starting with seniors and ending with freshman students. This gives the guidance team an opportunity to provide service of excellence according to their academic needs and grade level. At this time, students are able to request changes if necessary and counselors are available to ensure that all students are meeting their academic goals.

During the first semester, the guidance counselors meet with each grade level to give them a full overview of their graduation plan. These presentations include Senior Action Plan, Junior Jump Start, Sophomore Sink or Swim, and Freshman Reality Check and are annual revisions of the students’ four year plans, which ensures that they are on track for graduation. This allows us to increase the opportunities for our students to explore post-secondary career and college opportunities.

Whittier High School Handbook

List of Courses

Post High School Transitions

Indicator: The school implements strategies and programs to facilitate transitions to post high school options and regularly evaluates their effectiveness.

Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transitions to post high school options.Findings Supporting EvidenceStudents at Whittier High School have many opportunities to make appropriate choices and pursue a variety of post-secondary opportunities. All Whittier High School students are required to enroll in a vigorous program beginning their freshman year. All students are enrolled in college-prep classes to best prepare them for their individual road after high school. The natural sequence of classes at Whittier High School will allow students to be eligible to apply to universities their senior year. Those who choose other career paths are better prepared because of the rigorous course of study. The New Horizons Office provides information for students regarding the four-systems of college education, trade schools, career, and military options.

In order to facilitate the transition to post high school options, we have been making the Armed Services Vocational Aptitude Battery (ASVAB) test accessible to all juniors who wish to take it. The

● Master Calendar

● Students Class Schedules

● A-G Completion Rate Data

● New Horizon’s Brochures

● ASVAB Student Sign-Ups

● ASVAB Student Results

● Mentor Program Rosters

● Guest Speaker Forms

● Fieldtrip Documentation

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ASVAB is a multiple-choice test, administered by the United States Military Entrance Processing Command. This test is designed to be helpful to virtually all students, whether they are planning on immediate employment after high school in civilian or military occupations, or further education at a university, community college, or vocational institution.

Whittier High School’s academies and programs systematically schedule guest speakers and/or assign mentors to their students to help them network and better prepare them to be successful after high school. The AVID program provides tutors and guest speakers and takes their students on several college campus tours. The Puente program requires their students to complete a minimum of 15 hours of community service, which allows them to gain valuable workplace skills. Furthermore, the Puente program also provides students with various guest speakers who share their career paths with students. In the same way, the Cardinal Computer Academy also schedules guest speakers and recruits community members to act as professional mentors for all their juniors. Additionally, the intervention coordinator selects highly effective motivational speakers for the Guided Study classes. The speakers for this program are hand-picked to deliver a message of hope and encouragement to at-risk students. These speakers who are now successful professionals in our community share a similar background as the struggling students.

In addition to the outreach provided by the various programs’ guest speakers and/or mentors, the current college/career advisor has also offered an assortment of guest speakers from various professional backgrounds available to all teachers who wish to sign up their classes. Under his leadership this year, Whittier High School hosted its first annual Service to the Community Fair. Various community organizations were invited to the Whittier High School campus to set up booths during lunch. Students were encouraged to visit the booths to network and find out more about career, internship, or volunteer opportunities. Whittier High School is privileged to have close ties with its local colleges, which enables students to make a smooth transition to college. Cerritos College and Rio Hondo Community College are both within Whittier High School’s vicinity. Whittier High School works collaboratively with them to provide students a pipeline to those interested in enrolling in a community college. For example, both schools offer Senior Preview Day, which allows students to visit their campuses and become familiar with the different programs they offer. We also work collaboratively to coordinate the required assessments and orientation. Furthermore, we have a Rio Hondo representative on campus on a weekly basis to assist students through the college application process. Through our articulation with Rio Hondo, students are able take courses at Rio Hondo free of charge and are able to receive college and high

● Community Service Documentation

● Guest Speaker Approval Form

● Guest Speaker Blurbs

● Teacher Sign-Ups

● Master Calendar

● Guest Speaker Informational E-mails

● Service to The Community fair flyers

● Community College Representatives Student sign-in sheet

● Rio Hondo Preview Day

● Cerritos Preview Day

sign-in sheet

● Event Flyers

● Assessment sign-ups

● Rio Hondo College Representative on Campus

● Concurrent Enrollment form

● Presentation Schedule

● Guest Speaker approval form

● Program enrollment data

● Whittier College mentor roster

● Student transcripts

● Enrollment data

● Students research project

● Students personal statements

● Lesson plans

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school credit for approved courses. This allows students the opportunity to explore other classes of their interest. During the spring, the Rio Hondo Success and Retention Office hosts a Finish Strong presentation to all Senior English classes, where they are invited to participate in their Summer Bridge program, which helps incoming freshman college students make a smooth transition to Rio Hondo College. We have the highest number of participants in their program from the district they serve.

Whittier College is a liberal arts college located right down our street. We participate in numerous projects with Whittier College to help demystify the college process and to provide our students networking and career exploration opportunities. For example, we currently have the Whittier College Mentor Program wherein students are matched with a professional that serves as a mentor to help them with their postsecondary plans after high school. Moreover, our high achieving math students are given the opportunity to take math classes at Whittier College. Their tuition fees are waived and they are able to earn college credit for the course.

Our efforts to help our students make a seamless transition to post-secondary options have also carried over to the curriculum of several departments.

At the sophomore, junior and senior years, students complete a career-based research project within their English classes. At the junior and senior level, students also work on UC application personal statements.

In preparation for post-secondary education and pre-technical training for science students, the science curriculum incorporates lab skills, using scientific tools such as microscopes, Bunsen burners, balances and scales, and other lab equipment. In AP classes, lab skills are furthered. Note taking skills include Cornell notes, Thinking Maps, and critical thinking skills.In addition, students are stimulated to use their critical thinking skills through various assignments such as reading, case studies, and careers in science activities. Students read and evaluate various Case Studies and Performance Tasks. They are given real world problems and scenarios and must answer questions and create plans to solve those problems. In addition, each assessment contains at least one BCR question dealing with a real world situation. This year, the Science Department will host a Science Career Day where multiple professionals involved in science related careers will speak to students about their respective professions.

The Native I and II classes within the World Languages Department have implemented a whole unit on professions. In this unit, students are able to discuss different professions and make

● Lab assignments

● Students work

● Students work

● Master Calendar

● Guest speaker list

● Student career projects

● PowerPoint presentations

● Field trip documentation

● SOP documents

● IEP documentation

● Job performance evaluations

● Lesson plans

● Fieldtrips

● Disability Fair Flyer

● Career Flyer

● Class Roster

● Annual Exit Survey Report

● C Building College Wall of Fame

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plans for the future. Students read about different careers. They also speak about the jobs they expect to have in the future based on their current hobbies and pursuits. At the end, students are required to choose a profession on which they must conduct research. They learn writing and research skills that are helpful for their Senior project. Students then present their research to the class. For their presentation, students are responsible for preparing an oral presentation and a PowerPoint presentation in front of the class.

Strategies for smooth transitions to post high school options for special education students include: fieldtrips to community colleges, and tours of the district’s Transition program for students as appropriate. Students leaving district services are provided with a Summary of Progress (SOP) document to provide to disability service providers at other locations. Transition planning process begins before age 16 and is monitored and reviewed yearly. ITP addresses educational, career, life skills, recreational, and community involvement.

Students are notified and/or assisted in applying for services such as speech/language, department of vocational rehabilitation, regional center services, and Social Security Disability Insurance.

In addition, students are driven to work experience locations and performance is monitored. Job Developer provides lessons on vocational awareness in SH classes totaling two hours per month and other special education classes for one hour per month through Job Club. Fieldtrips to community colleges are offered to students. Disability Fair and Career Fair are promoted and offered to students. A career project assignment is given to 10th grade students. Senior Project is also career focused in which students must research a career of their choosing, interview professionals within that career, and complete fieldwork within their chosen profession. In summer, a five credit Job Club class is offered to students at the district office and Job Developer provides transportation to interested students. Special education students are also eligible to apply to any campus program including AVID, PUENTE, Cardinal Computer Academy, and ROP as appropriate.

The New Horizons Office conducts an exit survey each June to evaluate trends and patterns in our student population. Our exit survey allows us to see which colleges our students are applying to and how many are relying on financial aid. This helps determine what services the office needs to increase. The survey also documents the difference between students in programs such as AVID, Puente, and the Cardinal Computer Academy and evaluates how these students compare to students outside of these programs. Lastly, the survey furnishes New Horizons with the school or military service that each student is attending in the fall. This information is then used to create a college wall of fame, honoring

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all students and their accomplishments. This honorary wall remains in place until the fall.

ConclusionsPrompt: Comment on the degree to which this criterion is being addressed.Findings Supporting EvidenceWhittier High School does not track students into set pathways. Each department offers a variety of classes that enable the students to pursue their academic and career goals. The Guidance Office, New Horizons, Career Center, ROP, Cardinal Computer Academy, Puente, and AVID Programs support these students by providing them with a clear personal learning plan to prepare them for their postsecondary goals. For example, AVID and Puente programs each have a counselor who, in addition to meeting with their assigned caseload, must also meet with their AVID or Puente students to ensure completion of high school requirements and A-G eligibility every semester.

Needless to say, our counseling department has a high degree of efficacy as their team provides our students with very precise and updated information pertaining to their individual learning plans. They have created a multi-tiered outreach system to make sure they provide constant support to our students.

The counseling team meets once a week to plan guidance activities and events. They are provided with data on student achievement including numbers of students at risk of not graduating. Every student is able to successfully complete the graduation requirements in a timely matter. Counselors meet with students at every grade level to develop an action plan, review transcripts, and present information on high school graduation requirements and A-G eligibility. Counselors meet with the at-risk student population with their corresponding grade level as a whole and at least once every quarter individually. Every counselor receives a printout of D and F students at the end of each quarter and meets with students individually to review grades, importance of credits, and recommendations such as tutoring and alternative education. In addition, parent meetings are set up according to grade level where counselors meet individually with at-risk students and their parents to review transcripts, attendance, and behavior. Students who have yet to pass the CAHSEE must take a Standards Review class in math and/or English for exam preparation. Counselors are available after school every day for parent/teacher conferences.

In our student survey, 77% of our students said that our school was preparing them well for college or other education or training after they leave high school. 76 % of them also stated that, overall, they were getting an excellent/good education at our school. 90% of

● Master Schedule

● Student Four Year Plans

● Meeting Agendas

● On Target High School Graduation Data

● Synergy Documentation

● D/F Reports

● Parent Meeting Handouts

● PowerPoint Presentations

● Master Calendar

● Preparation Materials

● Student Surveys

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them felt knowledgeable of the requirements for graduation and where their standing in relation to them.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.Findings Supporting EvidenceTo increase school wide use of Academic Language, Whittier High School is currently promoting Word of the Week. Besides simply identifying the school wide word and its definition, teachers are creatively working it into class assignments. It is also printed in the bulletin and announced over the intercom at announcement time.This criterion has a direct impact on our ability to address the needs of our English Language Learners. In an effort to provide them equal access to the school’s entire program and a clear pathway to post-secondary plans, we have proactively reached out to their parents and provided workshops, meetings, and handouts in both Spanish and English.

For example, the AP Language and Native Spanish teachers have taken a step further to truly meet the needs of the English Learners and their families. They work closely with the New Horizons director to plan and facilitate the monthly ELAC meetings. They encourage all of their students to attend with their parents by offering them participation points. The main objective of the meetings is to keep Spanish-speaking parents informed and provide them with tools to continue to be engaged in their children’s education. The meetings are conducted in Spanish. Topics such as A-G requirements, transcript interpretation, Parent Vue training, and parent conferences are a few of the workshops that are presented to parents. This has been a highly successful collaboration among teachers, parents, students, and administration to reach out and engage our ELL parents. The ELAC meetings are well attended with up to one hundred parents in attendance on a monthly basis.

Furthermore, all college informational meetings (Junior Parent Night, Senior Parent Night, Financial Aid Night, FAFSA appointments) are conducted in both Spanish and English. In addition, all guidance meetings (Parent Power, Future Frosh Night) are also in both languages. We understand that part of English Language Learners success relies in our ability to educate and engage their parents in their education. Therefore, all of our documentation is translated in Spanish. A few examples include our school handbook, summer mailer, and any correspondence sent home. Again, this has truly proven to be beneficial to meet the needs of our English Language Learners.

To increase opportunities for our students to explore post-secondary career and college opportunities, several departments

● School’s Bulletin

● Classroom Agendas

● Meeting Agendas

● Meeting Minutes

● Translated Forms

● Class Syllabi

● Parent Sign-in Sheets

● Meeting Handouts

● PowerPoint Presentations

● Documents Translated in Spanish

● School Correspondence in Spanish

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have also made college and career exploration a part of their curriculum in order to ensure that all students are presented with chances to consider post-secondary choices. For example, the English Department, World Languages Department, and the Special Education Department now include career exploration projects at multiple grade levels in their curriculum. Programs such as the Cardinal Computer Academy, AVID, ROP classes, and Puente already provide career and college exploration opportunities as part of their respective curriculum and continue to look for ways to keep these opportunities current and relevant. Furthermore, this year we have a very effective college/ career advisor who has coordinated guest speakers and produced our Service to the Community Fair among other smaller scale projects to expose our students to choices after high school.

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B3. Curriculum Criterion

Upon completion of the high school program, students have met all the requirements of graduation.


Real World Applications — Curriculum

Indicator: All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.Prompt: Evaluate ways the school ensures that all students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.

Findings Supporting EvidenceThrough the Senior Project fieldwork, all students have an opportunity to explore real world experiences pertaining to a career of their interest. The fieldwork is part of the English Senior Project that all students must complete in order to meet one of our district’s graduation requirements. Students are asked to complete a minimum of fifteen hours of fieldwork with any individual, business, or organization that connects to the career of choice. In addition, they must also find a mentor that is associated with their fieldwork. This prepares our students to start thinking about choices after high school and also gives them firsthand experience in a career of their choice. This truly gives students a glimpse of what a real world job entails.

All of the AP Language Spanish students have a chance to hone their bilingual skills in real life situations throughout the school year. For example, they are given credit for acting as translators for Back to School Night, they act as facilitators in the ELAC parent meetings, are assigned translations for our school community, and translate for Senior Project Parent Night. During these events, students are required to dress in a professional manner and act accordingly. Teachers are asked for feedback concerning their punctuality, their attire, and behavior. This instills pride within the students and encourages them to continue improving their bilingual skills in real life settings. Furthermore, in order to better prepare the bilingual student population that we service, all students are encouraged to obtain the Seal of Bi-literacy. If students are successful in meeting the requirements, they receive a medal at graduation and a seal on their official transcript, which will give them an advantage when applying for jobs that require bilingual skills.

A vocational pathway has been developed for special education students, which includes academic courses addressing state standards as well as job training through the Work Skills, Prep for Work, and Job Club programs which serve as bridges to the district’s Transition to Adulthood program or directly to pay

● Senior Project Fieldwork

● List Of Mentors and Community Judges

● Mentor Interviews

● Mentor Commitment Forms

● Senior Project PowerPoint

● Teacher Websites

● Assignment Sheets

● Teacher Feedback Forms

● Seal of Bi-literacy Report

● IEP Documents

● Lesson Plans

● Voting Materials

● Volunteer Forms

● Master Schedule

● Fieldtrip Documentation

● Guest Speakers Approval Form

● FBLA Meeting Agendas

● Community Service Documentation

● Sports Offering Schedule

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employment post high school.

All Social Studies classes participate in a mock election. During this time, students engage in analyzing, researching, and discussing various propositions and candidates. This gives the students an opportunity to simulate their real life civic duty so that they will already be familiar with the voting process when they are of age. Furthermore, all Government classes are encouraged to participate in ballot collection at the Los Angeles County Registrar’s Office. This allows the students to have a better understanding of the infrastructure of ballot collecting.

Each industry sector within the Practical Arts Department—Criminal Justice, Automotive, Business, Medical, Architecture & Engineering Design, Hospitality, and Business & Information Communication Technologies—gives students the opportunity to explore real-world applications using the technical instruction provided. Career Technical Education, by definition, is designed for hands on student experience. Each industry sector incorporates classroom speakers, college presentations, fieldtrips, and instructors who have worked in the areas they are teaching. Student CTSOs (Career Technical Student Organizations) are encouraged to help students develop real world experience in leadership, communication, problem solving, and teamwork. Membership in FBLA (Future Business Leaders of America) is an opportunity that is open to all students and provided by the Cardinal Computer Academy. Participation in the Whittier Student Chamber of Commerce is chosen from each business academy in the district. Along with the Cardinal Computer Academy requirement of forty hours of community service, special business enterprise projects, Virtual Enterprise, photo booth, binding, and shirt production are other examples of real world applications in which the students engage.

Science students are required to summarize reading in writing and perform case studies. Students are also made aware of careers in science.

The Physical Education Department offers a variety of sports that are used as a means to promote life-long physical fitness. We believe, and hope, our students find physical activity to be fun, which will render them more apt to remain active outside of P.E. Participating in team sports encourages collaborative learning and helps build effective communication skills, which are essential in real life health management.

Each area of the Visual And Performing Arts Department participates in community events in various ways. The Music Department performs at several events, including the Whittier Christmas Parade, and Disneyland. The Advanced Theatre, Theatre

● Master Calendar

● Event Flyers

● Event Programs

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Workshop, and Stagecraft classes collaborate to produce, direct, act, and stage A Night Of One Acts, a performance of several scenes to which the public is invited. Dance classes of all levels participate in the Spring Dance Show. This show includes not only choreography from dance classes but original student work as well. All Visual and Performing Arts Department classes also collaborate to produce Evening of the Arts, a showcase of artworks produced during the year’s classes.

Meeting Graduation Requirements

Indicator: The school implements academic support programs to ensure students are meeting all requirements, including the CAHSEE.

Prompt: Comment on the effectiveness of the academic support programs to ensure students are meeting all requirements, including the CAHSEE.Findings Supporting EvidenceAt Whittier High School, the Academic Mentor Program has been implemented as an effort to create an effective academic support. The focus of the program is helping students master academic skills, thus aiding them to pass their classes, eventually leading to an increase in the number of students who successfully meet all graduation requirements.

The Academic Mentor Program is a dual mentorship initiative that seeks to increase the success of academically/socially at-risk freshmen by training junior and senior-level students to academically assist them. These upperclassmen students, in turn, are mentored by training teachers who help solidify the mentors’ understanding of academic content and help to develop their interpersonal skills. Equally important, they are provided with career exploration opportunities.

Mentees have the opportunity to build affirmative relationships with their mentors who serve as positive role models and help them create a positive connection to school. They are given individualized direct intervention, which helps them master content skills.

This is the second year since the inception of this program. Even though the focus is primarily ninth grade students, during the 2013 school year, mentors were piloted within Chemistry and Parallel English, which contain students in mixed grade levels.

The following classes are staffed with Academic Mentors:

● On Target Graduation Data Report

● Mentors Feedback Documents

● Master Calendar

● Campus Watch Forms

● Parent Letters

● Summer School Class Schedule

● Class Rosters

● Fieldtrip Forms

● Student Produced Work


● Master Schedule

● Mentor Student Assignment Sheets

● Curriculum Pacing Guides

● Student Class Schedules

● Saturday School Sign-ins

● CAHSEE Exam Schedule

● On Target Graduation

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Guided StudiesAt risk 9th graders are assigned an Academic Mentor to help them with organizational skills, contents skills, and building a positive connection to school.

Algebra IAcademic mentors assist all Algebra I teachers with checking for understanding and provide in class, one-one tutoring for students that need additional support.

ChemistryCurrently, one teacher is piloting the use of academic mentors in the Science Department. Chemistry mentors walk around and check to see that students grasp the material and provide individual help when needed. Parallel EnglishThere is one period of Parallel English, Academic English Skills, for which five mentors are utilized. Students are placed in this class because they scored insufficiently on their CELDT and CST scores. Academic mentors work one-on-one with students. They also help students to become effective communicators by providing a stress free opportunity to build their academic language in a controlled, collaborative setting.

Summer Bridge is a prevention program created to proactively provide the necessary support to incoming ninth graders that have been identified as at risk students.

Middle school counselors complete a Campus Watch form each spring to identify students who, for various reasons, were not successful in middle school. Many of the students identified face a number of challenges such as emotional, social, and/or academic setbacks.

From those forms, students are enrolled in a summer class designed to provide a bridge into high school. They are placed in one period of Summer Bride and one period of Introduction to Algebra. In an effort to teach the students to be resourceful critical thinkers, the Summer Bridge class schedules various trips to the Whittier Public Library, the Whittier Museum, and The Jonathan Bailey House. In this class, students also complete a five-paragraph essay, a PowerPoint slideshow, poem, silhouette, and various other projects centered on values and community. The language arts portion of the class helps the students learn and use Academic Language. Many other lessons also focus on topics relating to success at the

Report

● D/F Rate Report

● Re-take Student Exams

● PREP Forms

● Master Schedule

● Saturday school sign-ins

● Class rosters

● A-G completion rate report

● Lesson plans

● Students work

● Students transcripts

● Materials used by Guided Studies

● Prep sign-ins

● Study guides

● Research projects

● Students work

● Project assignment sheets

● Saturday schools sign-in sheets

● D/F rate report

● On target for graduation report

● Class syllabus

● Re-take exams

● Saturday school sign-in sheets

● Saturday school sign-in sheets

● Graduation requirements

● Computer literacy passage report

● Summer school class

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high school level, such as A-G requirements, school rules, sports participation, and course placement. Since many of these students were not successful at the middle school level, one of the goals is to keep these students on track for graduation. After successfully completing the Summer Bridge program, they can earn up to 10 credits if they pass both Introduction to Algebra and Summer Bridge before they begin high school. This would allow them to have extra credits in case they fail one or two classes their freshman year so that they will not fall too far behind in credits.

The Summer Bridge program goes hand-in-hand with a yearlong Guided Study class that was created to provide extra support for at-risk students. The teacher’s role in these classes is to facilitate and foster an environment where students feel comfortable to ask for help and encouraged to be productive.

Furthermore, this is the second year these classes have been staffed with academic mentors. Academic mentors work with students on a 3:1 ratio. They help them with organization and study skills and provide support for their core classes. In addition to their academic assistance, mentors are successful, responsible, yet fun, interesting, and friendly upperclassmen that the students get to know on a personal level; they look up to them, thereby helping these students who often otherwise feel disconnected from school see the value in engaging in and expanding their school lives. As a result, students are provided with support to help them succeed in their core classes, inevitably helping them with their credits for graduation.

In addition to the various academic and social support programs created to ensure that students meet all the graduation requirements, each department has implemented their own intervention systems to help students successfully pass their classes which will in turn help them stay on track for graduation.

Students who do not pass the required California High School Exit Exam in March of their sophomore year are automatically enrolled in a Math Standards Review class for the upcoming year. The Math Standards Review classes are designed to prepare failing students with the necessary skills to pass the exam on their second trial. A select group of teachers constructs a curriculum that aligns to the state standards and teaches test taking skills so that students are not only prepared for the exit exams, but for future exams as well.

Identified incoming sophomores are enrolled in a Math Standards Review class, in addition to a core math class, such as Algebra I. All tenth grade Algebra I classes conduct a six-week preparation prior to the March CAHSEE. Saturday school classes are also

schedule

● Counselor intervention handouts

● Parent-teacher conferences

● Prep sign-in sheets

● IEPs

● Students schedules

● Prep sign-in sheets

● Master calendar

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provided to additionally prepare students for the CAHSEE and are a strong recommendation for Geometry students taking the CAHSEE for the first time.

The Standards Review classes are also offered in the summer, especially designed for incoming seniors who will take the CAHSEE in July. Beginning February 2008, seniors have been given the opportunity to take the CAHSEE exam in July, October, November, February, and March.

Although summer school has been cut drastically due to budget constraints, we have kept classes for students to make up for failing Algebra I. This dramatically improves the number of students that are on track to graduate.

If a student earns a Basic score or higher on the Algebra I CST, their second semester grade is raised to a C- if it was previously a D or F. This allows our students to earn credit and advance to a higher level class if they can demonstrate competency on the CST.

Embedded support is used to provide individualized instruction, homework completion, retesting, and completion of missing work. All of these improve their grades and help them pass.

Each Algebra 1 ninth grade class uses academic mentors. These are juniors and seniors that are trained to help the lowest performing students become successful. They stay for embedded support to make sure that every student has access to help. We have seen great improvement in students’ grades and effort due to the work of the academic mentors.

We are systematic in our retesting of Algebra 1 students. Every student that gets a D or F on a unit test is assigned a time during the school day to review and retest. We have seen a decrease in the amount of Ds and Fs for semester grades. This has a great impact on students’ ability to complete their Algebra I graduation requirement.

The PREP program and Guided Study classes provide additional support. Guided Study classes have access to Algebra I homework assignments so they can assist students. The PREP program provides additional tutoring after school.

After Semester One, Algebra I students that receive an F are transferred to another teacher to give them a new environment. We find that some students respond better to a different teacher’s style of teaching.

The English department offers a variety of resources and programs to ensure that all students meet the graduation requirements. For

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example, the current block schedule allows for embedded support time, which supports intervention on behalf of students who are still not grasping concepts. These twenty-minute periods occur at the end of each class twice a week. At the teacher’s discretion, students earning a D or F, performing poorly on a test, or missing homework or classwork is required to stay for embedded support. This helps students to keep up with the curriculum that they find challenging and to review any skills they may be lacking. It also allows students who are excelling to tutor other students who may be struggling. As a result, grades along with test scores, both national and local, have dramatically improved.

To help students who consistently struggle, we have put several interventions in place. Some of the courses and resources offered are Academic English Skills for English Language Learner freshmen and sophomores, Standards Review for juniors and seniors who have yet to pass the CAHSEE, RFEP CAHSEE Tutoring, Summer Bridge for struggling eighth graders, Saturday instruction, PREP tutoring, Guided Study, after school make-up Senior Project, and SDAIE classes (70% of students who comprise these classes scored Basic, Proficient, or Advanced on the CST while 30% scored below this level).

Science classes are sequenced to maximize all students' opportunity to fulfill A to G requirements, complete as many science credits as possible, and supply a well-rounded high school experience. Students begin with Biology in the ninth grade, which allows students to take Physics, Chemistry, and AP classes. The sequence also allows students who do not earn a C in Biology the first time to take Biology over, and thereby move up the ladder to Physics and Chemistry. This schedule increases the opportunities for students to use high quality academic language through science. Laboratories are a major part of these science classes and involve critical thinking skills, problem solving, and collaborative communication. Critical thinking, problem solving, and effective communication are the norms of each A-G class. Incentives are offered to students when taking the California State Tests. Students who score advanced on the CST may have their grade moved up one letter. The biology teachers collaborate with guided study teachers, who work with students needing help and supply materials to the guided study teachers. The PREP program is offered two hours a day, after school. Teachers and high achieving students act as tutors for the students who actively participate in the program to better understand biological concepts. Study guides for exams and assignment materials are supplied by the classroom teachers to the tutors to help guide them to teach specific material.

Some social science teachers require research projects, which help students prepare for what is expected in the Senior Project. Students are expected to meet set deadlines similar to the Senior

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Project. In some social science classes, students frequently are expected to conduct research outside of class as part of homework. Some teachers have their students conduct their research and project work during class using sets of laptop computers.

In addition, some social science teachers allow students to retake tests upon failing. This way, a student has an opportunity to pick up his or her grade to meet graduation requirements. Students also have a means to learn from their mistakes as they do in real life. Some social science teachers require students who have not completed their homework or other given assignments to stay during embedded support to make sure they complete the work.

Furthermore, some social science teachers offer extra credit opportunities for students to pick up their grades. One extra credit opportunity is Saturday School. Students who attend the social science Saturday School can make up work due to absence or complete work to bring up their grades.

The Embedded Support portion of the period allows each student the ability to make up absences, tardiness, and non-participations. This gives the students and teachers a valuable tool to keep students from failing. The use of loaner PE clothes has also improved grades dramatically. Dressing for PE is not optional and students are held accountable. The schools PREP program is also utilized and students can attend the fitness portion of the PREP program to recover lost points. As a result, nearly all of our students successfully complete the PE graduation requirement by the end of their sophomore year.

In an effort to help students complete all the graduation requirements, the World Language Department goes to great lengths to make sure that students are given the support that they need in order for them to successfully pass their language classes. For example, teachers encourage students to complete all their assignments by offering them credit for late assignments. The goal is for the student to get the extra practice they need to master the skills that are necessary. Rather than receiving a zero on an assignment, they benefit from completing the assignment, which in turn will help them do well on their assessments and in the class. Furthermore, the department also allows students to retake various assessments after reviewing the material that was unclear to them. Moreover, towards the end of every grading period a Saturday class is offered for all students to come in and get help with missing assignments or assessments. It is important to remember that all of our students are encouraged to take a world language class to ensure they have post-secondary choices once they graduate.

Students are required to complete one year of visual or performing arts with a grade of C or higher. Many students opt to take more

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than the one required year of visual or performing arts. The advanced classes in each discipline strive to serve their individual art form. Visual Arts teachers often offer after school and Saturday School opportunities for students to maintain up-to-date projects.

Ten credits of practical arts are required for graduation. A full year in any practical arts class will fulfill the requirement toward the credits; however, students may substitute a science, math, or other advanced course and meet that requirement. Computer literacy is also a requirement for graduation. The computer literacy requirement is met through five credits earned (one semester) through a class taught in the Business, Information Communication Technology, or Architecture and Engineering Design sector. A newly approved senate bill allows one year of a Career and Technical Education (CTE) course to count toward graduation in lieu of art or world languages. The computer literacy requirement may also be achieved with a passing score on a district-wide computer literacy test given once a year or through a mini summer school course in computer literacy.

The Cardinal Computer Academy meets in grade level teams to provide interventions to students who are not achieving expected success in any of their classes. Interventions include one-on-one teacher to student conversations, parent-student meetings, assignment of PREP for extra help, peer tutoring, and before/after school support in the Cardinal Computer Academy technology classroom.

Students with special education services are able to meet all requirements of graduation upon completion of their high school program. The program for each individual student is based on their need and determined at annual IEP meetings. Approximately 10% of special education students are on a certificate of completion track due to their extensive vocational needs. The majority of students with special education services graduate with a diploma.

As appropriate, students with special education services have access to: general education core and elective classes, general education intervention, after school PREP program, Academic English Skills classes, modified Reading classes.

ConclusionsPrompt: Comment on the degree to which this criterion is being addressed.Findings Supporting EvidenceStudent success and achievement is our primary focus at Whittier ● On Target Rates for

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High School. Our school’s profile is far from being a deterrent. On the contrary, it is a challenge we take with great responsibility and commitment. Our notable and significant academic gains are a reflection of our collective and innovative efforts to advance all of our students.•Whittier High School has the highest on-target rates for graduation, 91.2%, in our district.

• We have a 99.7%, CAHSEE passage rate.•In 2012, 85%, of our sophomores passed the ELA portion of the CAHSEE compared to 79% in 2007.

•In 2012, 88%, of sophomores passed the Math portion of the CAHSEE compared to 79% in 2007.

• 52.7% of the 2012 graduating class were A-G compliant.•We have had a 261 point API gain in the past 12 years.

Furthermore, the implementations of various levels of intervention and prevention have not been limited solely to intervention programs; every department also has created their own intervention/prevention systems to make sure every student has ample opportunities to succeed.

To better enable all Whittier High School students to be successful, departments created Standards Review and modified Math classes, thereby identifying students who need to be placed in the correct intervention class. Summer classes were also created to enable students to earn remedial credits as well as original credits. Moreover, the year-round Guided Study and Summer Bridge program, along with the creation of the Academic Mentor program, were designed to help incoming freshmen attain the skills they need in order to graduate. Furthermore, the tutorial period has helped teachers focus on intervening on behalf of students who would otherwise fail their classes. As a result, all of these efforts are accurately reflected in our school’s data.

Graduation Report

● CAHSEE Passage Rate Report

● A-G Completion Rate Report

● API Report

● Master Schedule

● Summer Class Schedule

● School’s Data Reports

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.Findings Supporting EvidenceIt is through language that learners are able to access curriculum; hence, we have considered it vital to address this critical learning need by training our staff with the most current strategies to incorporate academic language across the curriculum. Several core and elective teachers took part in the Literacy and Academic Language Strategies presented by Kate Kinsella during the fall of 2012. As a result, we have seen an increase in students engaging in using more academic language in their classes. Furthermore, in the spring of 2013 we adopted Word of the Week, a school wide effort to foster and promote ample opportunities for staff and students to engage in using academic language, which in turn helps students be more successful in their classes.

Staff development calendar

Writing samples

Word of the week in classrooms

Master calendar

Lesson plans

Student work

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The Academic Mentor program was created to provide much of the needed one-on-one help for freshmen and targeted students such as our English Language Learners. For example, our Academic English Skills class, which is geared towards ninth and tenth graders who need extra support in developing their literacy skills, are currently serviced by academic mentors. In addition, the World Languages department has made significant strides to address the needs of the English Language Learners. Taking into account that the success of the acquisition of a second language relies heavily on the student’s ability to have a good foundation of their native language, the curriculum of the Spanish Native classes have been revised to target the development of literacy skills. The teachers have sought out training from English teachers in order to use the same critical reading and writing strategies used in the English Department. The integration of the same proven, standards based strategies among these two disciplines provides the English Learners ample opportunities to solidify their first language as they improve their second language.

Furthermore, we recently have launched a massive campaign directed towards our RFEP student population. All of our administrators and counselors were assigned a certain number of students to reach out to and review the importance of the CAHSEE. A motivational assembly, plus bilingual professional guest speakers were also part of this campaign to provide additional support to our English Language Learners. This year we called it, Power 106 since 106 students were identified as RFEP’s.

The Senior Project requires each student to explore a career, write a research paper on the career, complete 15 hours of quality fieldwork, and present the results before a board of teachers and community members.

Administration RFEP rosters

Master calendar

Guest speaker calendar

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


Category B: Standards-based-Student Learning: Curriculum: Areas of Strength All students at Whittier high school participate in a rigorous, relevant, and coherent standards-

based curriculum that is geared towards the academic standards and the schoolwide learner outcomes. All courses are aligned to the state standards.

All students have access to multiple academic and career programs. Whittier high school students are proactively set to meet the A-G requirements We have adopted a very systematic process to develop, revise and evaluate our curriculum. This is

done through course-alike teams, district meeting and our summer staff development. We have a great articulation with our feeder schools and our local collages. We have implemented effective ways to monitor and change student plans to meet the student’s

individual needs. We pride ourselves in the superb collaboration between counselors and staff to ensure students are placed property.

We have incorporated a number of effective intervention solutions to make sure that all students are meeting the graduation requirements.

Category B: Standards-based-Student Learning: Curriculum: Areas of Growth We need to explore alternative methods of parent communication and involvement. We can increase the collaboration across disciplines.

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C. Standards-Based Student Learning: Instruction

Focus Group Leaders

Carmen Fox, World Languages

Sandy Fraijo, Science

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


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

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Abel Ponce Practical ArtsAdrian Garcia Social StudiesAllen Johnson EnglishAngie Aceves Instr. AideCathy Giles Classified

Cecilia Casillas CafeteriaCheryl Griffie Practical Arts

Christophe Douet World LanguagesGenoveva Gonzalez Cafeteria

Harry Estes Special EdJack Liou MathJeff Fuchs Custodian

Jennifer Silva ClassifiedJoan Macomber Science

John Bellanti Social StudiesJose Lopez Math

Kathy Merlan Special EdKatrina Woerner Instr. AideKimberly Lopez Special Ed

Leslie Bernal Instr. AideLeslie Laine PREPLori Eshilian Principal

Maggie Torbet VAPAMichelle Patino English

Nina Kuka Instr. AideRobert Anguiano Security

Robert Cammarata EnglishSandra Ruiz RegistrarStacie Green PE

Stephanie Krone EnglishSylvia Caluya Practical Arts

Thelma Krikorian ScienceWilliam Tolmachoff Math

Willie Pittman Social Studies


C1. Instruction Criterion

To achieve the academic standards and the schoolwide learner outcomes, all students are involved in challenging learning experiences.


Results of Student Observations and Examining Work

Indicator: The school’s observations of student working and the examining of student work provide information on the degree to which all students are involved in challenging learning to assist them in achieving the academic standards and the schoolwide learner outcomes. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilities and modified approaches based on findings.

Prompt: Comment on the degree to which all students are involved in challenging learning to achieve the academic standards and the schoolwide learner outcomes. Include how observing students working and examining student work have informed this understanding.Findings Supporting EvidenceTeachers at Whittier High School work effectively to ensure that high academic standards and Student Learner Outcomes are integrated into daily instruction. According to teacher, parent and student surveys, along with student observations, students of diverse backgrounds participate consistently in challenging and rigorous academic lessons in order to help them achieve the academic standards and the Student Learner Outcomes. One of the comments made by a student in the survey was “WHS has many good teachers and staff and it is evident that they are willing to help and are concerned about our safety” another was “Teachers do try and help students make sure they understand the learning materials.”

As evident in our student observations and upon examination of student work, students are provided with many opportunities to participate in a variety of learning experiences and teachers expose them to various instructional methods including whole-class, group, and paired activities in order to promote and ensure student success. Differentiated instruction addresses the needs of students of diverse backgrounds and learning styles and gives them the opportunity to achieve the standards and Student Learner Outcomes. Activities include integrating academic vocabulary, modeling, coaching, guided-practice, journal-writing, oral presentations, student video and audio presentations, Socratic seminars, gallery walks, research projects, career projects, the Senior Project, Cornell Notes, MOBI clickers (student response system), Kate Kinsella academic language strategies, AVID Strategies, Jane Schaffer Writing Strategies, Thinking Maps, white boards and enhanced lessons through the use of technology.

Strong collaboration among teachers allows for the sharing of best

CIT District Meetings

EADMS

Course-alike Agendas/Minutes

Benchmark Assignments

Group Seating Charts

Informal Assessments

Pacing Guides

Peer Observation Forms

IEPs

IEP goals

IEP goal updates

Teacher Feedback Forms

Inclusive Classes

Classroom Aide Assignments

Modified Rubrics, Syllabi, Contents Standards, and Materials

Teacher Survey Results

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practices in order to reach students of all backgrounds and abilities. Teachers participate in student observations and instructional rounds at least once per quarter in order to share and further develop their skills.

The instructional coach plans and coordinates student observations every quarter based on the needs of the staff. Teachers observe their colleagues during their conference period during a teaching period with the administration’s provision of a sub so that teachers can see how expert teachers within or outside of their departments implement targeted strategies. The observers then meet to share and report findings to colleagues.

In the Math Department, teachers are continuously modifying courses, lessons, tests, projects, and instruction based on data analysis. This is made possible by the use of common assessments for all math courses. Algebra 1-9th, Algebra 1-10th, Geometry, Geometry Concepts and Algebra 2 have common district-wide assessments that also include subsequent data analysis. Math Analysis conducts site common assessments. The lead for each course collects the data and arranges the subsequent data analysis meeting to analyze the results of data among all course-alike teachers. Collectively, the math teachers decide which questions/standards need to be readdressed. This process allows for the opportunity for all students to achieve the standards set for them. Also, the use of common assessments provides a consistent standard for all students. Algebra 1 – 9th/10th, Geometry Concepts, Geometry, and Algebra 2 classes each have a course lead that facilitates this work. In addition to regular course-alike meetings, teachers participate in Math Day six times per year. This gives math teachers a full day of meeting time in lieu of classes to analyze data, share best teaching practices, and collaborate on curriculum, all of which drive instruction.

The Math teachers consistently reference the state curriculum frameworks to guide their work and are currently looking ahead at Common Core standards. Every year, teachers modify the curriculum based on strengths and weaknesses in regard to the framework and standards. In addition to using the state standards, the district has identified Essential Standards by course and each school has agreed that these must be the priority. When a standard is not addressed sufficiently, the department creates activities to fill any needs. Many of these activities are based on partner or group work that also facilitates a community of collaborative learners. As a result of the consistent sharing of best practices, teachers are comfortable with a variety of checking for understanding and student engagement strategies some of which include inner-outer circles, scaffolding notes, appointment clocks, gallery walks, expert stations, and the use of academic mentors in Algebra 1- 9th. These can be implemented with great effectiveness to involve all students

Oral Presentations

Reflective Essays

Group Projects

Articulation Agreements

Common Drafting Assignments

Department Meeting Minutes

Course-Alike Meeting Minutes

Best Practice Meeting Minutes

EADMS Data

My Access portfolio

Common Assessments

Math Day Agendas


Student Work: BCR’s (Jane Schaeffer Essay Model), Sentence of the Week, Article of the Week Response

Thinking Maps

Google Accounts

Senior Project/Rubric

English Day Agendas

Sample of Student DBQs and BCRs

Sample of Labs

Samples of Vocabulary Strategies

Summer Collaboration Minutes

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in learning. Additionally, teachers employ guided practice in Algebra 1-9th, Geometry, and Algebra 2 through the use of common notes, which includes teacher-guided lessons and independent practice problems to check for understanding.

In the English Department, teachers modify instruction to scaffold the students’ learning experience in effort to achieve academic standards and reach school wide learner outcomes. They do so through student observation and teacher collaboration. English teachers regularly hold course-alike or whole department meetings to discuss instruction, curriculum, and student progress. English 1, English 2, and English 3 each have a course lead, along with a Senior Project coordinator for English 4. Course leads are responsible for facilitating meetings, while each teacher assists in creating common assessments and curriculum materials. After mid-quarter and quarter common assessments, course-alike teams meet to analyze student data, share best teaching practices and refine both tests and curriculum, which continue to drive our instruction so that students are able to achieve academic standards and school wide learner outcomes. After analyzing data, teachers identify areas of weakness and agree upon re-teaching methods to address weaknesses and areas of concern. These meetings also allow teachers the time to modify lessons, assessments, projects, and instruction to ensure a challenging learning experience for all students. In addition to using state standards and district essential standards to provide rigorous learning for all students, the English Department has begun incorporating Common Core standards into curriculum and instruction.

English teachers partake in quarterly student observations. Observing students learning helps teachers to build and strengthen instructional practices to help all students achieve. Because of these regular student observations, teachers are confident in their use of common teaching strategies, such as Checks for Understanding and the Jane Schaeffer essay model. In addition to many other strategies, they also use Kelly Gallagher’s Sentence of the Week and Article of the Week. They also consistently provide professional development within their department for things like Gmail, GoogleDocs, collaborative learning, and effective use of Embedded Support.

The English department utilizes English Days, which allows English teachers to meet in lieu of classes to collaborate on curriculum planning and effective instructional practices. These meetings occur approximately four times a year, at the beginning of every quarter.

In the Social Studies Department, teachers have modified their instructional practices by introducing more concise texts with the most pertinent information. Teachers continue to develop their

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instructional practices for academic vocabulary within all core classes and for Data Based Questions (DBQs) and Brief Constructed Responses (BCRs) in both World Civilizations and U.S. History. They would like to soon incorporate BCRs in all unit exams.

Although the elective courses offered within the Social Studies department are not aligned to any one of the state standards, they do emphasize many of the English Language Arts standards that fall under the headings: Reading, Writing, Written and Oral English Language Conventions, and Listening and Speaking. To achieve the school wide learner outcomes, learning activities include writing various types of essays and completing research projects. Students must complete oral and written presentations, projects, debates, writing assignments, and cooperative exercises.

When the Social Studies Department analyzes data, teachers share best practices, identify areas of weakness, and come up with and agree upon re-teaching methods to address areas of concern and, when necessary, alter test questions at the site or district Best Practices meetings held during the school year and during the summer. Teachers administer site common assessments for every unit in addition to the district common assessments. World Civilizations also uses common quizzes as benchmarks between units. To prepare for state testing in the spring, each common assessment question is written with a correlating standard.

In the Science Department, teachers implement a variety of strategies using technology and equipment. Teachers frequently utilize projects and labs as a measure of assessment and instruction. Teachers implement vocabulary strategies and powerful visual aids like PowerPoint to aid in the comprehension of the material, particularly with our population of English Learners. A variety of teaching strategies help teachers differentiate instruction for our diverse student population, including English Learners and Special Education students. Most classes also engage students through group work, usually assigning heterogeneous groups to enhance the learning experience for the students. The Science Department uses many forms of checking for understanding including clickers, and ring response cards; the results allow teachers to modify instruction.

All science courses offer common midterm and final assessments. All Biology, Physics, Chemistry and Earth Science courses (College Prep and Honors) give common unit assessments based on the California state standards and frameworks. In the last five years, there has been a gradual implementation of district-wide common assessments across the science curriculum. During the summer, intense collaboration with other science departments within the district takes place to develop and revise common

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assessments and to share best teaching practices and resources. The common assessments serve as the framework that allows teachers the ability to work backwards and tailor instruction to meet the needs of our students. There are three course leads in science, one each for Biology, Chemistry, and Physics. The lead for each respective course is responsible for collecting data and arranging and leading meetings to discuss the results of data. After each test, they publish and share the results in a timely manner. In the Special Education Department, students with IEPs are included in challenging learning environments to the extent appropriate and with the appropriate supports to encourage diversity and social interaction within the classroom and among the school population. Students are included in elective courses and core classes with the support they need specified and communicated to general education teachers to facilitate student success. Students with IEPs are also included in school-wide activities, programs, and clubs. Within the classroom, teachers implement various flexible-grouping strategies to improve social interactions so that students are developing social skills in addition to academic skills. Special Education IEP goals address individual areas of need in academic areas, functional skills, and transition goals for after high school. Strategies include Cornell Notes and one-on-one instruction to teach study skills and build note-taking skills. Study Skills courses use the Why Try program and implement the Reality, Ride and Desire, Time and Effort Unit. Why Try is a program for students who may be at-risk, have behavior, attendance, self-esteem, drug, or motivational concerns.

In the World Languages Department, students learn collaboratively. Teachers require all students to work in pairs and in groups to practice oral language. Literacy strategies, including Kate Kinsella’s sentence frames are used regularly. Student white-boards help teachers monitor student understanding and adjust lessons accordingly. Teachers methodically place students together to maximize their learning. As they practice the language with their fellow classmates, students reinforce their own learning as well as that of their peers. Think-Pair-Share activities, choral response, games, oral question-answer and fluency practice, and other whole-class activities are commonly assigned.In the World Languages Department, Spanish 1 and Spanish 2 teachers meet in course-alike teams after site-based assessments, every two to three weeks, and after formal quarterly district assessments to analyze data and share effective teaching strategies. They also alter assessments based on value and effectiveness of questions. The French teacher meets with the other French high school teachers at the district level after each formal assessment to also analyze data and share best practices. Pull-out days are

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provided for course-alike groups and paid instructional development time is available during the summer. This ensures that all students will receive the same level of rigorous standards-based instruction.

In the Visual and Performing Arts Department, students in the arts classes are provided the opportunity to work with a wide range of genres and techniques. Teachers work diligently and plan carefully to provide a variety of instructional strategies so that all students are involved in the learning process and provide appropriate scaffolding in order for students to achieve the academic standards and the school wide learner outcomes. Students in the arts are engaged primarily in hands-on and concrete learning and work collaboratively and individually on performances and projects. Arts students learn to communicate using a variety of modalities such as visual, kinesthetic, verbal, and symbolic. Arts students are expected to engage their critical thinking skills as they consider the how, what, and why of the art performing or making process.

The arts students learn to work individually and collaboratively, fostering self-confidence and teamwork on performances and projects. The arts instructors use a variety of instructional methods such as direct instruction in both verbal and visual modes, in addition to demonstration often using technology such as ELMOS (document readers), laptop computers, and LCD projectors. All arts students are coached and encouraged to focus on their individual and unique creative problem solving as well as concrete learning experiences.

In the Physical Education Department, teachers meet weekly to discuss a variety of strategies and resources to assist students in achieving the academic standards and the expected school wide learner outcomes. The PE department utilizes bell-to-bell instruction to hold students accountable for all fitness exercises, stretches, running and sports. Students are encouraged to participate in daily conditioning. At the beginning of each lesson, the students know what standard they will be learning and how they will achieve it. The classes are coed, but at times divided by gender to help students perform to their full potential. To improve D and F grades, students are rotated to different teachers to receive different approaches to teaching and different strategies. The students are motivated to improve and go beyond their fitness levels that are required by the state. State fitness testing scores are constantly improving at Whittier High School. Students are also encouraged to play competitively in the spirit of good sportsmanship and teamwork. The students understand the importance of the standards and how learning the standards will help them pass the state the state physical fitness test. At mid-year all the classes are given a nutrition common assessment as well.

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The Practical Arts Department at Whittier High School is comprised of the Career Technical Education courses representing seven industry sectors and a variety of pathways reflected in the newly revised Career Technical Education Standards. Four teachers are WUHSD employees and four teachers are ROP employees. Each teacher is responsible for unique courses so collaboration and common assessments are not established within the department setting but in a broader perspective across the district or, with ROP, across their region. All sectors focus on pathway links and articulation agreements with community colleges. Teachers use instruction methodologies to meet student learning outcomes through a variety of strategies. Students in the Digital Communication class and in the Cardinal Computer Academy participate in online simulations and trainings. Demonstrations and guided practice provide the foundational skill sets needed for further course work success. College-level textbooks are used for supported instruction. Application offerings keep pace with the local community college where course agreements are maintained. Teachers check for understanding through monitoring of student screens, group responses, individual responses, and online tests to mastery. Instructional videos are used for a variety of topics and students take notes and use Kate Kinsella strategies to enrich student notes. Students develop critical analysis skills as they create a variety of communication media including letters, memos, presentations and resumes in the Digital Communication and Computer Applications I class, and business cards, brochures, movies, and a full portfolio in hard and digital form along with web pages for other academy classes. The Cardinal Computer Academy enjoys real-world application of skills learned through a professional photographer mentor who works with the students on Photoshop. All courses in this sector are articulated with Rio Hondo College for college credit. Academy students may earn Microsoft Office Specialist Certification, which earns one college credit for each certification earned at any of over 500 American Council on Education (ACE) colleges across the United States. Academy students are encouraged to participate in Future Business Leaders of America (FBLA), community service, and various exploratory software applications. Students in the Mechanical and Architectural Drawing classes are exposed to a variety of instructional methods. Instructor modeling, independent practice, group assignments, checking for understanding, group response, and individual response are all methods used. In the Mechanical and Architecture classes, students of varying abilities are all able to participate and learn the material, regardless of their own individual learning modality. In the Hospitality sector, the Foods I and II classes provide a strong foundation for safety and health considerations in food preparation.

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Class instruction takes place with lecture and note taking, videos, demonstrations, checking for understanding, and a high regard for lab/kitchen safety. Students work in teams in the lab settings and they have the opportunity to cater academy mentor events through their class participation. Student support services address the identified needs of students and create a supportive learning environment. The entire student pathway through the institutional experience is characterized by a concern for student access, progress, learning, and success. The institution systematically assesses student support services using Student Learner Outcomes, faculty, staff, and student input and other appropriate measures in order to improve the effectiveness of these services.

In the Business and Finance sector, two classes are articulated for college credit with Rio Hondo College. Students work electronically by completing and submitting their tasks online. Instructional strategies include demonstrations and critical thinking as students design their most creative documents. In Virtual Enterprise, students learn entrepreneurial skills and connect with local businesses to gain valuable knowledge through the mentorship of the business professionals. In the Medical Services sector, students practice and certify in CPR and develop academic vocabulary related to the medical profession. Instructional strategies include demonstrations, modeling, lecture and note taking, and working in teams. In the Practical Arts Department, students consistently perform hands-on projects where they demonstrate their newly acquired skills. In the Transportation sector, Automotive classes provide students the opportunity to learn to perform brake inspections, wheel alignments, oil changes, and tune-ups by working collaboratively on vehicles. Safety training and a successful passing of a safety test is required before actual hands-on automotive instruction may begin. In the Public Services sector, the Criminal Justice classes use simulations, lecture, hands on crime scene investigative strategies, note taking, and team building to ensure student success.

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Student Understanding of Performance Levels

Indicator: The students know beforehand the standards/expected performance levels for each area of study.

Prompt: Examine and evaluate the extent to which students know the standards/expected performance levels before beginning a new area of study; an example is the use of pacing guides for online instruction.Findings Supporting EvidenceIn core classes at Whittier High School, teachers post and reference academic standards, and teachers post and reference the school wide learner outcomes in all classrooms. Academic standards are also referenced on assignments, rubrics, and tests. Furthermore, in all classrooms, the school’s mission and vision Statement are posted and referenced.

At the beginning of the school year, and sometimes at the beginning of the second semester, syllabi are provided to inform students of class expectations. Throughout the year, teachers state objectives as they begin lessons and units and review objectives and learning goals with students throughout each unit. Teachers review assessment data and academic progress on a regular basis in effort to help students recognize their areas for improvement as they move forward to the next unit. Teachers give rubrics and use examples of prior student work to communicate expectations on assignments. They also set due dates and benchmarks and give unit and semester calendars in some courses to ensure student success. The Senior Project, a yearlong career project required of all seniors, requires students to investigate aspects of their chosen career. They are given a rubric, a timeline of important dates and checkpoints, and are given timely feedback by their English teachers. According to the student survey results, 45% of all students said their teachers regularly review their academic progress in the class and 43% said they periodically review their academic progress in the class. Additionally, 69% of students said that the majority of their teachers communicate high expectations for students.

Synergy, our online grading and attendance program, has a student and a parent portal, which allows access to the students’ progress. Data from the student survey revealed that 77% of students use Synergy to keep track of their progress in their classes

Rubrics

Syllabi

Posted Standards

Synergy / StudentVue

Examples of Prior Students’ Work

Benchmarks/Due Dates

Stated Objectives

Social Contracts

Posted School wide Learner Outcomes

Posted Mission Statement

Student Survey Results

Student Focus Group Feedback

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Differentiation of Instruction

Indicator: The school’s instructional staff members differentiate instruction, including integrating multimedia and technology, and evaluate its impact on student learning.

Prompt: How effectively do instructional staff members differentiate instruction, such as integrating multimedia and technology? Evaluate the impact of this on student learning.Findings Supporting EvidenceAt Whittier High School, differentiated instruction takes on a variety of forms. These include seminars, informal debates, review games, critical reading strategies, use of technology (including computers in all classrooms, document readers, LCD projectors in all classrooms, MOBI clickers (individual student response system) in some core classrooms, primary source documents, mathematical manipulatives, Thinking Maps, graphic organizers, labs and experiments, group and pair collaboration, group and individual response, and videos and oral presentations. These instructional strategies are verified through routine Checks for Understanding throughout the class period. Some teachers also use web-based programs to provide individualized student practice. Many teachers use their teacher-websites for additional resources to support all students’ needs and online assignments, tests, and quizzes. The effectiveness of our differentiated instructional practices is evident in Whittier High School’s continual growth in our API score, CST scores, A-G completion rates, and graduation rates.

In the last five years, the API of Whittier High School has increased by 58 points. The on-target graduation rate for 9th grade has increased by nine points, 10th grade by 12 points, and 11th grade by nine points. The CAHSEE passage rate for English Language Arts has increased by six points and Math has seen a growth of nine points. The A-G Completion Rate has increased by 22 percentage points. The Graduation Rate is currently 95.4%. The school wide D/F rate over the last three years has decreased by 2.9%.

Academic mentors provide additional support in Algebra 1 by checking for understanding through the use of common notes. For students who are struggling, they also provide peer tutoring during class time and embedded support time. During Math Day, Academic Mentors provide support to Algebra 1 students to give them an opportunity to review and re-test. Most math courses offer afterschool reviews and re-tests, along with Saturday school review and re-test credit. When students are not successful, they can change math courses during the school year to those that will support their needs. First semester Algebra 1 students earning an F are moved to a different class to have a fresh start in a new atmosphere. At the end of Semester 1, struggling students (in Geometry and Algebra 2) are moved to a class better designed to


CST Scores

CAHSEE Results

EADMS

Laptop Carts

White Boards

Document Cameras

LCD Projectors

● Common Notes

● Grade Data

● Parallel Math Syllabus

● Teacher Websites

● EADMS

● CAHSEE Test Scores

● Google Docs

● Seating Charts

● Class Rosters

● Performance Tasks

● D/F rates and CST test Scores (prior to the use of embedded support)

● Instructional Rounds Log

● Excel Spreadsheet

● Questionnaires

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meet their needs. Algebra 2 students are placed in a class that will strengthen their Algebra skills to prepare them for the repeat of Algebra 2. Second semester Parallel Math classes are created to support struggling Algebra 1 students with more individualized instruction, with academic mentors providing support in small class sizes.

In the English Department, differentiated instructional strategies include the use of Kate Kinsella strategies, AVID strategies, student whiteboards, ABC flip cards, and other various methods. These different methods of instruction are evaluated through Checks for Understanding throughout the class period. Targeted differentiated instruction takes place in the Academic English Skills course designed for lower achieving students, based on grades, CST and CELDT scores, teacher recommendation, and reading proficiency. Instruction focuses on non-fiction reading and writing skills using Kate Kinsella’s English 3D curriculum in a smaller class setting. Also, our English Language Arts Standards Review course is designed and required for 11th and 12th grade students who have not passed the English Language Arts portion of the California High School Exit Exam. Instruction for these students focuses on more individualized areas of need in order to pass the exam and also take place in a smaller class setting.

Additionally, programming for SDAIE classes has been changed in the last two years from homogenous grouping to a 70/30 split of CST proficient or above students and English Learner (EL) students. The idea behind this grouping is to surround our EL students with more advanced students, which allows for strategic pairing of EL students with higher achieving students. English teachers assign regular collaborative activities in both partner and group formats. English teachers, especially in SDAIE classes, use data from previous years’ testing to create strategic seating charts that match students appropriately. SDAIE English classes are programmed to include only 30% EL students specifically to enable strategic seating and instruction.

The Social Studies Department has embraced the use of technology and differentiated instruction. Through the use of the new Pole Vault system, teachers are able to increase the use of technology in the classroom. Teachers have access to PowerPoint, interactive web pages, YouTube, and video clips. Each teacher has a document reader (ELMO) set up in their classroom in order to share examples of student work. Several teachers are now beginning to use MOBI clickers (individual student response system) to get immediate feedback from student responses to information. All World Civilization teachers have implemented a Kate Kinsella approach to the learning and use of academic language. As with the English Department, Social Studies has developed a 70/30 combination with SDAIE students (30% SDAIE

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and 70% Basic, Proficient or Advanced CST scores). The Science Department takes many steps to differentiate learning according to student needs. One science teacher specifically serves students with special needs. The resource specialists are given tests and review sheets, as well as any other necessary materials to individualize the learning process. These same resources are also shared and reinforced regularly by the teacher of the Guided Study course (a course for incoming freshmen identified as at risk by their middle schools). Many classes have instructional assistants to monitor the progress of all students, including those with special needs. In addition, they are piloting a student mentor program in Chemistry that utilizes former Chemistry students as tutors in the classroom. After school tutoring is available in the library (LEARN PREP Program) every day of the week to help students having difficulty.

Strategies implemented in the Special Education program include modified textbooks, books on tape, large print materials, low reader materials, assistive technology, note takers and modified grading. Resource teachers work with the general education teacher to modify instruction.

The World Languages Department implements a variety of teaching strategies in order to address all students’ learning styles and ensure that they are effective communicators. These strategies not only ensure that students’ diverse learning styles are met, but that they continue to grow as creative thinkers. Teachers design lessons that challenge students linguistically. Academic Language strategies, including sentence frames and Concept maps, are tools that are widely used. Teachers often use strategies that employ visual, auditory, musical, artistic, interpersonal and kinesthetic engagement from students. These include Total Physical Response, games, interviews, songs, and other audio activities, and drawings exercises. As students develop critical thinking skills, they perform skits, commentate on fashion shows, conduct interviews, publish articles, produce videos and original visual artwork, as well as create music in the target language. In Spanish 1, advanced students and TAs serve as tutors to help students during class time.

Students in the Mechanical and Architectural Drawing classroom are exposed to a variety of instructional methods. Instructor modeling, Independent Practice, Group Assignments, Checking for Understanding, Group and Individual Response are all methods used. Students learn new concepts through creating a drawing with direct instruction from the teacher. Then, students utilize the knowledge gained to produce a drawing, which incorporates the new concept. The teacher observes as students work independently, observing student progress and providing real-time

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feedback to the students as they complete their assignment.

The Foods classes in the Hospitality sector incorporate many of the same strategies as Mechanical and Architectural Drawing with the exception of independent practice. Students learn to break down recipes, go over parts, create the recipes in kitchens and practice teamwork skills while the teacher provides guided observations. In Administration of Justice, students learn concepts of law through recreating jury trials, rewriting crime scene investigation reports, and understanding the constitution. Through this knowledge, they will learn to present their case in court.

In Forensic Science, students learn concepts of how all sciences are applied to assist the law in courts: fingerprints, DNA, collection of evidence, and how these relate to designing and rebuilding a crime scene for the court.

In Automotive Technology, students learn through hands on activities. They have the chance to work on their own vehicle, and put to practice what they learned in class. This course is aligned with Rio Hondo College.

In the Business/Finance and Information Communication Technology sector represented by six different courses, each class is held in a one-to-one ratio student to computer workstation lab. Creating a strong and varied base of technology skills with proficiency for post-secondary opportunities is the goal for each student. Each course is articulated with Rio Hondo College for college credit based on student learning outcomes aligned to the college courses. Applications include Microsoft Office, CS4 Suite, Microsoft Small Basic, Alice, Digital Literacy, Financial Literacy, Audacity, and Video Magic. In addition to online simulations, subscriptions to additional opportunities are provided.

In the block schedule, embedded support is defined by the last twenty minutes of each two-hour block. During this time, teachers often select a group of students based on their individual academic needs to stay for the extra 20 minutes of support and differentiate instruction while other students are allowed to leave class based on their demonstration of learning concepts and content. Prior to instructional rounds, the teachers were surveyed, where they indicated that the time is effectively used for re-teaching, one-on-one and group instruction, make-up tests, quizzes, homework and classwork completion. In many classes, tutors are used to work one-on-one with individual students during this time. Re-teaching using different strategies is incorporated during this time. Most teachers said that they use the time for completion of work when students are either absent or they need more time for guided practice and to process the concepts. This has resulted in a higher

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level of participation and an increase in As and Bs. When observed by peers, during instructional rounds, many teachers indicated that they also observed students reviewing for CSTs, studying for upcoming tests, and being tutored by other students. Most teachers have said that this time has been invaluable in increasing student achievement.

Student Perceptions

Indicator: The students understand the expected level of performance based on the standards and the schoolwide learning results. Through interviews and dialogue with students that represent the school populations, the school learns about the students’ perceptions of their learning experiences, including all specialized programs such as college/career readiness and online instruction regarding the opportunity for teacher-student interaction to reduce isolation and encourage skill transference.

Prompt: Using interviews and dialogue with students, evaluate the extent to which students understand the expected level of performance based on the standards and the schoolwide learner outcomes. Evaluate the effectiveness of the student-teacher interaction based on student feedback.Findings Supporting EvidenceStudents are very aware of various teaching strategies to differentiate instruction. According to the student survey, some of the comments from the students stated that teachers “use different teaching strategies like the 4-Ls and think-pair-share” and “I believe there are great teachers at this school, and they make it easier to learn if someone does not understand.” One student stated, “It is evident that [teachers] are willing to help me.”

Approximately 400 students across all grade levels were surveyed in which their perceptions of levels of performance were addressed. Most students indicated that they aware of their current grade. All students receive five-week grading reports via mail. Students also indicated that they receive regular updates from some of their teachers or access the Synergy StudentVue. Synergy, our online grading and attendance program, has a student and a parent portal, which allows access to the students’ progress. Data from the student survey revealed that 77% of students use Synergy to keep track of their progress in their classes. More upperclassmen indicated that they use the system regularly. Of the students surveyed, 90% stated that they were aware of what specific steps to take to improve their grade.

Students and parents alike stated that there is ample support for students to complete assignments when they leave the classroom. TeleParent is an information communication system that advises students and parents of upcoming events, missing assignments, attendance and more. Students can download assignments from

Student Survey StudentVue (Synergy) Teacher websites and

e-mail CLASS Activity Student

Feedback Student Focus Group

Feedback

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teacher websites and communicate with teachers via e-mail. Many teachers are available after school, at lunchtime, and at nutrition. The student survey indicated that teachers “are available after school and over e-mail.”

Students have indicated that their learning experiences are better because they have developed strong interpersonal relationships with adult staff and peers. Social Contracts, life-question warm-ups and an overall positive atmosphere help students feel confident to ask questions and take risks. According to the student questionnaire, an overwhelming number of students stated that that Whittier High School teachers and staff are “nice” and “willing to go the extra mile” and that “most staff members are very positive and love us to be a part of this school.”


Whittier High School continues to work toward ensuring that all students have the skills to make them successful. With a focus on school wide literacy strategies and increased post-secondary opportunities, Whittier High School has implemented a plan to improve instruction for all students. Because of this, Whittier High School has seen increased achievement school-wide as well as in all subgroups, including our English Learner population.

Teachers constantly improve their techniques and strategies by working collaboratively, analyzing data and sharing best practices, implementing research-based strategies, participating in staff development, and attending Instructional Rounds where they observe their peers and students in various classroom settings. Instructional practices have also been supported by ongoing staff development including Kate Kinsella strategies for increasing literacy and period by period conferences to train teachers in the use of current effective strategies.

Our Embedded Support at the end of every two-hour block provides opportunities for teachers to re-teach lessons and differentiate instruction in smaller groups in order to meet content standards. Working in smaller groups, students have become collaborative learners. According to student and parent surveys, it is evident that embedded support has provided students with additional instructional time that has helped them achieve greater results in their academic classes.

The creation and implementation of the Academic Mentor Program has been a factor in increased student achievement. Academic mentors tutor fellow students in Algebra II, Chemistry, and Guided Studies.

EADMS Data

CAHSEE and CST Scores

D/F Rates

Best Practices meeting minutes

Common Assessments

Peer Observation forms

Teacher, Student and Parent Survey results

Thinking Maps

Performance Tasks

Samples of Vocabulary Strategies

English and Math Day Agendas

Summer Collaboration Minutes

Course-Alike meeting minutes

Instructional Rounds observation forms

Student work

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Posted Schoolwide learner outcomes, Mission and Vision statements

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

The instructional improvements that have taken place at Whittier High School have enabled us to better meet our Critical Learner Needs. An emphasis has been placed on increased literacy schoolwide, including that of the EL population. A greater emphasis has been placed on Academic English, including vocabulary, syntax and grammar, and on Oral as well as Written Fluency. Training in Kate Kinsella Literacy Strategies has been provided for all teachers via Instructional Leadership Training, period by period meetings and peer collaboration. Teachers meet regularly in course-alike teams or Professional Learning Communities (PLCs) to analyze data and share best practices in order to ensure that all students’ academic needs are being met.

Several programs are offered at Whittier High School that prepare students for post-secondary challenges. All Seniors are required to do the Senior Project, an assessment that requires students to research a career of their choice, write an extensive research paper and do volunteer fieldwork that gives them experience in that area of interest. AVID is offered for grades 9 through 12. The CCA (Cardinal Computer Academy) offers real-world experiences, preparing students for college and business-related careers. Students in the ROP Medical class certify in CPR and receive instruction that starts preparing them for health-related careers.

CST Scores

CAHSEE Scores

Staff Development sign-in sheets

Senior Project papers, fieldwork logs and Power Points

Syllabi

Rubrics

CPR Certification

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C2. Instruction Criterion

All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels.


Current Knowledge

Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology.

Prompt: Evaluate the extent to which teachers effectively use multimedia and other technology in the delivery of the curriculum.Findings Supporting EvidenceAt Whittier High School, all teachers meet federal standards for No Child Left Behind as highly qualified teachers; in addition, all teachers are CLAD certified. Teachers have ample opportunities to participate in professional development such as AP seminars, AVID training, systematic observations of other teachers in our school, as well as district collaboration with other schools. Teachers and students have access to Moodle to share resources among teachers and with students.

The successful use and implementation of diverse teaching strategies, technological tools, and resources have allowed teachers the capacity to encourage and foster higher order thinking skills in their students. This level of engagement is evident throughout the various departments.

In order to assist teachers in their use of technology, all core curricular classrooms and most non-core classrooms have computer access, LCD projectors (pole vault system) as well as document readers. These have been used to implement EL and SDAIE strategies across the departments, such as thinking maps, modeling, and critical reading strategies, as well as to present lessons with the use PowerPoint and videos. Computer labs and laptop carts with Internet access enable students without technology at home to complete assignments. Another form of technology that has become more readily available to teachers is the student response information system using Mobi clicker (individual student response system), which allows for immediate checking for understanding during the lesson.

In the Math Department, the use of technology includes teacher-created websites, various grading programs, test generator, access to grades, and graphing calculators. This availability provides an opportunity for students of all grades and ability levels to access

Technology Inventories

EADMS Data Analysis Sheets

Teacher Websites

MOBI Clicker Database

MyAccess Portfolios

Gmail Accounts

Google Docs portfolios

Instruction & collaboration on Google Docs

Mobi Clicker Assessments

ELMO use in classrooms

Sophomore, Junior, and Senior Project Presentations and Papers

TurnItIn.com Feedback on Student Work

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and utilize technology. Our test generator has been very useful since it can produce many variations on each standard and we can use them for teaching, practice, review, testing, and retesting. The use of EADMS data analysis allows for review activities and review games. Based on test results, teachers are able to align their teaching and re-teaching before common assessments.

In the Science Department, some teachers have websites, updating grades weekly, and giving supplementary materials to the students via the Internet. This allows students to take ownership of their progress and become responsible.

In the English Department, teachers use a plethora of technological resources. MyAccess and Study Island have been particularly invaluable tools that support lessons correlating to the English Language Arts standards. MyAccess offers immediate feedback on student writing that students can use to revise and edit essays. MyAccess, Google Docs, and TurnItIn.com are all used to store student writing, enabling teachers and students to track growth. Most teachers use document readers to help students visualize information, scaffold instruction, and employ student samples to model expectations. Color coding with PowerPoint and Microsoft Word documents further supports student writing and understanding of California standards. Teachers are able to incorporate a variety of teaching strategies that support students’ learning. Some teachers have adopted www.polleverywhere.com to check for understanding and start discussions. With this site, students use their cell phones to text their answers. The English department has recently adopted Gmail accounts in order to collaborate more efficiently through the use of Google Docs and Google Drive. Students in some grade levels have set up accounts specifically for school use. All teachers have iPads, which are used to facilitate success as collaborators and to increase student engagement in the classroom. In the Social Studies Department, teachers engage their students with the use of technology through activities such as creating radio & news broadcasts (video and audio recordings) and propaganda videos. Furthermore, teachers create their own websites in which class assignments, grades, notes, syllabi, web links and other important information can be posted and accessed by students and parents.

In the World Languages Department, teachers use an array of technology to enhance lessons; audio and video-generated lessons allow students to interact with material. In French and Spanish classes, students watch music videos to reinforce vocabulary and to enrich cultural knowledge. Art, drama, food and music are used to teach language and culture. Other resources include Realia (authentic artifacts) that stimulate and strengthen students’

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proficiency in the foreign language. Children’s books, television programming, radio broadcasts, podcasts, Internet telecasts, foreign language news sites, music videos and movies on DVD lend authenticity to students’ language experience.

In the Special Education Department, many technologies are used to aid students with disabilities to access the general content. Calculators are used for math and headphones are used to listen to books on tape. In one of the reading classes, iPads or tablets are used to access RazzKids, an online reading program.

In Mechanical and Architectural Drawing, technology is used extensively. PowerPoint is used to present step-by-step instructions to the students as they work on creating their drawings. In addition, the instructor uses industry-standard drafting programs, such as AutoCad and Solidworks (computer–aided design software packages) to model the drafting process. In Digital Communication for College and Careers, and in the Computer Academy, each student works at a computer workstation to create effective communication media. A listening/microphone system mounted on the ceiling provides enhanced audio transmission of instruction. Students also use the microphone system when answering questions or making presentations. Individual headsets with microphones are used in the creation of Audacity sound files and movies. The professional version of industry-standard Microsoft Office is used to prepare students for a working environment and for the opportunity to earn certification. Microsoft Small Basic software is used to provide the opportunity for students to begin the fundamentals of programming. Vision software is incorporated into the three classroom labs, Mechanical Drafting, Digital Communication, and the Academy for monitoring, messaging, and demonstration opportunities. This software will also specify which Internet sites are accessible or completely block the Internet as needed. A server connects each lab where students are able to access files, assessments, and team projects. Online instruction is also incorporated in the area of digital literacy.

The Cardinal Computer Academy also uses green screens and a software program along with digital cameras and a camcorder to create multi-media projects on various topics and themes. Using the industry-based CS4 and Photoshop, the juniors in the academy created a team profile book for a special project with a local elementary school. The academy uses a photo booth for school and academy events. A poster printer is used for creating advertisement media. An online business simulation is used during the junior year and online instruction is supplemented through Learn Key and Certiprep technology.

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Teachers as Coaches

Indicator: Teachers work as coaches to facilitate learning for all students.

Prompt: Evaluate and comment on the extent to which teachers work as coaches to facilitate learning for all students. Provide examples.Findings Supporting EvidenceAt Whittier High School, we strive to help our students become creative problem solvers by guiding them in their educational journey; to that end, teachers act as coaches and facilitators in the classroom. An academic mentor program has been created to provide students the opportunity to become facilitators for other students. Mentor students are widely utilized as tutors in Algebra 1, Chemistry, Guided studies, and Academic English Skills classes using a variety of formats. The formats are modified based on teacher input, student input, and effectiveness. The norm in Algebra I classes is for mentors to give one-on-one help to struggling students. They are also active members in the process of checking for understanding. In the Math Department, teachers regularly share many instructional strategies and activities on a consistent basis so that they can be implemented in classrooms to reach all students. Scaffolded notes packets are used in Algebra I, Geometry, and Algebra II. This allows students to build on prior knowledge and skills to help them achieve at the next level. The use of these notes allows students to check whether they recall skills needed to learn new curriculum; if not, teachers act as coaches by re-teaching the material. Chunking lessons allows students the ability to annotate textual information. At this time, they can inquire about areas of confusion, which allows students to clarify concepts through the use of guided practice. Students are given the opportunity to check for understanding through guided practice questions, which are very common in math classes because they allow for immediate feedback on understanding and require students to be actively engaged. During this time, the teacher is walking around to each student to facilitate learning and also acts as a coach to clarify any points of confusion for all learners. This method has also been proven to be quite effective to review math concepts.

In the English Department, supporting English Learners (ELs) has been a primary goal. Two years ago, the English department established a CAHSEE Boot Camp focused on additional preparation of the EL students for the CAHSEE. EL students are identified and then removed from their elective or Physical Education classes for the six weeks leading up to the CAHSEE. An English-credentialed teacher teaches them in small groups. Additionally, at each grade level, we have incorporated classes that

Note Packets

● Classroom Libraries

● AVID Notes/ Templates

● Academic Vocabulary

● Graphic Organizers

● Classroom Breakdown

● Sample Projects and Rubrics

● IEP

● Synergy

● Student Projects

● Assignments Rubrics

● Food Lab Assignments

● Simulations

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have a SDAIE mix of 30% EL and 70% students with Basic, Proficient, or Advanced CST scores. Strategic pairing of SDAIE students with higher-level students has increased opportunities for student collaboration and more opportunities for EL students to practice academic language and critical thinking skills. Frequently, teachers use document readers (ELMOs) to demonstrate and generate student and teacher models of work to simulate expectations and provide a visual sample where students may check against their own work in progress.

In the World Languages Department, teachers guide daily communication, regular performances and presentations allowing students to apply their knowledge and effectively communicate about their own cultures and interests, including sports, classes, their families, and their experiences outside of school, thus making the language personal and practical. After the teacher models practice exercises with students, students then work with partners or in groups to reinforce the language as the teacher monitors progress.Our Special Education teachers model professionalism as a means to teach vocational skills, including how to demonstrate good citizenship, effective communication, critical thinking, creative problem solving, and collaboration. Through the IEP process, we work in teams, with the student as the most important team member, to develop an education plan that is appropriate and challenges the student to grow in academic area of needs. They communicate with general education teachers and other service providers. The teachers also model how to use various instructional strategies in the Study Skills classrooms and have multiple subject understandings, which helps them to be effective student tutors often re-teaching various subject matters. They also support students in the general education classroom and often co-teach classes with the general education teachers. In addition, the teachers also strategically place instructional aides and teachers in support roles based on the needs of the student and being mindful of the strengths of our team members.In Visual and Performing Arts, teachers are facilitators of the transfer of artistic knowledge and the creative process. Students are provided problems to solve or frameworks to create within. Once they have demonstrated competence in techniques and concepts, students are coached through the process of demonstrating their learning and ability to build on that learning through the use of creative problem solving in the production of a work of art or performance.In the Practical Arts Department, teachers work as coaches to facilitate learning for students that are in need of additional assistance by working with the student in a one-to-one environment. Additional coaching and support is provided to students that require additional assistance by reviewing the assignment one-on-one and explaining the step-by-step process. In

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the Mechanical and Architectural Drafting Program, students are given two assignments daily; the first is an instructor-led assignment, and the second is an independent learning assignment. During the second assignment, the instructor provides individual, one-on-one assistance for students who need it. In Foods classes, the teacher leads a problem-solving lab. In the Digital Communication classes and the Computer Academy, students work on open-ended projects or simulations where the teachers function as coaches through guided questions, encouragement, and support.

Examination of Student Work

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

Prompt: Evaluate and comment on the ways in which student work demonstrates a) structured learning so that students organize, access, and apply knowledge they already have acquired; b) that students have the tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover, and invent knowledge on their own and communicate this.Findings Supporting EvidenceIn preparation for the Common Core standards, all core departments are implementing lessons that will prepare students with tools needed to be successful communicators and problem solvers. Brief constructed responses are a common occurrence in all core departments. Many courses are including them in common assessments. Performance tasks are beginning to be implemented in some courses, including Algebra II, Biology, and Chemistry. The use of academic language strategies has been an essential component of our school’s vision to improve student learning. All core department chairs, teacher leaders, and various course leads have been trained in the Kate Kinsella academic vocabulary strategies. Teachers implement those strategies in order to help students create and apply knowledge. The Word of the Week is a school wide attempt to increase academic vocabulary among students. Teachers facilitate the use of the vocabulary in distinct curricular areas.

In the English department, teachers scaffold curriculum through the implementation of the senior project. At the freshman level, students are introduced to Modern Language Association (MLA) format as they learn formatting rules, in-text citations, quoting, paraphrasing and work cited page. At the sophomore and junior levels, the Sophomore and Junior projects, mini versions of the Senior Project, reinforce these skills as students write research papers and present their findings in a group using Power Point.

In the Science Department, Chemistry students frequently conduct

Performance Task Samples

● BCR Samples

● List of Words of the Week

● Academic Vocabulary Instructional Rounds

● Project Rubrics and Samples

● Lab Assignments

● Case Study Samples

● Interactive Samples

● Project Rubric

● Sample Bridge project

● Student Portfolio

● Student Certificates

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laboratory investigations and conduct research-based projects. Physics classes, both A.P. and college prep, perform laboratory experiments in class and are often asked to apply their learning to the outside world. Biology students, both in A.P. and college prep classes conduct experiments and participate in demonstrations that engage students and ensure their comprehension and success in mastery of the content. Anatomy and Biology students participate in dissections of specimens and utilize open-ended inquiry labs. Students are encouraged to work collaboratively both in and out of the classroom, particularly for class projects including case studies and projects (such as the Pet Molecule Project and Element Research Project). In the labs, kids work in groups using the scientific method to analyze their findings and solve problems, thus helping them to become creative problem solvers

In the World Languages Department, all students are required to keep an interactive notebook, which includes notes, vocabulary lists, and practice exercises. This notebook is a source for accessing information. Students in French and Spanish 1, 2 and 3 are given theme-based work pamphlets as a reference at the beginning of each unit. In the Special Education Department, cloze procedures, including sentence starters and sentence frames, are used to teach vocabulary and reading comprehension skills as well as academic language.

In the Career Technical Education Practical Arts Department, including ROP classes, students consistently perform hands-on projects where they demonstrate their newly acquired abilities. Automotive students are able to perform brake inspections, wheel alignments, oil changes, and tune-ups. In Administration of Justice, students learn legal concepts and perform jury trials. In Mechanical/Architectural Drafting, students move from drawing to creating bridges. In Medical Careers, students are certified in CPR and demonstrate skills learned. In the Information Technology/Business classes, students create digital media and communication products and Academy students create portfolios for participation in mock interviews. Academy students also earn Microsoft Office certifications.

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

Prompt: Evaluate and comment on how well the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects, discussions and debates and inquiries related to investigation.Findings Supporting EvidenceIn the English Department, students participate in activities that ● Performance Tasks

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engage students in higher order thinking at all levels. In each grade level, students are required to produce research papers and presentations. At some levels, students are producing portfolios and performing fieldwork outside of the classroom setting. At the freshmen, sophomore, and junior levels, students complete a performance task in which they have to synthesize information from a variety of sources and argue a position based on the source evidence.Students also are engaged in large and small group discussions regarding required literature. Articles of the Week help students read actively and respond both in writing and orally about current events. Brief Common Responses are also used periodically to develop the use of evidence in writing.

In English classes, students write a variety of papers including expository, persuasive, argumentative, business letter, and literary analysis. Students complete the writing process utilizing the Jane Schaeffer writing style.

In Spanish and French courses, students communicate effectively through group and individual projects that entail research, demonstration of concepts and application of knowledge learned in each unit, including grammar and vocabulary. These include discussions, essays, posters, research papers, student-created videos, plays, and stories. Students in advanced courses participate in higher level discussions of current events and literature in the target language. They analyze literature and demonstrate their knowledge of language and culture through projects and presentations.

Teachers in the Science Department use inquiry-based strategies such as labs, projects, and classroom discussions about ethical issues in the field of science. Some teachers utilize current articles from newspapers, magazines, and science journals and Pair Share strategies and small group strategies to stimulate students’ conversations.

In the Special Education Department, students are required to develop computer skills to access instructional resources such as Noodle Tools for creating a correct Modern Language Association (MLA) Works Cited page for sources used within an essay. Students use MyAccess, a website that provides teachers the ability to create writing prompts and allows students the tools to word-process essays and receive immediate feedback of rubric styled grading. This encourages students to improve their essays before submitting for a final grade. This program is directly aligned with CAHSEE standards for essay writing. In the Practical Arts Department, student projects utilize library research, Internet research, and Web databases. Students are better

● Articles of the Week

● Brief Constructed Responses

● Senior Project

● Freshmen, Sophomore, and Junior Research Projects

● Student Essays

Student Project Samples

MyAccess portfolios/prompts

Noodle Tools

Student Sample Projects

Catering Menus

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able to work on Senior Projects because they have learned how to conduct research and format their essays in computer applications and virtual enterprise classes. Also, students become proficient in Microsoft Word, Excel, and PowerPoint. These programs provide students with a career technical education that is rigorous and relevant in today's industries. Architectural and Mechanical Drawing students use Industry-Standard drafting programs, such as AutoCad and Solidworks (computer–aided design software packages) to solve real-life mechanical engineering and architectural problems. In addition, students use these tools to work collaboratively to complete more complex design tasks, such as designing and building balsa wood bridges, catapults, and frame and foam core models. In the Foods classes, students engage in real world simulations and provide catering of luncheon events for mentoring activities through the Cardinal Computer Academy.

Indicator: Representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the schoolwide learner outcomes.

Prompt: Evaluate the extent to which representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the schoolwide learner outcomes.Findings Supporting EvidenceIn the English Department, teachers have recently started using Google Drive, Google Docs, and Gmail in order to collaborate and communicate with colleagues and with students during projects and papers. Students at the freshman, sophomore, junior, and senior level are producing projects that incorporate typed papers and PowerPoint presentations. Students utilize eLibrary (research database) for researching and finding academic sources for their projects.

Additionally, teachers have recently started to use performance tasks that include real-life applications. The performance tasks are completed in groups in order to facilitate cooperative learning, collaboration, and to provide students with ample opportunities to communicate their findings. Internet research and using technology to present findings are part of the task.

Through district-wide collaborative meetings, all schools in the district have implemented Brief Constructed Responses (BCRs) and performance tasks into the freshmen, sophomore, and junior curriculum. The Whittier High School English Department implements these assessments at the middle and end of each quarter. These assessments allow students the opportunity to critically think about a topic, collaboratively brainstorm, and create a solution prior to effectively communicating their independent response in writing.

Senior Projects PowerPoint

● Junior Projects PowerPoint

● Sophomore Projects PowerPoint

● Freshmen Projects PowerPoint

● Google Docs

● MyAccess

● Turnitin.com essays

● Lab Assignments

● Student Samples

● Study Island

● Prentice Hall Website

● Laptop Carts

● Online Broadcasts

● Student Lab Write-ups

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The block schedule at Whittier High School allows teachers to build lessons that incorporate all the learning modalities necessary for students to fully synthesize language lessons. It allows time for teaching a concept, practice and pair-share, writing and response, skill building and production. The 120-minute block allows for the lesson to fully develop. The last twenty minutes of the two-hour block give extra time to process to students who need it.

The Science Department utilizes technology and student collaboration during lab assignments to achieve the content standards and school wide learner outcomes. During labs, students work collaboratively while using probes, microscopes, digital scales, and other equipment. Students use various websites and scientific sources to conduct research and make PowerPoint and/or Prezi presentations to their peers during instructional time.

Another use of technology for the Math Department is the Study Island math program used for juniors and seniors needing to pass the California High School Exit Exam. Since these students have been through a variety of interventions, including a small ratio CAHSEE class, this more tailored intervention is needed

In the World Languages Department, students are encouraged and are given opportunities to complete Power Point presentations. In Spanish classes, students are required to complete assignments on their textbook publisher’s, Prentice Hall’s, website and are assigned research on other web sources. French and Spanish classes also assign video projects to allow students to express their creativity and to reinforce communication skills in the target language. Special Education teachers have student computers in Study Skills-Modified classes and Special Day Classes with Internet access and printers. Teachers also have access to computer labs and laptop carts. Their reading program use tablets to access Razz Kids reading program online. Their classrooms are equipped with ELMOs (document readers) that are used regularly to enable projection of web based materials while using the classroom audio system. Resource teachers assist general education teachers who make use of student response clickers for test preparation and PowerPoint for presentations.

Special Education teachers also use online news broadcasts as supplemental instruction to improve student awareness of current events around the world and to broaden their scope and build their opinions, knowledge, and understanding of real world issues.

In the Practical Arts Department, courses are guided by industry standards, community college articulations, and career pathways. This department includes seven pathways: transportation, administration of justice, business/information technology,

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medical, architectural design, and hospitality. Each class is designed to prepare students for advanced study within each pathway. Four instructors use dedicated computer labs, one uses an automotive shop, and one uses six kitchen labs. A variety of industry standard software is used and a variety of technical equipment is provided for simulations in the medical and administration of justice classes. The Architectural and Mechanical drawing classroom is also outfitted with 28 desktop and 10 laptop computers. The students use these computers for a variety of activities, including career exploration, AutoCad and Solidworks (computer–aided design software packages), research, and academic writing.

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

Prompt: Evaluate the extent to which representative samples of student work demonstrate student use of materials and resources beyond the textbook; availability of and opportunities to access data-based, original source documents and computer information networks; and experiences, activities and resources which link students to the real world.Findings Supporting EvidenceIn the Standards Review class, computers are used to give students extra practice opportunities in order to increase their proficiency.

One of the integral opportunities that challenge students is the use of laboratory activities and investigations when learning new material in their science classrooms. The department is fortunate to have a science lab classroom specifically dedicated to these hands-on activities. It is equipped with materials needed to carry out biology, earth science, physics, and chemistry experiments. The lab is available to all science classes and provides students and teachers the opportunity to creatively learn different concepts. In addition, most of the classrooms are able to accommodate lab activities.

English teachers utilize a wide variety of strategies and activities to engage students in experiences beyond the textbook, both independently and collaboratively. Activities include: Bingo, Jeopardy, Fly Swat, AVID tutorial, AVID critical reading strategies, Kate Kinsella academic vocabulary and sentence starters, Jane Schaffer format, Article of the Week, Sentence of the Week, and review games to improve critical thinking skills. Graphic organizers and Thinking Maps are used in order to scaffold difficult concepts for all students. Teachers often model work before students engage in practicing concepts in groups and on their own. Students take part in career exploration throughout their four years

● Lab write-ups

● Lab sign-up sheets

● Career Interest Surveys

● Grade Level Projects

● Serving Our Community Fair Flyer

● List of Guest Speakers

● Event Program

● Student Samples

● Microsoft Certification

● Digital Portfolio

● Student Web Pages

● Flyers, Pamphlets and Form Samples

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at Whittier High School. Freshmen and sophomores fill out career aptitude tests on the California Career Zone website and complete minor career related projects. Juniors initiate a project that will lead to their Senior Project—a career-based paper and presentation delivered to an authentic audience. A Serving Our Community Fair with 16 nonprofit organizations from the Whittier community took place on campus in December 2012. Students were encouraged by teachers to talk with these organizations to set up connections for future Senior Projects and opportunities for giving back to their community. Organization such as the Boys Club, YMCA, Whittier College’s Center for Community Engagement, and Hispanic Outreach Taskforce came to the fair to answer questions and ask for volunteers for their upcoming service tasks. Additionally, students have had opportunities to listen to presenters on different careers.

In the Social Studies Department, teachers can access Google Maps to assist with geography in their classes. Other online resources include the Modern History Sourcebook, which offers a variety of primary and secondary resources; the United States Holocaust Memorial Museum website for resources in teaching about the Holocaust; Spartacus Educational, which is an online encyclopedia; and other useful sites that are used to enhance the content standards. Teachers also engage their students with the use of technology through activities such as creating radio and news broadcasts (video and audio recordings) and propaganda videos. Lastly, teachers are now able to create their own websites in which class assignments, grades, notes, syllabi, web links, and other important information can be posted and thereby accessed by students and parents.

In the World Language Department, Spanish II Native Speaker students plan, organize and participate in a very elaborate fundraising dinner event in conjunction with the Bilingual Advisory Parent Committee. Students read poetry, sing, and dance to entertain their families, members of the community, and staff.

In the Digital Communication class within the Practical Arts Department, students use skills learned to create memos, flyers, letters, and MLA style reports with the full implementation of automatic referencing. They also learn to create animated, interactive presentations and begin financial literacy skills with the experience of budgeting, using credit, and banking. A career exploration is conducted along with digital media creations using Audacity. Communication skill builders which review grammar rules, a reading skill enhancement book featuring workplace documents along with comprehension questions, and the use of the Free Rice website contribute to the literacy skills of all students.

During first year of the Cardinal Computer Academy (CCA), students have the opportunity to achieve Microsoft certification in

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PowerPoint and receive an introduction to programming. Due to the cross-curricular opportunities with the social science, English, and Spanish classes, students create multimedia projects resulting from content-related field trips to science centers, museums, or colleges. The Academy students keep a three year digital record of their projects. In the junior year, a hard copy portfolio is reviewed with community mentors in a mock interview. In the senior year, academy students expand the requirements of the Senior Project to include web pages. In the ROP classes, students create flyers, pamphlets, forms, and entry-level animation. They learn to modify photographs using Photoshop, and they also learn to create basic websites using Adobe Flash and Adobe Photoshop.

Real World Experiences

Indicator: Opportunities for shadowing, apprenticeship, community projects and other real world experiences and applications are available to all students.

Prompt: How effective for students are their opportunities for shadowing, apprenticeship, community projects, and other real world experiences and applications available to all students? Evaluate the degree to which these are readily available to all students.Findings Supporting EvidenceIn the Math Department, students in Business Math have the opportunity to apply their math skills to practical life applications. Currently, the curriculum covers savings, credit, investing, money management, insurance, and risk assessments. This is tied to careers and personal financial responsibility.

All science courses strive to enhance student engagement and learning by integrating labs, real world applications and open-ended assessments into their curriculum. Biology and Earth Science bring guest speakers into the classroom for the students to discuss current advances in the topics of study and to provide future career and educational options. Science based fieldtrips sponsored by the school include the GPA/NASA Climate Change Conference, Generation Earth Environmental Science fieldtrip, and visits to the Southern California University of Health Sciences and Los Angeles Sanitation locations. The Science Department conducted its first career fair, bringing in professionals from different fields of science to speak to students about their careers.

Curriculum Descriptions

Permission Slips

School Calendar

Career Day Sign Up

Community Service Fair Flyer

California Career Zone Interest Profiles for Freshmen

CCA Field Trip Pictures/ Presentations

Freshmen Project

Sophomore Project

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In English classrooms, discussions and various media relating to students’ personal experiences are used. Through Articles of the Week, students utilize their critical thinking skills to write and debate about current events, community concerns, and adolescent issuesIn 2013, junior students were encouraged to apply for the Amy Biehl Foundation Conference to be held at Whittier College on June 1, 2013. This project is a service learning project integrated with research skills. Students will conduct their Senior Project based on a topic inspired by the conference.

Unit themes at all levels of Spanish and French are based on real world applications. Therefore, vocabulary is used immediately. AP students keep up with current events by reading the newspaper in Spanish and French. A career project is given in Spanish Native Speaker classes where they investigate all aspects of a career of their interest along with the path to follow that career, which they then present to the class. Students in AP Spanish Language volunteer their time to serve as translators for Back-to-School Night, the Future Frosh event and other parent events. Additionally, AP Spanish students serve as facilitators at ELAC meetings. Students also complete in-class translations for school organizations. All social studies teachers bring their own experiences to the classroom in an effort to take the students’ learning beyond the text and outside a classroom environment. Travel experiences of the teachers are often shared with the students to further their understanding of a world beyond Whittier High School and to make what is in the text relevant. Social studies classes provide the opportunity for students to come face to face with history through guest speakers, which have included Holocaust survivors, Japanese Internment internees, and World War II veterans. In addition, college speakers have also visited the social studies classrooms.

In the Practical Arts Department, students are required to select and research a drafting-related career and present that information to their peers. Juniors and Seniors are also encouraged to participate in fieldtrips to Rio Hondo Community College to learn about their Engineering and Architectural Graphics programs. All freshmen are invited to participate in the Cardinal Computer Academy in the spring of their freshman year. Academy students are required to complete forty hours of community service in an area of interest for them during their three years. Opportunities are presented throughout the year as community members and associations contact the Academy for help. Often, opportunities are discovered through our community mentors who work with each of our juniors during their junior year or through our association with the local Whittier Chamber of Commerce where we have six academy student members who participate in monthly chamber meetings.

Junior Project

Senior Project

Fieldwork Hours

Senior Project Presentations

Guest Speaker list

Amy Biehl Foundation Conference Agenda/ Brochure

ELAC Meeting Agendas

Samples of Career Project

Community Service Logs

Guest Speaker List

Cardinal Academy Computer sign ups

Community service logs

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Job shadows or career interviews are included in the junior year and internships are included in the senior year. With the new focus of the Senior Project as a career project, the fieldwork is sometimes appropriate as an internship.

All ROP courses incorporate a widespread use of technology. Courses promote higher order thinking skills through things such as Trade Fair Competitions, credit (non-paid) internships, and mentoring programs. They also include hands-on projects such as replacing parts, repairing, utilizing technology, viewing supplemental video instruction, taking virtual and physical field trips, and creating/completing portfolios, reports, and/or packets. The Special Education job developer utilizes technology and online resources as well as teaches students how to access these resources for job seeking and finding other resources in their community to become independent and fulfill post-high school goals. These skills include filling out online applications for employment; accessing resources to create a professional resume; and locating the Department of Motor Vehicles, Regional Center services, financial aid information, college information etc. She also leads the Job Club program, which offers students hands-on experience for learning vocational skills, such as participating in mock interviews, filling out practice employment applications, attending presentations about how to be professional and successful in a work setting. She also assists with setting up volunteer work within the community.

The Special Education seniors participate in the Senior Project with accommodations/ modifications that are IEP driven and appropriate to allow for them to benefit from the experience of writing a research paper about a vocational interest, doing volunteer work in that vocational interest, and then presenting a PowerPoint based on their research and experiences to a panel of judges.

ConclusionsPrompt: Comment on the degree to which this criterion is being addressed.Findings Supporting EvidenceWhittier High School continues to work toward ensuring that all students have the skills to make them successful. With a focus on school wide literacy strategies and increased post-secondary opportunities, Whittier High School has implemented a plan to improve instruction for all students. Because of this, Whittier High School has seen increased achievement in our English Learner population.

Teachers constantly improve their techniques and strategies by working collaboratively and sharing best practices, participating in staff development, and attending Instructional Rounds where they

Student Work samples Instructional Rounds

records Course-alike meeting

minutes Peer Observation records Student achievement data Best Practices meeting

minutes

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observe their peers and students in various classroom settings.

Our Embedded Support at the end of every block provides opportunities for teachers to re-teach lessons and differentiate instruction in smaller groups in order to meet content standards. Working in smaller groups, students have become collaborative learners.

The creation and implementation of the Academic Mentor Program has been a factor in increased student achievement. Academic Mentors tutor peers in Algebra 2, Chemistry, and Guided Studies.

The use of technology has increased the students’ ability to solve problems creatively as well as the teachers’ ability to give more effective lessons. Lessons are enhanced and students are more engaged with the use of computers, the Internet, and document cameras. Teachers can check for understanding using Mobi clickers (individual student response system), they can require classroom presentations using PowerPoint and LCD projectors, and they are better able to communicate with parents via the district's student information system.

As we approach one of the most significant changes in public education, we have taken some systematic steps to prepare for the Common Core standards. Within and across departments, we have begun to incorporate Brief Constructed Responses (BCRs) and Performance Tasks (PTs). These steps have allowed us to think about instruction in a more pedagogically sound manner and allowed our students to engage in their learning in more holistic and meaningful ways. These steps have also helped us to begin to align with the Smarter Balanced Assessments.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.Findings Supporting EvidenceWe have focused on three Critical Academic Needs at Whittier High School; English Language Learners, Academic English Literacy and Post-Secondary preparation.

Access to technology as well as staff development in the use of scientifically-based strategies has allowed us to provide exceptional support to all of our students. The use of LCD projectors, computers, laptop carts, document readers, etc. has given teachers essential tools in advancing the needs of our students. Implementation of EL and SDAIE strategies across the departments, critical reading strategies, Study Island (online test preparation program) and MyAccess (online writing program) are invaluable tools that support English Language learners. Document readers allow students to visualize information and teachers to

Student work

Course-alike meeting minutes

Embedded support strategies

LCD projectors

Computer labs/carts

Mobi clickers

Document readers

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model and scaffold instruction. Mobi clickers (individual student response system) make it easier for teachers to check for understanding and obtain specific information about the needs of their students. CAHSEE Boot Camp has been instrumental in the academic advances our EL students have made.

In preparation for real-world experiences, including college and career, students have opportunities to use current technology, including laptops. They learn to access and create Web databases, create, edit and share documents on Google Drive, Google Docs, Gmail and become proficient on Microsoft, Excel and Power Point. Across the curriculum, students use skills to create power point presentations, multi-media and interactive presentations, memos, flyers, letters and reports. Students participate in career exploration assignments, including the Senior Project. ROP courses are provided for students interested in Automotive Technology, Criminal Justice and the medical field. There are opportunities to listen to and learn from guest speakers from various professional fields. Ties to Whittier College and Rio Hondo College offer students additional opportunities for advancement, including access to guest lectures as well as availability of advanced coursework. AVID classes are provided to students in need of further college preparation skills.

Across the curriculum, Academic English has been a focus. Last year, the Word of the Week was instituted campus-wide. The use of EADMS for data analysis and Common Assessments has allowed us to pinpoint areas of need and re-teach those problem areas. The ability to use online applications has provided our students with immediate feedback on and revision of writing assignments and the ability to do practice and review assignments. All teachers have been trained in academic language strategies. As students work in strategic pairs and in groups, there are many opportunities for student collaboration, practice in academic language and critical thinking.

MyAccess

Study Island

CAHSEE Boot Camp enrollment/classroom breakdown

Senior Projects

Google application

Project Rubrics

Student presentations and projects

AVID

EADMS

Academic vocabulary

Word of the Week calendar

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


Category C. Standards-based Student Learning: Instruction: Areas of Strength WHS is a student-centered school Increased the use of academic vocabulary strategies Consistent collaboration across departments where we share data on common assessments and

best practices in order to refine our instruction Variety of instructional strategies Variety of assessments including BCRs and performance tasks Synergy and TeleParent as means of communication with students and parents Actively preparing for the Common Core standards Special Education aligns to the general education curriculum Teacher access to many different types of technology

Category C. Standards-based Student Learning: Instruction: Areas of Growth Increase access to training for use of technology for instruction Increase access to technology for students Increase sharing of strategies for use during embedded support Further training and developing of instructional strategies for use in the Common Core State

Standards

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D. Standards-Based Student Learning: Assessment and Accountability

Focus Group Leaders

Cynthia Lara, Math

Alicia

Lara-Wright, World Languages

Adonis Chacon Special EdAlbert Cherng Math

Alex Ruper ScienceAlexa Nisbet EnglishAlfredo Silva Social StudiesAlyssa Ellis English

Bianca Dominguez Stage CrewCal Rinard Social Studies

Dan Esquerra MathDori Rhodes Special EdEric Barnes Security

Gina Alexander EnglishInez Velazquez Cafeteria

James Delgadillo Practical ArtsJames Marilley ScienceJeanne Negrette Instr. AideJennifer Griffin Instr. Aide

Jesus Meza VAPAJuan Anzaldo AP-Business & ActivitiesJulia Garcia CafeteriaLisa Sanchez Instr. AideLiz Zavala Attendance Caller

Lynn Montes ClassifiedMichael Varos PE

Michelle Rodriguez Special EdOfelia Ornelas ClassifiedReina Shebesta Counselor

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Sarah Jensen MathSheila Villalobos Social Studies

Tim Skau Custodian

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Category D: Standards-based Student Learning: Assessment and AccountabilityAnalysis must show distinctions that appear across the range of students (grade level, diverse background, and abilities) and the variety of programs offered at the school. Examples include: Online instruction approaches (school site or off site, integrated within other programs



D1 & D2. Assessment and Accountability Criteria

The school staff uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other stakeholders of the school community.

Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student.


Professionally Acceptable Assessment Process

Indicator: The school uses effective assessment processes to collect, disaggregate, analyze, and report student performance data to the parents and other stakeholders.

Prompt: Evaluate the effectiveness of the assessment processes.Findings Supporting EvidenceThe basic model for common assessment analysis at Whittier High School has been refined over the past several years. The model starts with the development of common assessments based on the state standards. Once those assessments are in place, data is collected from the assessment and analyzed. The pre-unit meeting, the teaching and assessment of the unit, and the post assessment meeting give teachers and students a detailed look into the level of understanding for each student, each class, and each course. The analysis results are then used to guide instruction and to modify the subsequent curriculum if needed. This process requires that all teachers consistently reflect on their teaching practices, show flexibility, and have a willingness to grow. Course leads are vital to successful implementation of this process.

Whittier High School has also worked with other schools in the district to take the assessment process to the next level. All core and many elective courses have common district assessments. The process for developing these district assessments and analyzing the

Sample of data from:Algebra I 9th

Algebra I 10th-12thConcepts GeometryGeometryAlgebra IIEnglish 1, 2 & 3BiologyPhysicsIntegrated ScienceChemistryWorld CivilizationUS HistoryGovernmentSpanish I & II

Progress Reports

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data mirrors the process at the Whittier High School site. Course leads and team members analyze district common assessments for best practices. Whittier High School owes a good part of its continual assessment growth to the strategies shared at these meetings. The common assessment process has greatly improved curriculum and teacher collaboration.

The English Department uses time built into the Late Start schedule on Monday mornings to collaborate by subject area. In addition, the department holds quarterly English Days in which students are supervised in the auditorium and teachers attend course-alike meetings over the span of two days. During both Late Start and English Day meetings, teachers examine item analysis reports for the most recent common assessments, which include Brief Constructed Responses, and share best practices based on comparative student performance. In addition, the course team analyzes the data to determine skills that need to be retaught.

Since data has been collected and analyzed for years, courses now look to previous data to identify areas of strengths and weaknesses. Teacher strengths are identified prior to assessments so that those teachers can share best practices, giving colleagues the benefit of successful teaching strategies. Since standardized test scores continue to grow and D and F rates decline, we believe this process is extremely effective. To maintain regular communication with families, all teachers are required to submit grade reports every five weeks, which are mailed home to parents/guardians. Most teachers post grades online through Synergy for home viewing. The Synergy parent portal (ParentVue) provides parents and guardians with an immediate list of grades, missing assignments, and attendance data. Students also have access to their online grades through the Synergy student portal (StudentVue). Besides online access, grade reports are posted in some classrooms. Students may also request an individual grade printout from each teacher. Synergy has also made it easier to e-mail parents, adding to the variety of methods of our communication with parents and other stakeholders.

TeleParent phone system has been one of the most effective tools made available in recent years in keeping parents informed. It is used to keep parents informed about course requirements and also to make parents aware of both positive and negative student issues. These phone message options include notification of recent improvement, upcoming tests, project due dates, grades, attendance and tardy issues, behavior issues, or a request to schedule a parent-teacher appointment.

A bilingual newsletter is mailed home to parents every month from the guidance staff. This newsletter notifies parents of upcoming

ParentVue

StudentVue

TeleParent Logs

Sample Newsletter

District and School Website

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class unit tests, state-wide testing dates, preparatory classes, report card dates, parent workshop announcements, and registration deadlines for PSAT, SAT, and college applications.

Special education case managers have regular telephone communication with families from introductions to interventions and IEP meetings throughout the year.

The staff offices, particularly Guidance and Attendance, are the front lines of communication with families. Several staff members are bilingual to better serve the Spanish-speaking families. At least one bilingual staff member is always available for Spanish translation in these offices.

Finally, the Whittier Union High School District website offers students, parents, and community members information in all areas pertaining to Whittier High School. Through the district’s home page, parents can easily access the Whittier High School website. Whittier High’s website is updated daily. It is very user friendly, allowing parents to effortlessly navigate through the different departments at Whittier High, such as Athletics, Business and Activities, Curriculum, Guidance and New Horizons, with all providing information pertinent to that department. The home page provides information on upcoming events and announcements as well as links to access recent news articles pertaining to the school, SARC Reports, Whittier High School’s web store, bell schedules, and the daily bulletin. Parents can also access teachers’ pages, which provide them with information on homework, tests, and contact information. The website is a very useful tool to keep parents involved with their students’ high school experience.

Basis for Determination of Performance Levels

Indicator: The school staff has determined the basis upon which students’ grades and their growth and performance levels are determined and uses that information to strengthen high achievement of all students.

Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their growth, and performance levels are determined.Findings Supporting EvidenceWhile grades have always mattered, we have specifically refocused on grading practices over the last two years. Our CST scores have been improving consistently over the last five years. However, it has not always correlated to a decline in D/F rates. Two years ago, we instituted data distribution, by administration, for course-wide D and F rate. This program started at the beginning of the school year several years ago, and has been an evolving conversation. This information is discussed in course-alike and department meetings. From it, an organically created

Staff Meeting Minutes

● District Common Assessments

● Common Final Assessments

● Site Pacing Guides

● CST Incentive Charts

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system based on the needs of the individual courses has been generated.

In talking about this data, the Social Science, World Language, Science, Math, English, VAPA, and Physical Education Departments have created common course weighting in subject-alike teams. This allows those departments to analyze common grading data and enables students to transition seamlessly between teachers in the same course should schedule changes occur. The English Department grades are weighted heavily on student performance, with each grade level team placing a majority weight on multiple-choice and written assessments. While the English department has seen improvement in D/F rates in the past two years with the use of embedded support time and assignment of PREP after school tutoring, they continue to focus on interventions for these students as an area of growth.

Additionally, common assessments and common pacing have been improved across the district over the previous two years. District assessments are standards based, but their frequency and weighting vary based on subject area. The district allows pull out time for teachers to meet to discuss and create common assessments. To further demonstrate commitment to aligning student grades to student performance, all core departments now offer CST incentives in courses.

Over the last two years, we have noted that our D and F rates have decreased as CST scores have increased. While semester D/F rates have declined for three years, we must continue to work to improve the D/F rates.

In determining student grades, teachers use a variety of formal and informal, formative and summative assessment strategies to evaluate student learning. District and site common assessments are based on state content standards that are tested on major state assessments such as CSTs, the CAHSEE, and the coming Common Core exams. The results of these assessments drive conversations about best practices and alignment of pacing and curriculum, which lead to increased student performance and a decrease in the D/F rate.

Courses in practical arts that are articulated for college credit require a grade of B or better based on 80% mastery of student learner outcomes as per articulation course to course agreements.

● Department And Course Meeting Minutes

● CST Data

● Comparative Student D/F Rate data

● District CST Incentive Chart

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Appropriate Assessment Strategies

Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc.

Prompt: Evaluate the appropriateness of assessment strategies used by teachers to measure student progress toward acquiring a specific body of knowledge or skills. Evaluate the effectiveness and appropriateness of the assessment strategies selected based on the programmatic goals and standards to determine student achievement. Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments.Findings Supporting EvidenceTeachers at Whittier High School use a variety of appropriate assessment strategies to measure student progress. For example, teachers use a number of formative assessments to determine their students’ starting points. At the beginning of the school year, several departments start off with a skills test to determine knowledge retention over the summer and also to get to know their students’ individual strengths and to identify areas of improvement. Whittier prides itself on our school-wide focus on progress-monitoring assessments. Teachers share progress-monitoring assessment strategies across departments through our professional learning communities, where we often observe other teachers. These checks for understanding are essential indicators of whether or not students are on the right track toward acquiring the necessary skills to obtain mastery of the standards. Progress-monitoring strategies commonly used on campus, in all departments, include homework and classwork assignments, ticket-out-the-door activities, quizzes, journal writing, and the use of white boards or individual student response systems. Both formative and progress-monitoring assessments allow teachers to plan appropriate strategies to further student learning, while also allowing teachers to give students valuable feedback they will need to achieve.

Formative assessments provided the Social Science Department with crucial information. For example, on two given assessments, two questions assessing the same skill had dramatically different results. The primary difference was academic language. As a result, the Social Science Department has implemented teaching academic language in their courses.

Student academic goals at Whittier High are standards-driven; thus, our summative assessments are very important. Some examples of summative assessments are essays using the writing process, common assessment tests, senior projects, and standardized tests, such as the CSTs, CAHSEE, and various AP exams. Our Senior Project is a cumulative school wide effort to determine if a student has acquired the research and writing standards in English. As part of our effort to help students achieve the state standards, our district

Skills Tests

● Formative Assessments (including homework, quizzes, ticket-out, the door, journals, student clicker program)

● Summative Assessments

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has implemented common assessments, quarterly summative tests given to all students in the district. For example, all students taking the same math course will be given the same common assessment. This helps course-alike teachers on our campus plan curriculum by focusing energy on standards-based content and strategies.

When it comes to test security, Whittier High takes many precautions. For our common assessments, department leaders are point people for obtaining and distributing each test. Some subjects have multiple versions of the common assessments to ensure integrity. In addition, teachers are given a window during which they must give and grade these assessments. Afterwards, teachers meet in their professional learning communities to evaluate the results of the common assessments to determine the validity of the test, as well as the results. When it comes to standardized tests and security, Whittier High School has one person in charge of any state-mandated tests and only a handful of people involved in organizing. The testing situations are planned and organized, and the tests are locked until the day of the test. Teachers serve as proctors and have extensive training beforehand.

Whittier High School Cardinal Computer Academy is a testing site for Microsoft Certifications. Each test administered is independently verified and monitored. Students test under a site license.

Demonstration of Student Achievement

Indicator: A range of examples of student work and other assessments demonstrate student achievement of the academic standards and the schoolwide learner outcomes, including those with special needs.

Prompt: Evaluate how student work and other assessments demonstrate student achievement of the academic standards and the schoolwide learner outcomes.Findings Supporting EvidenceThe English, Math, Science, Social Science, and World Language Departments implement course alike common assessments, many of which are also district wide. They are standards based assessments. With the shift toward Common Core. These assessments also address our school wide learner outcomes. Free response questions coupled with rubrics allows students to demonstrate understanding in ways other than multiple choice. The data is collected through EADMS and is analyzed as thoroughly as the multiple-choice sections.

The English Department has a culminating Senior Project graduation requirement that requires students to complete a research paper, fieldwork hours, and a formal presentation before a panel of faculty and community members. In each of the other

Common Assessments

● EADMS Data

● Sample Senior Projects

● Rubrics

● Performance Tasks

● Projects

● Performance Results

● Laboratory Plans

● Laboratory Reports

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English grade levels, students complete Senior Project checkpoints that prepare them for the various components. In addition, the English 1, 2, and 3 levels have students complete a Performance Task in which students annotate multiple sources on the same topic, collaborate with fellow students to discuss the evidence presented, and synthesize the evidence from sources in a written response. This process is aimed at preparing students for Common Core and emphasizes our school wide learner outcomes of developing students to be creative problem solvers, critical thinkers, collaborative learners, and effective communicators.

Performing arts students, such as music students, complete a variety of projects to become ready for performances at our school, for competition, and for our local community. These projects provide ways to assess the music content standards. In addition to the content standards, the school wide learner outcomes are demonstrated as well. Performances can take place in large groups, small ensembles, or solos. Band students focus on large group projects to create field shows for football games and for field tournament competitions. To be successful, students must be critical thinkers, effective communicators, creative problem solvers, and collaborative learners.

Within the spectrum of science offerings at Whittier High School, laboratory work, laboratory reports, and presentations offer many opportunities to assess student achievement both of the academic standards and school wide learner outcomes. Laboratory work requires each student to work collaboratively with each student being assigned a task. Discovery and assessment within the process requires creative thinking. When results are incorrect or misunderstood, creative thinking is necessary to identify the problem. Laboratory reports have consistent formatting expectations, such as correctly observing and recording data, reflecting, and effectively communicating findings.

Physical education incorporates their standards daily. The rationale for movement is explained. Common assessments used by the department are standards based. The assessments include fitness, nutrition, and muscle use. Students are also prepared for the California State Physical Fitness testing. This testing is also standards based and graded. Our increase in student achievement indicates success.

All Cardinal Computer Academy students have the opportunity to earn International Microsoft Office Specialist certification and college credits. Students also participate in Southern Section FBLA competitions using their communication, career, and technology skills.

Whittier High School’s special education population is certainly

● PE Common Assessments

● California State Physical Fitness Testing Results

● IEP Documentation Including Modification Information

● 504 Documentation

● Modified Assessments

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not exempt from the common assessment model. A number of those students, however, have needs that prohibit them from completing an assessment in a traditional environment. As such, the assessment techniques used must sometimes be modified for those students with special needs.

In general, assessment adjustments are guided by a special education student’s IEP (Individual Education Plan). The IEP contains a section on modifications to instruction and assessments to which general education teachers must adhere in order to be in compliance with federal law. Some examples of assessment modifications used are: reducing multiple-choice questions from four to two choices; providing verbal clarification of test questions and options; allowing students to speak the answers in lieu of writing; and scaffolding multi-step problems so students can fill in the information to complete the question. Also, students have access to low assistive technology that can be useful during testing, such as electronic dictionaries, four-function calculators, formula guides, and class notes. To further support students with special needs, environmental accommodations are implemented. These accommodations come in the form of small group settings, preferential seating away from distractions, extended testing time, and retesting.

Modifications are often used to assist students in creating a smooth transition from a modified version of the exams to the standardized format found in the common assessments used at the high school, the California State Standards Test, and the California High School Exit Exam.

Many courses have common assessment drafts prior to the start of the school year. Because so much work has been done on the actual assessments beforehand, much of our time is then used to design our coursework, projects, and formative assessments to maximize student success.

Curriculum Embedded Assessments

Indicator: The school regularly examines standards-based curriculum embedded assessments in English language and math, including performance examination of students whose primary language is not English, and uses that information to modify the teaching/learning process.

Prompt: How effective are the standards-based curriculum-embedded assessments in English language and math and across other curricular areas as students apply their knowledge?Findings Supporting EvidenceAssessments used at Whittier High School have proven to be very effective; students are given multiple ways to apply what they have learned. This could be in the form of speeches or presentations, the use of visuals such as drawings, or even through the use of

● Speeches

● Presentations

179


technology such as PowerPoint presentations or student clicker systems. Many teachers also allow students to use other methods of displaying understanding, such as body language and verbal response. Students can also demonstrate understanding of the standards through the more traditional methods of writing and test taking. Students also have their progress assessed through different stages of the learning process, from beginning to end.

The English, Social Science, Science, Math, and World Language Departments at Whittier High School are great examples of the common assessment model. By design, much of the common assessments remain the same as the previous year unless a change is occurring in the course. This allows courses to use data from previous years and know that it is viable. Previewing the assessment as well as the data from previous years at the start of the unit is immensely helpful, especially for teachers new to a course. Teachers are able to identify weaknesses and capitalize on the strengths of individual teachers. Once the assessment has been administered, teachers go through a process known as Best Practices. Using data from the common assessment, teachers again analyze data and identify strengths of individual teachers to draw out specific instructional strategies proven successful. Course leads then bring this information to the district Best Practices meetings, and the process is repeated but with course leads from all sites. It is a process that allows for a great deal of sharing experience from many teachers and modifying instruction that is data driven. We have seen improvements to support our work and are fortunate to have a district that encourages this type of intense collaboration.

Most common assessments administered by these departments are administered using EADMS. This system recognizes our English learners so that data can be disaggregated. Our process to identify successful strategies can then be repeated for our EL students. When English 1, 2, and 3 teams analyze common assessment performance data, they look at EL performance compared to overall student performance by disaggregating the data subgroup. They then discuss best practices for improving student performance with the EL subgroup by sharing targeted strategies for quarterly skills.

● Drawings


● Site Best Practices Meeting Minutes

● District Best Practices Meeting Minutes

Student Feedback

Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards and the schoolwide learner outcomes.

Prompt: How effective is student feedback in monitoring student progress over time based on the academic standards and the schoolwide learner outcomes?Findings Supporting EvidenceOur block schedule allows for multiple opportunities to employ different instructional strategies. Often, our checking for understanding strategies allow teachers to identify strengths and

Check for Understanding Strategies

Group Work

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areas of growth for students. However, we recognize the value in having students be able to identify their own strengths and areas of growths. This is a skill that works best when embedded in coursework. Some strategies that facilitate student feedback are basic but effective. Teachers use a variety of methods to acquire student feedback. These methods allow teachers to identify which areas should be revisited. When this is a common practice, both teacher and students benefit and changes can occur daily.

Collaborative work is also very common at Whittier High School. In preparation for the Performance Task portion of the upcoming Common Core exams, many core subject classes have students work in collaborative groups on a regular basis. The English Department, for example, has students work in collaborative groups on a regular basis in preparation for the Performance Task portion of the coming Common Core exams. When students are giving consistent feedback, teachers can then set up lessons that allow students to select which groups they would like to visit based on content and their needs.

Self-selection Stations

Modification of the Teaching/Learning Process

Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.

Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.Findings Supporting EvidenceWith the unit assessment in place, teachers have a clear view of expected outcomes. Since all teachers have the same unit goals, there is sharing of strategies and activities that may increase student understanding. The assessment is given on a specified date to all students in attendance. The data is collected from the EADMS database and compiled by the course leads. The report consists of data summaries with the percent correct for the entire department, for each problem, for each teacher, and for each section. We first celebrate the areas of strength. For the areas of concern, we look to the teacher with data that is above the average. This indicates a particular success. Data also provides information needed to discuss possible curving. Our Best Practices meetings at the site and district level allow for a high level of collaboration. We are exposed to the very best instructional strategies and are able to incorporate them quickly.

Using EADMS allows all teachers immediate access to data. It is the responsibility of the course lead to compile data but because some teachers are so invested in this process, results are often looked up individually. In addition to improving instruction, data is used to determine if and when topics and standards need to be repeated. If the course teams determine a need, it is likely that lower scoring items are repeated on a future assessment. Since

EADMS analysis

Site Best Practices Minutes

District Best Practices Minutes

Assessments with Repeated Items

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many courses have common assessments that are drafted in the summer, most assessments have additional questions that can be determined at each site. This allows teachers to decide whether to repeat topics not yet mastered, new topics, or topics at a deeper level. When topics are placed on a future assessment, it ensures that teachers will reteach the topic. This can occur in small group settings, with the whole class, or with individuals. Many teachers use embedded support time to help with these topics.

Monitoring of Student Growth

Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic standards and schoolwide learner outcomes.

Prompt: Evaluate the system used to monitor the progress of all students toward meeting the academic standards and schoolwide learner outcomes.Findings Supporting EvidenceCommon assessments help ensure that all students receive thorough, standards-based instruction. Creating them collectively with input from across our district has enhanced our process. Frequent, district wide common assessments are not the norm for all courses, but it is the direction most courses are headed. The rationale is that we have evidence that it works.

The California High School Exit Exam (CAHSEE) and the California Standards Test (CST) are two of the most important assessments given at the high school level. Accordingly, Whittier High School reports this data to students, parents, and faculty as soon as it is available. Not only are these results mailed to families, but steps are also recommended for those students who did not pass either part of the CAHSEE. Results are analyzed at faculty meetings and strategies are developed to increase understanding for subsequent administrations of these tests. Whittier High prides itself in the 98% pass rate of its seniors on the CAHSEE. CST and CAHSEE data are available at any time for teachers to see online through EADMS. The core departments discuss these results at department meetings during the year.

Advanced Placement (AP) tests are also an integral part of the assessments at Whittier High School. The number of AP tests given at Whittier High School in the past few years has increased by approximately 20%. 523 students tested in 2007and that number increased to 629 in 2012. These AP scores are reported directly to families and reviewed with returning students to note possible college credits earned.

Noting the importance of the PSAT and SAT, the New Horizons office and the College Advisor have maintained steady numbers in PSAT registration. SAT preparatory classes concluding the day before the first available SAT date are offered to juniors. Meetings

EADMS Reports from CST and CAHSEE Results

AP Results

New Horizons SAT Prep Workshop Schedule

PSAT Attendance

SAT Test Taking Rates

On-target Rates

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are held with students to evaluate their PSAT scores. Similar meetings for SAT score explanations are also held for students taking the SAT.

The Academic Performance Index (API), which measures a wide variety of student data, has grown from 714 in 2007 to 773 in 2012. This data is widely reported on the state website and in local newspapers. The growth can be partially attributed to a school wide refocus on standards-based instruction and on a common assessment analysis model that emphasizes the sharing of successful teaching strategies.

Other than high stakes assessments and common assessments, other performance indicators are also reviewed very closely. Faculty meetings called Data and Doughnuts are held regularly. At that time, the on-target rate for graduation is reviewed and has been the driving force of many interventions. The freshmen on-target rate for graduation has increased from 80% in 2007 to 89% in 2012. The sophomore rate has increased in the same time period from 78% to 90%. The junior rate improved from 87% to 96%, and the senior rate through the fall semester of 2011-2012 grew from 86% to 95%.


Common assessments at Whittier High are an integral part of instruction. Having experienced the success we have with standardized testing and A – G completion rates, we have expanded the use of common assessments to be district-wide. This has greatly enhanced our processes and procedures for refining instruction. Best Practices meetings attended by course-leads foster growth at all sites, including Whittier High School. The collaborative atmosphere allows us to constantly evaluate what we are teaching, why, and how to improve to best serve all students. Whittier High School teachers use, create, and learn from many types of assessments to a great degree.

Best Practices meeting minutes

A – G completion rates

CAHSEE pass rates

Common assessments


EADMS is the online data tool we use to collect and disaggregate data. Data alone is not enough to create real change for students. Course-leads and Best Practices meetings are how we interpret the data to best serve all students, including our English Learner population. Strategies that have proven effective for teachers can be shared and applied immediately to help teachers improve instruction and help increase student learning. Sharing data across

EADMS data

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our district allows our site to compare our student success with others. Teams can then implement ways to improve student success such as retesting, re-teaching, or administering an alternate assessment.

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D3 & D4. Assessment and Accountability Criteria

The school with the support of the district and community has an assessment and monitoring system to determine student progress toward achievement of the academic standards and the schoolwide learner outcomes.

The assessment of student achievement in relation to the academic standards and the schoolwide learner outcomes drives the school’s program, its regular evaluation and improvement, and the allocation and usage of resources.


Assessment and Monitoring Process

Indicator: The following stakeholders are involved in the assessment and monitoring process of student progress: district, board, staff, students and parents.

Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student progress. Include district, board, staff, students, and parents.Findings Supporting EvidenceThe district has provided both time and resources to establish a school wide assessment system to help monitor student achievement. The counseling department monitors students’ overall progress. Support programs pay special attention to their members, and individual departments monitor specific academic standards. Systems of monitoring have been the goal in each area to ensure equity and accountability.

The counseling department monitors student progress through each grading period. During the first semester, counselors meet with each grade level to discuss and monitor each student’s credits, current grades, path toward graduation, and post-graduation plans. For each grading period, counselors review student grades, check D/F lists, and meet with students and parents to address academic concerns and explore students’ support needs. Department leads work with counselors for student placement, make schedule changes based on student needs, and intervention actions.

The Cardinal Computer Academy examines each of its students’ grades printout and assists any students that have fallen behind on credits or grades.

The Puente program assesses and monitors student’s progress toward high school graduation, as well as A-G requirements for college in a variety of ways. Students are expected to maintain a 2.3 G.P.A. or higher in all of their classes, and this is monitored through quarterly parent meetings, counselor visits to the classroom, and one-on-one meetings with students throughout the

Student 4-Year Plan

● Critical Action Needs

● Meeting Dates and Agendas

● Sample Action Plan

● Student Portfolios

● Transcript Reading Class meetings

● Meeting Agendas And Parent Sign-ins

● Puente Counselor Resource Binder

● Workshops Sign-in Sheets

● Student Essays

● AVID Brochure

● Student Data

● Student Grades

● Parent Meeting Agendas

● Curriculum Binders

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year. There are currently six Puente classes in the master schedule with a total of 160 students. The Puente program is coordinated through the students’ ninth and tenth grade English classes. Every student also maintains a four-year action plan with the counselor that they add to every semester. This four year plan allows students to keep record of their grades, exams they have taken such as SAT, SAT II, ACT, and CAHSEE. It also allows students to record the extracurricular activities and awards they have received or participated in throughout their four years of high school. This four-year action plan allows students to see the progress they make each year of high school and assists them in staying on track with college requirements.

The parent component of Puente is imperative as well. Parents, teachers, and counselors work together throughout the year to ensure students stay on track for success. Puente teachers and counselors host a series of quarterly parent meetings that have specific focus areas throughout students’ four years of high school.

Freshmen receive introduction to the program by regular visits from the counselor into their English Puente classroom, which helps them get to know the school’s expectations. This occurs regularly throughout students’ four years in the program. Sophomores receive CAHSEE preparation, PSAT, and SAT guidance. Juniors receive a series of college presentations and are assigned time slots on computers to help with their college applications at the end of the year. Senior students review their graduation action plan alongside the counselors and attend several college planning sessions based on college application and financial aid themes. Puente is a rigorous program that also requires students to read and write at college levels in their English classes.

The AVID program is available to all incoming freshmen who currently have a 2.0 – 3.5 GPA and would benefit from additional support. The AVID curriculum is a planned personal program for each of its students. It includes learning with tutors, developing successful strategies, writing for all classes, applying for college, and visiting college campuses. In the spring, Whittier High School hosts Future Frosh Night. Eighth grade students from feeder schools and their parents are invited to the WHS auditorium to an orientation about all of the school’s programs. AVID distributes brochures and applications and collects contact information from families. Students have the opportunity to meet with the AVID coordinator and teachers to find out what AVID is about as well as how to get involved. The goal of AVID is to give students the opportunity to be accepted into a college and to make their entrance into college as successful and smooth as possible.

Monitoring is done through the AVID elective class. There are currently four AVID classes in the master schedule with a total of

● Enrollment Lists

● Information Flyer

● Mentor Meeting Agendas

● College Survey

● AVID Strategies Resource Binders

● Student Learning Plans

● Sample College Essays

● Activities Calendar

● CELDT Test Scores

● CST Scores

● ELAC Parent Meeting Agendas

● PSAT/SAT Registration

● Campus Watch Forms

Summer Bridge Calendar

● Academic Mentors

● IEP Reports

● Study Skills Enrollment

● District Common Assessments

● Site Common Assessments

● Academic Mentor Schedules

● Schedules Semester 1, 2

● EADMS Printout

● Master Schedule



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120 students. Students are challenged to take the most rigorous courses and work with their counselor to ensure they are on A-G track, making them eligible to apply to a four-year university. For instance, if they have an interest in science, they can focus on science. All students take an AVID class so that they can acquire the necessary tools to be admitted to a college and succeed while there. The students can still focus on their interests while maintaining eligibility to apply to a four-year university their senior year in high school. The AVID counselor meets with each student individually at least once every semester to ensure students are academically and socially balanced.

The AVID organization and the district collect various data, including A-G completion rate, number of SAT tests taken, and the numbers of acceptances to California State Universities, Universities of California, private colleges, and community colleges. Analysis of the previous year’s master schedule indicated that the four sections of AVID should be placed consecutively in the master schedule. This has allowed for AVID tutors to have work schedules without a break in the middle of the day. Also, placing the senior seminar fourth period rather than sixth period has allowed more seniors to participate in athletics fifth and sixth periods.

The New Horizons Office monitors students by administering the CELDT test to all ninth, tenth, eleventh, and twelfth grade English Language Learners (ELLs). The CELDT test monitors in the areas of listening, speaking, reading and writing. Students are still monitored after re-designation. ELAC parent meetings are held once a month. Academic English Skills classes are also offered. The students are placed in the course based on their previous year’s CST scores. Teachers are supposed to strategically partner students so the EL students have a basic or proficient partner. The New Horizons director and staff meet with teachers, parents, and students as needed.

As part of the New Horizons staff, the college advisor is available to help monitor students throughout the college application process. The services provided to the students and their parents throughout the year include PSAT/ SAT registration, college application workshops, college guest speakers, college fieldtrips, financial aid presentations, scholarship information, and community college placement testing.

Bridge and Guided Study programs articulate with partner middle schools toward the end of the school year in order to make the transition for incoming ninth grade students more successful. The Whittier High School intervention counselor communicates with the middle school staff and provides the Campus Watch spreadsheet in late spring. This spreadsheet is a proactive means

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for Whittier High School’s guidance staff to gather important information on specific incoming ninth grade students before they arrive so that necessary support services can be provided to increase the opportunity for each student to have success at Whittier High School. All students who are at risk due to academic, attendance, behavior, or social/emotional issues are signed up for the Summer Bridge program. Parents of these students receive a letter informing them that their child has been enrolled in Summer Bridge. Students who are not allowed to participate in promotional ceremonies at the middle school are mandated to attend summer school and enroll in the Summer Bridge class to assist in their successful transition to high school.

Summer Bridge classes are designed to give students a taste of high school curriculum, including algebra, reading, and writing, as well as provide asset building activities for personal/social skill development that will help them be more successful at school. Developing a personalized curriculum to help bridge the gap between the hard and soft skills of students who have been unsuccessful at school is the main focus of dedicated staff. They have the responsibility of making sure that these students’ first impression and experiences at Whittier High School are highly successful. The two teachers team-teach the summer school sessions, which culminate in a promotion ceremony for the students’ successful completion of Summer Bridge. All students who were placed in Summer Bridge classes are automatically enrolled in Guided Study classes as one of their freshman elective courses. The Guided Study course builds on the skills developed in the Summer Bridge class. This course is where students can get the support services they need to be more success at school: increased attention from counselors, organizational skills, notebook checks, etc. Academic mentors work as academic tutors in the Guided Study classes. They are each assigned individual caseloads of Guided Study students within the class setting. There is also frequent content review of all freshmen-only courses, such as for English 1 and Biology.

The Guided Study classes are staffed with academic mentors with the goal of maintaining a ratio of 3:1 students to mentors. Guided Study focuses primarily on Math, Science, and English. With the assistance of the mentors and direction from the Guided Study teachers, the students review for tests, and complete homework and projects. Guided Study teachers and mentors monitor and discuss grades and attendance with the students weekly.

The Special Education Department uses a variety of methods and documents to establish a baseline on students when they enter Whittier High School, which are monitored throughout the year using the following: one-on-one or small group work with instructional aides, student work samples, Individual Education

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Plan (IEP) reports, IEP meetings with parents, and student and teacher input. Adjustments are made in numerous ways: changing classes or teachers if necessary, accommodating curriculum, and accommodating testing. Still more adjustments are made by using embedded support for reinforcement, offering assistance before school, during lunch, and after school, and identifying specific areas of need and working on them repeatedly until mastery is achieved before moving on.

Case managers monitor IEP reports based on IEP goals. These goals are in the areas that are affected by each student’s disability; they address academic concerns as well as behavioral concerns. They are mailed to families four times a year. A copy is also placed in the students’ cumulative files. Case managers also access grade reports from the general education teachers in monitoring students’ progress in the class. Direct communication with the general education teachers (telephone conversation, e-mail, conference) is used to obtain more detailed input. IEP accommodations are discussed as to their effectiveness in the classroom, as well as other concerns that may arise.

The above-stated input is also used for IEP reports to share with families and other stakeholders. This information is also used in the amendment process of the IEP. In developing the IEP with family members and other stakeholders, changes in services and/or placement can be made to meet the students’ needs. Study Skills class is a placement change that can be made. It is a period in a student’s schedule considered outside the general education classes. This class is used for closer monitoring of a student and also to implement accommodations with the case manager and/or teacher assistant. Grade reports can be monitored on a weekly basis with each student in this setting.

Systematic monitoring of students’ progress varies between departments. However, there are three strong commonalities in the core subjects and World Languages Department. Each uses common district assessments in addition to common site assessments. Common assessments, even district wide, are not new to our district. They have been in place for several years. Summer work at our district consists of reviewing and refining these existing assessments. Since teacher input is crucial, teachers have a vested interest in these assessments. The data collected from these assessments allows teachers to monitor each student’s progress. This helps hold students accountable to learning the required standards.

Twenty minutes of embedded support attached to each block period is in place across the school to enable students who are struggling to get extra help during the school day. Some teachers use embedded support at specific times to target students

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underperforming on assessments. This effort makes a dramatic difference in student learning and achievement.

Despite our best efforts, some students do not master standards. Some courses offer retest options to students that have not shown mastery. Algebra I makes use of mentors to review and retest students during one block period. Geometry uses Saturday school to review and retest students. The results have shown that review is a vital component to the retest option. We have seen growth assessment scores on retests. Spanish I, II, and III use embedded support time to retake quizzes and to prepare for their common assessments.

Students with a D or an F who are unable to show progress throughout a semester may switch (schedule permitting) into a different teacher's class at the semester break to give that student a fresh start. These switches are all done within the same period and course so that the remainder of the student’s schedule remains the same. This offers students hope to continue to improve their knowledge.

At the beginning of the year, the English Department places ninth and tenth grade students who have low CST scores, EL designation, and low reading levels into Academic English Skills classes. There were two classes during the 2012-13 school year: one freshmen and one sophomore. There, the students receive academic mentoring while using English 3D materials by Kate Kinsella, with an intensive focus on reading and writing skills. Each of the classes has an average of 30 students.

English 1, 2, and 3 have quarterly district and site common assessments that include Common Core Brief Constructed Response and Performance Task items. Data printouts indicate to both the teacher and the student the specific skill area(s) in which the student needs to improve. In addition, the data is also analyzed at the district with course leads and other course members. This information is used to tailor curriculum to the needs of each individual student.

Another intervention that is in place in the English department is the English Language Arts (ELA) Standards Review classes for junior and senior students who have not passed the ELA portion of the CAHSEE. In the ELA Standards Review classes, teachers provide students with individual score printouts at the beginning of each semester.

Students who have not passed the math portion of the CAHSEE are automatically placed in a Math Standards Review class the subsequent year and remain there until they pass. In most cases, this class is taken along with Algebra I or Geometry Concepts.

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There are also two Standards Review classes for tenth graders who have not yet taken the CAHSEE but have been determined to be at risk of not passing. These students are Algebra I repeaters who scored below basic on the Algebra I CST.

The district data reporting system, EADMS, makes monitoring indicators of student success an easy task from any computer. Attendance, all standardized tests, grades, transcripts and personal information are readily available to teachers and counselors.

The district has spent the past several years coordinating common assessments. Although all courses have not yet been completed, all core courses and world language classes are able to compare assessment data at the district level. The district has established Best Practices, a program that facilitates the meetings for all courses using common assessments. Teachers throughout the district meet to analyze common assessment data, and share strategies to help augment student learning.

The School Board represents elected personnel who govern the decisions within the Whittier Union High School District. Our superintendent, Sandra Thorstenson, communicates the need for teacher collaboration and the results netted by the process. Our principal, Lori Eshilian, reports to the board to share the school’s results from a variety of assessments, including CST, CAHSEE, AP exams, PSAT, and SAT. They continue to support extensive collaboration time and work done by teachers and staff.

With the help of Synergy (StudentVue), teacher websites, and e-mail, students and parents have become active participants in the evaluation and monitoring of their academic progress. They can view their current grades and assignments for their classes by accessing their account on Synergy. Students and parents can access Moodle or e-mail their teacher to acquire homework assignments. Additionally, in the first semester, counselors meet with each grade level to discuss and monitor each student’s credits, current grades, path toward graduation, and post-graduation plans. For each grading period, counselors review student grades, check D/F lists, and meet with students and parents to address academic concerns. The Whittier High School website, e-mail and Tele-parent are other means of communication used to effectively monitor the assessment process.

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Reporting Student Progress

Indicator: There are effective processes to keep district, board and parents informed about student progress toward achieving the academic standards and the schoolwide learner outcomes.

Prompt: Evaluate the effectiveness of the processes that inform appropriate stakeholders (governing board members, teachers, students, and parents) about student achievement of the academic standards and the schoolwide learner outcomes.Findings Supporting EvidenceA variety of programs and processes have been established in effort to improve student achievement and learner outcomes: EADMS, Synergy (parent and student portal), parent conferences, scheduled school board presentations, Tele-parent, report cards, CST scores mailed home, and WASC parent meetings.

For each grading period, counselors review student grades, check D/F lists, and meet with students and parents to address academic concerns. In the spring, counselors meet with all freshmen, sophomores, and juniors to review their transcripts and help them choose their classes for the summer and/or fall. Throughout the year, counselors also meet with students and/or have parent teacher conferences to monitor students’ progress. Various programs within the counseling department also conduct tenth, eleventh, and twelfth grade parent nights for students who are at risk for a variety of reasons.

The Cardinal Computer Academy intervenes via a parent-teacher-counselor-student meeting to decide on a plan of action if a student is chronically absent, has low grades, or has any other issues that might impede their success.

The Puente program students are expected to maintain a 2.3 G.P.A. or higher in all of their classes and this is monitored through quarterly parent meetings, counselor visits to the classroom, and one-on-one meetings with students through-out the year. Every student also maintains a four-year action plan to which they add every semester with the help of a counselor. This four-year plan allows students to keep record of their grades and exams they have taken, such as SAT, SAT II, ACT, and CAHSEE.

Puente teachers and counselor host a series of quarterly parent meetings that have specific focus areas. The first parent meetings focus on welcoming back families and reminding them of Puente’s mission. Parents and new students confirm that they want to participate in the program. Then, open houses are held which allow parents to tour classrooms so they get a sense of what the teachers and counselors expect from the students’ participation in rigorous course curriculum throughout the year. The next meetings center around quarterly grade reports so that when parents attend meetings, they are kept abreast of exactly how their child is

● School Wide Action Plan

● Lower D/F Rates● Student Four-Year Action

Plans● Meeting Agendas and Parent

Sign-ins● Flyers of Events And Parent

Mailers● Posted Puente Information on

School Webpage● Student Data● New Horizons Meeting

Minutes● CELDT Test Data● WUHSD Post Graduate

Survey and Scholarship Information Report

● Campus Watch Forms● Summer Bridge Calendar● IEP Reports

● Synergy

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achieving. Quarterly parent meetings have focuses such as transcript readings, fieldtrip readiness, financial aid, and the college application process. Parents also receive flyers and mailings on a regular basis regarding upcoming parent meetings and fundraisers that Puente hosts.

The AVID Site-team collects various data including A-G completion rate, number of SAT tests taken, and the number of acceptances to California State Universities, Universities of California, private colleges, and community colleges. In order to inform and prepare AVID students for the college application process, AVID hosts a Junior Night where students and parents are notified about college entrance requirements, application deadlines, and financial aid options.

The New Horizons Office not only monitors students during the college application process, but they also help to inform stakeholders. The New Horizons director and staff meet with teachers, parents, and students as needed. The services provided to the students and their parents throughout the year include PSAT/ SAT registration, college application workshops, college guest speakers, college field trips, financial aid presentations, scholarship information, and community college placement testing. The College Advisor is responsible for collecting the data used for the WUHSD Post Graduate Survey and Scholarship Information Report at the end of every school year. The New Horizons Office also monitors students by administering the CELDT to all ninth, tenth, eleventh, and twelfth grade English Language Learners (ELs). The CELDT monitors the areas of listening, speaking, reading, and writing. Students are still monitored after re-designation.

Students are placed in an Academic English Skills course based on their previous year’s CST scores. Freshman and sophomore classes are given to all students who are classified as English Learners (EL) and have scored Below Basic or Far Below Basic. If a student was recommended for the Guided Study class and met these qualifications, they were only placed in the Guided Study class and not in the Academic English Skills class. Academic English Skills is based on the Kate Kinsella curriculum, English 3D. The class also uses academic mentors to help as tutors. The students’ CELDT scores are not used when placing the student into the class but do play a role in whether or not students continue with an EL classification or are reclassified. All English level SDAIE courses are working on a 70%/30% model, meaning 70% of students in the class scored Basic or above on the CST, while 30% are EL and scored Below Basic or Far Below Basic. The purpose of this structure is to surround ELs with students who have stronger academic skills.

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Summer Bridge and Guided Study articulate with partner middle schools toward the end of the school year in order to make the transition for incoming ninth grade students more successful. Middle school counselors and teachers complete the Campus Watch spreadsheet by late spring, and the Whittier High School Intervention Counselor compiles the information. All students who are at risk due to academic, attendance, behavior, or social/emotional issues are signed up for Summer Bridge. Parents of these students receive a letter informing them that their child has been enrolled in Summer Bridge.

The Special Education Department follows the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). This helps ensure equity, accountability, and excellence in education for children with disabilities. On state and school assessments, accommodations are to be made per student according to each student’s needs. The accommodations can include extra time, clarification of test directives, provided readers, and small room settings.

All departments use Synergy as their grading program, which students and parents can access via a student and parent portal. All core departments including World Languages use EADMS to communicate student data and information to counselors, board members, teachers, and district staff. Counselors and teachers conduct parent conferences to inform and assist students in reaching their academic goals. Tele-parent is available to teachers who wish to contact parents regarding various matters. Report cards are universally distributed.

The use of common assessments allows teachers to analyze their student results. It is apparent when students are not at the expected levels. This allows teachers the opportunity to strengthen areas of concern for entire classes, if needed, and then tailor instruction for individual student needs. The increase in common assessment data proves that the collaboration that takes place, although time consuming, is definitely worthwhile.

Parents have access to current student grades for most classes online through ParentVue. This empowers parents to contact teachers if their student is struggling or assure them that their student is doing well in class. This is especially helpful because parents have multiple teachers to connect with.

Increasingly, students are taking advantage of the opportunity to check their grades using StudentVue. Students now are more aware of their grades and are also empowered by what they find. As a consequence, they are able to contact teachers about missed assignments, assessment scores, and overall class grades. This increased awareness allows students to take charge of their

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education.

Modifications Based on Assessment Results

Indicator: The school uses assessment results to make changes in the school program, professional development activities and resource allocations, demonstrating a results-driven continuous process.

Prompt: Comment on the overall effectiveness of how assessment results have caused changes in the school program, professional development activities, and/or resource allocations, demonstrating a results-driven continuous process. Examine examples and comment on the overall effectiveness of changes in the online opportunities, professional development of the staff, and the resource allocations to support student achievement and their needs.Findings Supporting EvidenceJust as assessment data drives instruction in individual classrooms at Whittier High School, it also drives school wide changes. Our district provides an atmosphere that allows for new ideas based on data. Sharing data at our site and others has led the way for innovative interventions and preventions. An excellent example of school wide changes that were data-driven is Whittier High School’s block schedule. Four of five comprehensive sites adopted similar schedules based on Whittier’s success with embedded support. Schools continue to share what is most effective with their respective schedules. The process that Whittier High School uses to develop and implement this bell schedule clearly illustrates the process by which the school community evaluates data, implements changes, and evaluates progress. Aside from the bell schedule, Whittier High School’s interventions for entering freshmen as well as students who do not pass the CAHSEE provide examples of school wide programs driven by assessment data.

Whittier High School’s block schedule is quite different from the traditional bell schedule. The current bell schedule includes longer block periods, built-in 20 minute embedded support time at the end of each period, and common planning time for teachers. Each instructor selects the students that are included in embedded support based upon their academic needs. This bell schedule provides an example of a large change brought about by data-driven achievement results, which continues to provide positive student learning outcomes.

The after school PREP program provides students who are struggling academically three hours of on campus support in small group environments to improve their grades. Students might use PREP for a variety of reasons. First, students who are struggling have unstructured time on campus to complete work, or they can work one-on-one with mentors attached to the PREP program. Additionally, students may be assigned to PREP time by teachers.

●Late-Start teacher planning time

●After School PREP Program

●Future Freshmen Night

●Power Point presentations

●Four sections of Guided Study year-round classes

●Four Sections of Summer Bridge classes

●Rosters of Academic Mentors

●Two Sections of Academic English Skills classes

●Two Sections of Parallel Math classes

●Parent Power attendance rates by eighth grade parents over 96%

●Parent Power PowerPoint

●Freshman Orientation agenda

●Freshman First Day agenda

●Freshman First Day lesson plans

●CAHSEE Passage Rates

●PREP attendance records

●Mock CAHSEE results

●Master schedule

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We have recognized that if freshmen are successful their first year as Cardinals, they are much more likely to continue to succeed their subsequent years as upperclassmen. Conversely, if they are not successful, they are at greater risk of not achieving as highly as possible. With that in mind, Whittier High School, in conjunction with the district, has launched a variety of programs focusing on freshmen and factors that lead to future success rates.

Whittier High School invites eighth grade students and their families to a Future Frosh Night in early spring. Families are introduced to graduation requirements, A-G college entrance requirements, honors testing dates, varsity athletics, activities, clubs, and the typical freshman courses. Families complete course selection sheets that night. The eighth graders initially attend a short program in the auditorium where they are introduced to a number of student groups on campus (athletics, clubs, etc.) and given a sense of what campus life is like. About 300 of our upperclassmen attend the event as recruiters and participate by either speaking to the group, being featured on stage with their respective team or club, or speaking with parents and students afterward in any of the 30 or so booths providing informational materials. The overriding message throughout the evening is to get involved with campus life to ensure a stronger connection and richer overall experience for each future freshman.

Eighth graders that failed one or more core academic classes the past year, were identified as at risk by their middle school counselors, or have severe attendance histories are automatically placed into the Summer Bridge class as well as the year-long Guided Study class. The district supports these classes every year to ensure that students who have had a history of failing in middle school are given a stronger chance to succeed their freshman year. We attempt to break the cycle of failing by providing targeted instruction in English and Math as well as support with soft skills and communication in the Summer Bridge course. The subsequent year-round Guided Study class provides a period during the school day to allow students to complete their homework before leaving campus as well as help students review for upcoming tests in their core classes. Along with the teacher, the guided study classes each have between 6-10 student tutors to provide more one-on-one assistance and motivation to these at-risk students.

Tutoring assistance is provided by academic mentors who are upperclassmen recruited by the Intervention Coordinator, counselors, and teachers the year prior and who are enrolled in one period where they execute both one-on-one and small-group tutoring. There are six to ten academic mentors in each freshman Guided Study class. There are about six academic mentors in each Algebra I class during the first semester, some of whom are moved into the parallel math classes the second semester. This past year,

●Pre and post test results

●Standards Review classes

●CAHSEE tutors’ schedules

●AP & Honors enrollment

AP And Honors test rates

●New AP And Honors courses

●Peer observations


●Course-alike meeting minutes

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we also experimented with supporting a couple of Chemistry classes and Academic English classes with academic mentors.

English Learners that struggled in English with CST scores of Far Below Basic (FBB) or Below Basic (BB) but did not meet the criteria for placement into Guided Study or Summer Bridge as they still managed to pass their eighth grade English class are given a supplementary reading course called Academic English Skills. This directed intervention assures that students who need to improve their language arts levels will get the support they need before academic failure can occur.

Freshmen who fail their first semester of Algebra I are placed into a parallel math class their second semester along with their Algebra I class. This directed intervention helps support students who need to improve their math skills by giving them the support they need before another semester of school failure can occur.

All incoming freshman families are mandated to attend Parent Power during the summer preceding their freshman year. All families receive notification of the Parent Power session at the Future Frosh Night as well as via a letter sent home during the last week of June. Families are encouraged to call and schedule an appointment at one of the 18 Parent Power sessions. Families who do not RSVP are contacted personally via phone calls by classified staff to schedule them for a session. Once a schedule has been set, a reminder post card is sent to all families. 96% of all of our families attend one of these workshops. If families do not attend their scheduled time, a phone call is made to reschedule.

Parent Power is a one-hour session provided in either English or Spanish. A PowerPoint slideshow is presented by the counselors, dean, and assistant principals covering such topics as the four-year plan, graduation and A-G requirements, extracurricular opportunities, behavioral expectations, dress code, attendance policies, strategies to be successful and involved at high school, and the importance for families to stay actively involved in their students’ education.

During the summer before their freshman year, incoming ninth grade students come to campus for Freshman Orientation with Whittier High School’s Senators Link Crew, a group of juniors and seniors who work to help freshman transition successfully to high school. The orientation lasts for approximately four hours and includes a variety of team building activities designed to increase ninth graders’ connectedness to Whittier High School. Students are placed in small groups to connect to a particular senator, led on a campus tour, and complete all steps for fall enrollment: turning in enrollment paperwork, taking ID and yearbook photos, purchasing PE clothes, and receiving their class schedule. All activities are

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designed to make a positive and supportive start to their freshman year.

Whittier High School has a Freshman First Day. One day before the actual first day of school, Freshman First Day is when ninth graders come to campus and attend all of their classes. They meet with all of their teachers for short class periods and have a chance to see what a typical school day will be like without the upperclassmen around to provide distractions. Ninth grade students also get to experience a fun and energetic assembly presented by Senators, ASB, Cheer, and Band. They end their minimum day with a free barbeque hosted by their ASB.

In this era of high-stakes testing, the California High School Exit Exam (CAHSEE) represents the test with the highest stakes for each individual tester. As such, Whittier High School would be greatly remiss in not offering extra assistance to students that need help passing this graduation requirement. In order to improve our passing and proficiency rates, initial CAHSEE interventions at Whittier High School now occur before sophomores take the exam.

The English Department administers a mock CAHSEE as the English 1 Semester 2 final exam. English 2 teachers access these scores in the fall, and assign students after school PREP tutoring hours based on their performance in the six skills strands measured on the test. English 2 students then take another mock CAHSEE as their Semester 1 final. Teachers use these scores to assign homework to students out of our CAHSEE preparation book, Buckle Down, and assign additional PREP hours based on students’ performances in the skill areas. In addition, in the six weeks leading up to the exam, English 2 teachers focus on the six assessed skill strands and use embedded support time to provide additional instruction to students who scored lower than proficient in the lesson’s skill strand. Throughout the assessment, tutoring, and classroom practice process, proficiency is communicated as the expectation for performance.

As Whittier High School’s first-time CAHSEE passing rates suggest, some students still need extra assistance with CAHSEE material. Whittier High School has created accommodations to support students who do not pass the exam on the first try.

Whittier High School has created Standards Review classes for Math and English/Language Arts and incorporated them into the master schedule. Students who do not pass the CAHSEE in tenth grade are placed into these Standards Review classes the following year and given the opportunity to work in a small classroom environment on focused exam preparation.

The next tier of intervention occurs if a student does not pass the

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CAHSEE during his/her junior year. For senior students who are still struggling to complete this graduation requirement, the school employs two CAHSEE tutors who work one-on-one or in small groups with these students during their PE or elective period.

Whittier High School maintains the highest percentage of students enrolled in AP or Honors classes of the five high schools in the District. This increase is reflected both in an increase in the number of sections of existing AP classes and the creation of some new AP classes, such as Human Geography, Art History, Chemistry, and Environmental Science. More students than ever before are taking on the real challenge of AP, which is engaging in college-level work while still in high school.

The instructional coach plans and coordinates peer observations every quarter based on the needs of the staff. Teachers observe their colleagues during their conference period or are provided with a sub during a different period in order to see how expert teachers within or outside of their departments implement targeted strategies. They then meet to share and report findings to colleagues.

Course leads oversee common assessments in their respective courses. All core classes, including those within the World Languages Department, have been allocated course leads. Their responsibilities vary depending upon the course, but typically include conducting meetings with staff, attending district meetings, and analyzing data.

District staff plans and coordinates Best Practices meetings during the summer to give teachers time to collaborate with colleagues from their own and other schools. Moodle, an internet program, has also been created to better help teachers share lesson plans, quizzes, exams, etc.


Findings Supporting EvidenceThrough our self-study, our extensive common assessment work exemplifies our collaborative spirit at our school and throughout our district. Course leads allow all voices and perspectives to be included in assessment decisions. This enables teachers and other staff to participate in the process and work to achieve maximum results. We truly believe in the process and the results we obtain. Our assessment process (creation, administration, and analysis) facilitates collaboration among teachers to the benefit of all students.

Assessment is one step in student achievement. We use data


● Best Practices Meetings

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constantly and consistently to improve our practices. The Best Practices that occur at our site and at our district with course-alike teams determine our next steps with assessment results. The strategies that are shared at our Best Practices meetings provide teachers additional tools to review, reteach, and refine their curriculum.

Prompt: Comment on the degree to which this criterion impacts the school’s ability to address one or more of the identified critical learner needs.Findings Supporting EvidenceUsing the results of various assessments and an analysis of non-content-specific vocabulary found on standardized test, Whittier High came to the conclusion that a school-wide emphasis on academic language would help improve student achievement in the general area of literacy. School and district resources have been directed to assist in this goal through professional development with Kate Kinsella, establishment of the Word of the Week program, and course lead meetings to help share best practices.

Likewise, Whittier High has already analyzed assessment data to identify EL students as a subgroup in need of additional support. Resources have been directed in this area as well in the form of CAHSEE boot camp to help non-proficient RFEP students pass the CAHSEE and a redesigned Academic English Skills curriculum (Kinsella 3D) to help long term ELs move towards re-designation.

In short, Whittier’s data-driven culture has a strong history of monitoring student progress and using data to direct school programs. The Whittier High staff can therefore be expected to continue their progress towards meeting critical learner needs.

● Word of the Week

● Best Practices Minutes

● EL Subgroup Data on EADMS

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WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs


Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength

● Growth in consistency of common assessments from site to district in Science, Social Science, English, Math, and World Languages

● Increase in data analysis to include previewing previous years’ common assessment data prior to beginning of each unit

● Increase in data analysis from Best Practices meetings to determine next steps with content (reteach/reassess or assess at a deeper level)

● More courses now hold Best Practices meetings at the site and district level ● District wide collaboration by course in creating common assessments● District and site support to collaborate by course● Freshmen interventions and preventions ● Academic Mentors systematically helping with Algebra 1 retests during Math Days● Increasing API● More AP enrollment and more students taking AP exams

Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth

● Continue to work on decreasing D/F rates● Focus on implementing, monitoring, and gathering student feedback on school wide learner

outcomes

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

Focus Group Leaders

Matt Tremper, Counselor Nancy Velasco, Counselor

Nico Loeff, Math

Adam Gonzalez Instr. AideAimee Kaufman Social Studies

Ana Estrada CustodianAnne Guevarra LVN Instr. Aide

Blanca Contreras Instr. AideBrian Ritchie Social StudiesCarla Coyle Practical Arts

Carol Schafer CafeteriaChristy King VAPA

Dan Whittington Practical ArtsDevon Monson AP-GuidanceDiana Salazar New Horizons DirectorDonna Higley Special Ed

Gail Bley ClassifiedGary Rico Instr. Aide

Hollie DiMarco ScienceIrene Garcia Instr. Aide

Jennifer Alvarez ScienceKarla Peters World Languages

Kathy Sexton Special EdKathy Tyler Cafeteria

Leonard Mercado CustodianMatthew Murray EnglishMaxine Sweeney EnglishMorgan Sayler Special Ed

Norma Sandoval MathRobert Valadez Math

Walter Scott SecurityYolanda Lord ClassifiedVictor Amaya Auditorium Technician

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Category E: School Culture and Support for Student Personal and Academic GrowthAnalysis must show distinctions that appear across the range of students (grade level, diverse background, and abilities) and the variety of programs offered at the school. Examples include: Online instruction approaches (school site or off site, integrated within other programs



E1. School Culture CriterionThe school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process.


Regular Parent Involvement

Indicator: The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the learning/teaching process for all programs. The school involves non-English speaking parents.

Prompt: Evaluate the strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Comment on the effectiveness of involving non-English speaking parents and/or online parents.Findings Supporting EvidenceSynergyBeginning with the 2012-2013 school year, Whittier Union High School District adopted a new Student Information System called Synergy which allows teachers, students and parents access to student progress. This system gives teachers the ability to post messages directly to the ParentVUE and StudentVUE portals in Synergy so that parents and students can be reminded about homework, upcoming tests, or anything the teacher deems pertinent to the success of the students. All students and parents are provided with login IDs and passwords that allow them to access Synergy, thus providing an effective tool to track a student’s academic progress.

Teachers also have the ability to email the parents, students or both directly from the system. This allows immediate communication between all parties, and enhances the educational process. Synergy gives teachers, parents, and students access to all student information including, but not limited to, class schedules, course history, report cards, and attendance. Availability of this information for teachers is essential because it provides them with

• Synergy logs

• Parent Survey feedback

• Parent Focus Group feedback

• Reflections contest flyer

• PTSA membership flyer

• PTSA members

• TeleParent logs/data

• Parent Survey data

• School website

• Parent sign-in sheets

• Attendance sheets

• Power Point presentation

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vital information that can help them communicate with students and parents. A mobile application support for Apple iOS and Android devices is also available for parents and students to access information.

PTSAWhittier High School Parent-Teacher-Student Association (PTSA) keeps parents and the community informed of the school’s programs and policies, thus creating a consistent opportunity for parents to partner with the educational process of their children. The PTSA meets once a month in the Whittier High School Library to discuss a variety of subjects concerning the campus. These include addressing school or teacher needs and publishing and promoting PTSA opportunities for students, such as the Reflections contest, the annual Cardinal 75 Award Ceremony, scholarships and Grad Night. An ASB student representative and an administrator are also present at each meeting.

The PTSA has an announcement section located on the Whittier High School website. This section keeps parents informed of programs offered, upcoming events, and meeting schedules. Furthermore, the PTSA section on the Whittier High School Website connects the community to various links to the National PTA, California PTA and Thirty-third District PTA. The PTSA works closely with the Alumni Association to provide support for our faculty and students.

New Horizons Parent Advisory/ English Learner Advisory Committee (ELAC)New Horizons is a program offering a variety of academic and pre-college enrichment services. The New Horizons staff supervises specially-funded programs, such as Title 1 and Economic Impact Aid. The New Horizons staff also is responsible for the language assessment of all WHS English Learners (ELs). New Horizons holds monthly Parent Advisory meetings where both EL and Spanish-speaking families are invited to attend. The New Horizons Director, and the Intervention Coordinator/Spanish Teacher, conduct these meetings in Spanish. Their goal is to provide a link between Spanish-speaking families and the school. They help families navigate through the education system in their own language so that they feel welcomed and part of the school culture, thus providing parents with the opportunity to take an active role in their child’s education. The parents are also able to get information on a variety of topics including graduation requirements, A-G requirements, Senior Project, CAHSEE, college financial aid, and how to contact teachers and different office staff. Parents involved with ELAC also participated in the self-study process with WHS teachers and administrators.

• Annual Puente Report

• Calendar of events

• Parent meetings

• Puente Brochure

• Cabinet meetings

• Summer reading assignments

• Progress reports

• Calendar of grading periods

• Flyer

• Pictures

• Parent Survey data

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School Site CouncilThe School Site Council consists of parents, teachers, students, non-teaching staff, and the principal or administrative representative. The School Site Council is an essential component of sharing information with parents/guardians and the community, as well as an instrumental part of decision-making at Whittier High School, thus giving them a voice in decision-making that impacts the learning process. Meetings are planned monthly on a Wednesday after school in the New Horizons Office and provide an opportunity for stakeholders to examine issues, provide feedback and opinions, and give recommendations for the funding of categorical programs. Specific agenda items are discussed and programs requiring funding are voted upon.

TeleParentTeleParent is an internet-based, automated phone system that allows teachers and staff to send messages home regarding individual student progress and/or school-wide events. TeleParent is used by teachers and staff to communicate easily with parents on a regular basis. Through this communication, parents are able to track their student’s progress and be aware of upcoming classroom assignments and school events. A wide variety of messages are available to be sent home, including positive reinforcement, grade progress, behavior concerns, and notices of upcoming assignments or exams. TeleParent also provides tracking and verification of messages received, so teachers know if the message is received and follow up is needed. TeleParent also provides the ability for teachers to request conferences with counseling staff. TeleParent is a tool that encourages better communication between teachers, counselors, and parents. The Administration of WHS also uses TeleParent for Broadcast calls that notify families of schedule changes, a reminder of school expectations, special events, or unusual occurrences. The most recent parent survey indicated that a high number of WHS parents appreciate and value the use of TeleParent from teachers and staff so they can stay informed about their child’s academic progress and school events.

Multi-lingual School WebsiteWhittier High School’s website can be viewed in many different languages with a click of a button, allowing any parent/guardian or community member not fluent in English to have access to this source of information. Parents can remain informed by reading about both academic policies and school-wide activities in their own language. The “translate this page” link on the website is very identifiable and easy to use on the already inviting website that is colorful and organized. The website offers translations in languages that include: Spanish, Arabic, Chinese, French, German, Italian, Japanese, Korean, Portuguese and Russian.

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Spanish Translators The New Horizons Office provides electronic translating devices for parent meetings where both Spanish and English speaking families attend. The translating devices allow all families to remain together, but allow for Spanish-speaking families to receive the information in their language. A bilingual school staff member is required to speak into the central translating device and their voice is then transmitted to each individual using this device. The translating devices allow Whittier High School Spanish-speaking parents to feel inclusive and informed in their most comfortable language. Very often, counselors and students are also used to provide personal translation.

Parent Power Summer WorkshopsEvery year, the Whittier High School Guidance team organizes summer workshops for incoming ninth grade students and parents. The Parent Power Summer workshops are attended by approximately 85% of incoming ninth grade families. These workshops are presented by counselors, the Dean of Students, and the Assistant Principal of Guidance. Topics include successful strategies for attendance, study habits, behavior expectations, appropriate school attire, A-G college entrance requirements, school clubs, and important calendar dates. The summer workshops provide informative and practical information for parents and students, but more importantly, they afford the staff at Whittier High School to begin building a collaborative relationship with the parents of the incoming 9th grade class. Parents are encouraged to embrace the ongoing partnership between school and home, taking a pro-active approach in their student’s academic success.

Parent Survey A District Parent Survey is conducted every year during Back to School Night. This year’s survey from September 2012 showed very positive improvement in parent satisfaction. There was an increase in positive responses on 24 of the 28 questions. WHS ranks the highest in the areas of: “Teachers provide the necessary academic support for students to complete assignments”; “The school communicates to my child that learning is the most important reason for attending school”; “Teacher expectations are clear”; “I am pleased with the education my child is receiving”; “The school has high expectations for student achievement”; “There is good communication between the school and parents”; “The school promotes understanding and acceptance among its racially, ethnically and culturally diverse student body”; and “If my child breaks a rule, discipline is administered fairly and consistently.”

We conducted an additional parent survey of four questions as a part of our WASC Self- Study process in February, 2013. The

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survey was sent home through hard copy and email, and there were multiple opportunities for parents to take the survey at school during our WASC Parent Focus Group meetings and ELAC meetings. We are pleased that 93% “Agree” or “Strongly Agree” that “WHS’s curriculum and programs are preparing my child for the future”, 92% believe that “Whittier High School is a safe, clean, orderly place that nurtures learning through a culture that is characterized by trust, respect, and a positive school spirit”, 87% believe “My student receives academic support through academic counseling, college preparation, and challenging learning experiences to help ensure his/her academic success”, and 85% feel that “WHS regularly communicates with me about my child’s academic and social progress at school.”

PuentePuente is a college preparatory program, funded by the University of California system. The goal of the program is to guide, mentor, and academically prepare students to pursue a university education after high school graduation. Puente teachers partner with the parents and offer parent meetings throughout the year on a variety of topics that pertain to a particular grade level. Meetings occur once per quarter and while the focus may be on the interests of a particular grade level, all parents are invited to attend. Spanish translation is provided through the Puente counselor, Nancy Velasco, and the Puente clerk, Martha Ventura, who also is responsible for sending out telephone messages to invite and inform parents. The goal is to educate parents about important events that are occurring at school, within the program, and future planning for college. Parents are also invited into the classroom as motivational speakers to discuss their life journey and/or career. Additionally, they are invited to join our campus tours, and 9th grade parents are encouraged to attend the Leadership Day that is hosted by Puente during the first semester of the school year, which takes place at a college campus. The ultimate goal is to forge a connection with the parents and the school through the process of informing them as to how they can ensure their child is college ready.

Progress ReportsIn order to keep parents consistently informed of their child’s academic standing, Whittier High School sends home through the mail three progress reports per semester (every four weeks). The fourth and final grade report sent home to parents each semester is the student’s final semester grade that will appear on their transcript. Teachers use our student information system, Synergy, to submit progress reports online. Parents can also view their student’s progress report online through the ParentVUE parent portal on Synergy (student information system).

Senior Parent Financial Aid Night

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The Senior Parent Financial Aid Night is organized in collaboration between the Guidance and New Horizons Offices. The financial aid night is held on campus in preparation for the financial aid application season. The presentation is tailored to senior parents and students regarding the state and federal financial aid options available to them. A representative is brought in from the University of Southern California’s Financial Aid Office to present the information. During the financial aid season (January- March), assistance is provided to families in completing the Free Application for Federal Student Aid (FAFSA) in the New Horizons Office. The evening is held in both English and Spanish.

Parent SurveyA WASC Parent Survey was given to parents and the data results were collected and evaluated. The questions were available to parents through hard copies or through Survey Monkey online. In addition to this parent survey, the Parent Focus Group also gave feedback on what opportunities they have to be involved in helping their student(s) be successful, both academically and socially at WHS. They referenced School Site Council, Parent chaperones to school events in the community, parent volunteers in theater productions, Pro Whittier, PTSA, booster clubs, social networking, encouraging involvement in school activities, family atmosphere, current Back to School Night format, athletics, Synergy, TeleParent, and parent-teacher conferences. Of those parents surveyed, 92% agreed or strongly agreed that Whittier High School is a safe, clean, and orderly place that nurtures learning through a culture that is characterized by trust, respect, and a positive school spirit. In addition to the WASC survey, the district provides a parent survey at Back to School Night each year. Data results are collected and evaluated by both the district and Whittier High School.

Use of Community Resources

Indicator: The school uses community resources to support students, such as professional services, business partnerships, and speakers.

Prompt: How effective is the school use of community resources to support students, such as professional services, business partnerships, and speakers?Findings Supporting EvidenceCollege & Career AdvisorWhittier High School has a teacher who works in a stipend position as the College & Career Advisor. With numerous college support systems already in place, our advisor focuses their time on the career component. The Career Advisor provides work permits to students along with arranging presentations for students to hear from specialists in various careers. Students have the opportunity to listen to individuals speakers from the community, learning what

• Calendar of presentations

• List of participating organizations

• Student enrollment in various programs

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educational training it took for them to obtain their current professional position. These presentations expose students to potential careers they might be interested in and prepare them for their senior project, which is career focused. It also provides an opportunity to link the school with community businesses that can provide potential employment to students in the future, to Whittier College, and to other education organizations looking to bring enrichment opportunities to WHS students. The Career Advisor, along with the guidance office, also organizes a Service to the Community Fair during the fall each year.

Service to the Community FairIn conjunction with the College & Career Advisor, the New Horizons Office, and the Guidance office, Whittier High School invites various working professionals, non-profit organizations, and private companies to participate in our Service to the Community Fair. The lunch time event provides students with the opportunity to connect with numerous individuals from the community and beyond that can offer them a chance to volunteer with their organization or local business; thus, giving students greater exposure to specific careers that are available in the future. Students can also use this opportunity to arrange for field work hours, which are necessary for their career-based senior project assignment.

Alumni AssociationThe Whittier High School Alumni Association and Educational Foundation were re-established in 1999. Community members and alumni saw the need to help the school; they formed the Alumni Association, which meets on the third Thursday of every month in the Teacher’s Dining Room in the multi-purpose building. An executive board, class representatives, and the principal attend the meeting.

The Alumni Association hosts an all-class BBQ on the third Sunday of October that includes tours of the campus and a dedication, on occasion. For example, on October 2006, the association dedicated the baseball field to Jack Mele, a former coach and principal of WHS. Additionally, every April the association holds a Hall of Fame Dinner, inducting alumni or people of interest to WHS. For the last several years, the association has organized a silent auction at the dinner to help raise additional funds for student scholarships. The Alumni Association annually awards WHS students with scholarships. This past year the alumni gave $14,000 scholarships to graduating seniors: including $1,000 each for the Maxine Milner Rich Cardinal Spirit Award and the Vic Lopez Scholarship, $2,000 for the Alumni Scholarship, and $1,000 to an athlete for the Henry Kilinski “Believe It and Achieve It” Scholarship. The scholarship namesakes are all distinguished WHS alumni. The association also

• Fair flyer

• Alumni Association Fundraiser lists

• Alumni Association meeting minutes

• Dinner program

• Scholarship recipients

• Alumni Association website

• Booster Clubs’ meeting minutes

• Booster Clubs’ fundraiser flyers

• Booster Clubs’ calendars

• Community Mentor list

• CCA data

• CCA student portfolios

• Wake Up Whittier meeting minutes

• Whittier Public Library website, calendar of events, student application

• Whittier College Mentor Program student participation list

• Senior Project list of judges/mentors

• Senior Project Mentor Commitment/ Student Evaluation Forms

• Student SP Fieldwork logs

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honors a WHS faculty member with the Teacher of the Year Award.

In the past few years, the alumni raised funds to renovate the seats in the auditorium, bought a $35,000 electronic scoreboard for the aquatic center, and recently purchased a solar-powered scoreboard for the baseball field. Several times a year, they send out their Cardinal Chatter newsletter, and they also have a website, www.whittierhighalumni.org, where information is also posted; this website is also linked to our school’s main page. Alumni are always welcome on campus and kept informed by the Business and Activities Office. WHS feels it is important to continue its tradition and history and the Alumni Association helps preserve that tradition and history in various ways as they support the students, faculty, and administration by promoting the continuance of the Cardinal legacy of excellence.

Football Booster ClubCardinal Football Boosters are an integral part of the Whittier High School Cardinals Football program. Our elected Booster President has remained the same person for the last 20 years. She, along with a group of loyal Cardinal parents, helps with fundraisers and volunteers at community events, as well as team meals and other functions. The first yearly meeting takes place in early July and is usually about every other week until the season concludes at the final recognition banquet in December. The first meeting is mandatory for at least one parent. This is where ideas are generated, responsibilities are delegated and elections take place. Boosters also provide a picnic barbeque for players and families to encourage unity and participation.

The Booster Club, along with the football players, also participates in a number of community events. They annually walk the Women’s and Children’s Crisis Shelter 5k and volunteer for Whittier’s 24-hour Cancer Relay for Life. The Booster Club also conducts a Toy Drive every year for Christmas. The community events are over and above the endless hours of fundraising done for football necessities, which all help create a sense of community and responsibility in our student athletes. Without the coordinated efforts of our Boosters, Cardinal football would not have the success they have experienced in developing student athletes who are contributing citizens in the City of Whittier.

Additional Booster ClubsWhittier High School provides several opportunities for parents and community members to support student activities through various booster programs. Groups such as these strive to connect the student activities to the greater Whittier community through the use of fund raising, volunteerism and scholarship opportunities. All booster clubs are in compliance with all district policies. The

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largest and most active groups include: Band Boosters Boys and Girls Water Polo Boosters Boys and Girls Basketball Boosters Baseball and Softball Boosters

The Cardinal Computer Academy (CCA) The Cardinal Computer Academy (CCA) is a three-year program offered to students beginning their sophomore year. The academy is a partnership program involving colleges, careers, community, teachers and families that is designed to help students achieve their dreams. The CCA prepares students for successful use of computer technology, college, careers, and service to the community.

The CCA organizes and assigns community mentors to every member; the volunteer mentors come from a myriad of occupations such as Whittier police officers, business owners, bank presidents, pharmaceutical sales representative, district employees, former teachers, Boeing personnel, non-profit volunteers, and many additional retired professionals. Each academy student is partnered with a mentor his or her junior year and meet monthly in order to assist students with the exploration and research of careers. During their time in the academy, students prepare a portfolio consisting of a resume, letter of application, awards and achievements, and letters of reference. They then take part in a mock interview to prepare them for jobs or internships. CCA students also have the opportunity to participate in Future Business Leader of America (FBLA), Student Council Leadership, and Wake Up Whittier (monthly meetings with Whittier Chamber of Commerce) preparing students to continue in leadership within the Whittier community.

Whittier Public LibraryWhittier Public Library has established a strong relationship with Whittier High School, with the shared goal of promoting literacy, culture, and forging community connections. The library invites the high school to author readings, cultural events, and presentations. The library keeps Whittier High School informed about these up-coming events by sending a monthly calendar and flyers to promote events of special interest. In addition, library representatives regularly visit and correspond with WHS staff to present information about the services offered at the central library to support our students. An example of this is their Learning Center that is equipped with computers and has tutors available to help students with homework questions. In addition, the library staff visits the English classrooms to show students how to access the Whittier Public Library database system, in order to assist students with research projects. The collaboration between our school and Whittier Public Library is a valuable asset that serves to promote the success of our students and the community.

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Whittier College Mentor ProgramWhittier High School has partnered with Whittier College to form a program dedicated to activities that lead high school students to make informed decisions when selecting and applying to post-secondary schools. Through an application process, Whittier High School and Whittier College students are selected to become mentors and mentees of the program. Staff from the college and from the high schools train the mentors and match them with a college-bound high school student, whereupon they begin a year-long mentor-mentee relationship. The goals of the program include exposure to college life and learning at a four-year institution, guidance through the college application process, and access to workshops centered on financial aid, college majors, and writing a college admissions essay. The program also encourages parent participation by requiring parent consent and providing several formal gatherings for parents to meet and interact with their child’s mentor. The program begins each year in March and ends in January.

Other Whittier College ConnectionsWhittier High School has also partnered with Whittier College with several other projects. Students who complete the highest level of math courses offered in our district (Calculus A/B & B/C) are allowed to take higher level math courses at Whittier College for a minimal fee of $100, plus the cost of a text book. The WHS Alumni Association has paid this fee for the last three years for five WHS students. WHS students have also participated in the Amy Biehl Foundation Research project during the fall of 2013, and a SMART summer research based project in the summer of 2011. This past summer two WHS faculty, one math and one science, have participated in a collaborative project to develop inquiry based curriculum with Whittier College faculty and students. These lessons will be implemented during the fall of 2013 through the co-teaching of the WHS faculty and Whittier College students.

Senior Project Community Judges In early January, a letter is sent out by the Senior Project Coordinator to community members to request their participation as judges for the Senior Project presentations given by the seniors on two consecutive days at the end of February. Those who wish to participate are asked to attend a lunch and orientation in the school library where the Senior Project Coordinator goes over the procedure and their responsibilities as judges. Then, along with the teachers, counselors, and other staff members, who also serve as judges, they go to designated classrooms throughout the campus to listen to and evaluate the students` presentations. Involving community members in this part of the process increases community awareness of the experiences and expectations of Whittier High School students and also helps the students

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recognize the significance of their work.

Senior Project Community MentorsEarly in the school year as the seniors are working on their research paper, they decide what to do for their fieldwork, which involves a minimum of fifteen hours work outside of school, applying the knowledge they gained by writing their papers. As part of the fieldwork, the seniors are required to find a mentor to help them complete their fieldwork and monitor their progress. The mentor must be an adult in the local community who is in some way an expert in the field of the student’s research paper and fieldwork. After the fieldwork is completed, the mentors verify and evaluate the student’s work. The involvement of these mentors furthers the communication between the school and the community, which in turn assists Whittier High School in its effort to help students become contributing members of society.

Parent/Community and Student Achievement

Indicator: The school ensures that the parents and school community understand student achievement of the academic standards/ schoolwide learner outcomes through the curricular/co-curricular program.

Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that parents and school community understand student achievement of the academic standards/schoolwide learner outcomes through the curricular/co-curricular program.Findings Supporting EvidenceBack to School NightTeachers, administrators, counselors, parents, and students attend Back to School Night each year in October. Back to School Night begins in our school’s auditorium where a presentation via power point is given by the Principal and Assistant Principal of Curriculum. The presentation provides parents with information about our school. Parents are informed about the vision and mission statements, our school’s Single School Plan of Action, and data illustrating the success our student population has had in previous years. Immediately following the presentation in the auditorium, parents are dismissed to go to their child’s classrooms to meet their individual teachers. Parents follow their child’s schedule, period by period, each being ten minutes long. During each period the teacher discusses state curriculum standards, Schoolwide Learner Objectives, and other expectations regarding that course. Period 4 is extended so that all parents can complete a yearly Parent Survey. AP Spanish students attend to help translate for those parents who only speak Spanish. Parents are able to communicate with each of their child’s teachers face to face. This is an efficient and positive event where the parents and teachers can communicate. It is a great way for teachers to introduce themselves and present their learning expectations to parents.

Welcome Power Point presentation given by Principal

Handouts provided by teachers

Parent sign-in sheets

Class syllabi

Future Freshman Night Power Point

Flyers

IEP Calendar

Parent-Teacher conference documentation

Copy of student academic contract

Senior Project meeting

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Future Freshman Parent/Student NightDuring the spring semester, 8th grade students and their families from the surrounding feeder middle schools are invited to attend a Future Freshman Night at Whittier High School. Students and families gather in the auditorium for a group presentation by our administrative team, introducing them to the school leadership, academic expectations, Whittier High School’s mission/vision statements, 9th grade course selections and placement, Honors testing, athletics, band, and clubs. Students turn in their class request forms for their fall and summer school courses. After the formal presentation, students and families are able to connect with numerous academic departments and school-based clubs/organizations who are at tables outside of the auditorium. Students and families can pick-up information and ask questions of teachers and staff about potential involvement in both academic and extra-curricular activities. This event ensures that parents are aware of the opportunities their students will have upon entering high school in the summer and fall. In the spring of 2013, approximately 70% of the incoming freshman class and their families attended the Future Freshman evening event.

Grade-level College Parent NightsIn conjunction with the New Horizons and Guidance offices, Whittier High School provides parent college nights for each grade level throughout the school year. Whether a student plans to attend a four-year university or a community college, parents are well informed about the steps they need to take with their student in order to enroll in various post-secondary institutions. Parents are provided specific information about A-G college admission requirements, the PSAT/SAT/ACT, campus housing, and financial aid. In addition, parents are provided with specific information about the University of California and California State University systems, along with requirements for Junior Colleges and out of state schools. With a higher number of students meeting their A-G college requirements, it is necessary for Whittier High School to provide events for parents to fully grasp the path to higher education. English and Spanish sessions are available. Individual Education Plan (IEP) MeetingsParents are invited to attend and participate in IEP meetings for students receiving Special Education services. IEP meetings are scheduled based on the legal requirements for annual and triennial meetings, as well as additional meetings as necessary to meet the needs of the student. Each student receiving special education services has a meeting at a minimum of once per year. Initial meetings are also held for students who enter Whittier High School from out of the district. These meetings typically include the student, the parent/guardian, the Special Education teacher (student’s case manager), a general education teacher and an

agenda

Senior Project handouts

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administrative designee. These meetings may also include the school psychologist, the job developer and/or outside agencies depending on the specific circumstances of the meeting and the needs of the student. Program placement, student progress and academic needs are discussed at each meeting. Individual goals are evaluated and approved by student and parent/guardian. Translators are provided as needed.

Parent-Teacher ConferencesParent-teacher conferences give the parent the opportunity to be involved in their students’ learning process. A student or parent can request a conference at any time with their counselor to discuss any academic needs the student may have. These conferences are an effective way for all parties to work to find a positive solution to help the student improve their academic standing and help parents stay informed of their child’s progress.

Daily and Weekly Contracts Upon meeting with a counselor and/or teacher, it can be recommended that students use a daily/weekly contract to track their academic and/or behavior progress. This provides parents with consistent information directly from each teacher concerning academic work, attendance, and behavior. Students have the teacher sign their contract each period. This effective document helps to hold the student accountable for both their academic performance and behavioral expectations, and keeps parents informed so they can play an active role in the learning process.

Senior Project Parent MeetingImmediately following Back to School Night, parents of seniors are invited to attend an extra information session with the Senior Project teachers. This is an effective presentation as it provides much more detail about the Senior Project than can be discussed during the shorter Back to School Night sessions. During the presentation, the Senior Project teachers explain the three components of the Senior Project: the research paper, the fieldwork, and the presentation. Parents are informed of the due dates for each part of the process. After the presentation, the parents have the opportunity to speak with their child’s Senior Project teacher about questions or concerns they may have. This event initiates the collaboration between parent, student, and teacher to help each senior develop and display their English skills by successfully completing the Senior Project.

ConclusionsPrompt: Comment on the degree to which this criterion is being addressed.Findings Supporting EvidenceAt Whittier High school, we value the trusting and collaborative TeleParent logs

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relationships we have with parents and community members. There are ample opportunities for parents and community members to become involved at Whittier High School through the Parent-Teacher-Student Association and School Site Council. There is also parent and community outreach through TeleParent, Back to School Night, New Horizons Parent Advisory Committee and other orientation and counseling events. Furthermore, our academic academies, Puente and Avid, have joined forces with community participants and local business to provide mentoring programs for our students. Community members also have the opportunity to participate as judges for the Senior Project presentations given by senior class. Through these and other such opportunities, Whittier High School strives diligently to keep parents and the community an integral part of the school.

Flyers

Power Point presentations

Agendas and minutes


Whittier High School offers various resources that address the Critical Learner Needs of improving achievement of our EL population. The New Horizons office holds monthly Parent Advisory meetings where EL and Spanish-speaking families are invited to attend. The New Horizons coordinator assists parents with the education system in their own language so that parents feel part of the school culture. The meetings provide parents the opportunity to get involved in their child’s education. Information about high school graduation requirements, A-G requirements, financial aid information, scholarship information, Senior Project is all discussed at these monthly meetings. The New Horizons Office also offers electronic translating devices for parent meetings that take place throughout the school year. A bilingual school staff member speaks into the central translating device which is then transmitted to each individual device. The bilingual school website is also another resource accessible to our EL population. Information about academic policies and school wide activities is available to parents in their preferred language.

The Whittier High School faculty and staff work diligently with parents and students to communicate post-secondary opportunities for all students. Currently, 54% of our students complete the A-G requirements for post-secondary education. While we are pleased with the growth in this percentage of the years, it is our vision to ensure all students are prepared for post-secondary opportunities. Services like those mentioned in this section are helping Whittier High School students to realize this vision.

Flyers A-G data ELAC membership list Post-secondary enrollment

data Student survey feedback Student focus group

feedback

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E2. School Culture Criterion

The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement.


Safe, Clean, and Orderly Environment

Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety.Prompt: Comment on the effectiveness of a) the existing policies and use of resources to ensure a safe, clean, and orderly place that nurtures learning, and b) all aspects of the school with respect to safety regulations including effective operating procedures for internet safety.

Findings Supporting EvidenceCampus SecurityWhittier High School employs five security officers that are well trained to keep all of our staff and students safe and secure. These security officers are deployed in specific areas throughout the campus and keep a high visibility. Security is directly responsible to the principal and works closely with the school resource officer, Dean of students, and Assistant Principal of Guidance to solve any issues or problems that arise during school hours. Whittier High School is accessed by only one main entrance and exit during the school day. Campus security checks identification and signs in and out all visitors and students. Whittier High School security and administration work hard to make the high school campus the safest place in the community.

School Resource Officer (SRO)Whittier High School has a full-time Whittier Police Department officer assigned to our school campus during school hours. He has been specifically assigned and trained to serve as an SRO at our school site, bringing a comprehensive knowledge of law enforcement experience and connection to the greater Whittier community.

The SRO works directly with the Dean of Students and campus security to help make the faculty, students, and parents feel safer while on campus. Each day the SRO will speak to students about discipline matters including truancy, drug use, bullying, theft, graffiti, physical altercations, and issues related to internet social media networking sites. The SRO also helps to direct campus security and advises school administrators on any issues concerning crime or student safety. His ability to connect with students and parents in a positive way helps to increase public perception of law enforcement officers. The SRO is a mentor to many students and makes himself available to parents if they seek any legal advice.

Supervision schedules

Probation data

Volunteer probation data

Flyer for support programs

Attendance sign-in sheets

Literature on each support program Referral data

OCS logs

PBIS lessons

Maintenance work orders

Emergency/Disaster Plans

Lockdown drill plans

School-wide practice days

Staff emergency red folders

Home visit logs

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Probation Officer (PO)Whittier High School has a sworn Los Angeles County Probation Officer assigned to our campus. The officer is on-campus each day of the week during school hours and meets with students and parents in his office. Our Probation Officer has approximately 35 formal probation cases that he is assigned, along with an additional 30 informal volunteer probation cases. The officer meets with his probation students on a regular basis, holding them accountable for their attendance, academics, and participation in a support program. The additional volunteer probation students sign in with the officer each day so their attendance can be consistently tracked. Many of the volunteer probation students will also participate in a support program. On-campus, Whittier High School provides several support programs including Another Way (gang intervention), Lacada (drug/alcohol intervention), Claro and Serena (gender specific support groups provided by SPIRITT Family Services), and The Whole Child (one-on-one therapy).

Our Probation Officer serves as a liaison between the school and courts. He works collaboratively with the guidance and attendance offices, along with administrators, providing access to numerous counseling resources in order to direct students and families to the most appropriate support programs. The Probation Officer also takes an active role in campus supervision. His high visibility provides an extra level of security and safety to our students and staff.

On-Campus Support (OCS)Whittier High School has designated a classroom for On-Campus Support. On-Campus Support is implemented when a student must be removed from class and from the general population on campus for a disciplinary matter that is not severe enough to send them home but is serious enough to keep the student isolated from the rest of the school. Students are first seen by the Dean of Students and are counseled with the objective of teaching and re-teaching positive behavior strategies in order for the student to return to the classroom. A disciplinary record is kept for each student that is sent to OCS and parent contact is made. Students may be assigned social detention, whereupon, they spend their lunch in the OCS room. Counselors take turns supervising OCS. Counselors use this opportunity to reinforce positive behavior for student success. After counseling, students remain quiet, while doing schoolwork. OCS is designed to teach positive behavior strategies while ensuring the campus remains a safe and positive learning environment. The Whittier High School Positive Behavior Intervention and Support (PBIS) team is currently working with the Guidance office on implementing lessons for OCS students which reinforces our Cardinals with CLASS (Citizenship, Leadership, Achievement, Self-respect, Service to the Community) movement.

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Maintenance Staff Whittier High School has an extremely effective maintenance staff that works diligently to keep the campus clean and orderly at all times. The maintenance staff assists the faculty with setting up and taking down extra-curricular events, as well as helping the administration prepare for assemblies, faculty meetings, parent meetings, and graduations activities. Additionally, graffiti removal is a high priority. As soon as graffiti is reported on campus, security takes photos and the maintenance staff removes it immediately so those who are defacing Whittier High School do not receive any recognition from peers for vandalizing the campus.

Drills (Fire, Earthquake, Lockdown)Whittier High School has a comprehensive Disaster Preparedness Plan as well as disaster supplies for the general school population.

In addition to the comprehensive plan, each classroom has a modified user-friendly version of the Disaster Plan (“red folder”) along with a sealed Emergency Supplies container. An evacuation route is posted in each classroom and office and is specific to that location.

The Disaster Plan discusses the following: school employee responsibilities, emergency telephone numbers, disaster procedures, disaster organization plan, and disaster team organization and responsibilities. In the event of any one of the following disasters, any school employee can refer to this Disaster Plan to get specific directions for how/when to act in the event of any of the following: air pollution, bomb threat, chemical/toxic waste accident, earthquake, explosion/nuclear attack, fallen aircraft, fire alarm, fire drill (evacuation), power failure/blackout, severe windstorm, and emergency lock-down procedure.

This Disaster Plan is updated every year to account for any staffing changes, as well as any changes in the disaster procedures. Each year Whittier High School holds at least one lock-down drill, one fire drill, and one evacuation drill in an effort to help our staff and students prepare in the event of an actual disaster.

Whittier High School also implemented a structured “campus intruder / active shooter” drill in conjunction with the Whittier Police Department in January of 2013, and then a more intense police training in the summer of 2013. Both of these drills served to prepare students, staff, and our community.

Home VisitsChronic absences and tardiness is a barrier to success for students. At Whittier High School, home visits to students who are not attending school are often conducted to determine what level of support is needed for the student to regain success in the high

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school environment. Home visits are conducted by our Dean of Students, Attendance Coordinator and School Resource Officer. As a result of these visits, students may be referred for counseling or transfer to alternative education as a means to regain credits needed for graduation. Finally, a student may not live in our attendance area, in which case the parent is notified that enrollment at their home school is necessary.

SupervisionWhittier High School has developed a team approach to campus supervision during designated times of the school day in order to ensure students, parents, and staff feel safe and secure while on campus. In the morning from 6:30-7:30 AM, one campus security officer is stationed at the front desk to assist teachers via phone. One administrator walks the campus from 6:50-7:45 AM and visits each zero period class. From 7:45-8:10 AM, each of the 5 open gates to campus is staffed by one administrator and one security officer to welcome students on campus.During nutrition and lunch, campus security, administrators and counselors (as needed) have designated areas of supervision and areas that are walked through (such as buildings and PE areas). Radio contact between supervision personnel is brief and succinct, communicating that each area is safe and orderly.After school, campus security, the Dean of students and the Assistant Principal of Guidance patrol the perimeter, quad, bus area, and athletic area until the campus has been cleared.

High Expectations/Concern for Students

Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.

Prompt: Evaluate the school’s work to ensure the effectiveness of an atmosphere of caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.Findings Supporting EvidenceFreshman First Day (FFD)In 2005 WUHSD implemented Freshman First Day, in which freshmen students attend a modified first day of school. The rationale for the day is to ensure that all incoming 9th grade students feel comfortable and confident while becoming connected to the school through their Senators (Junior and Senior peer mentors trained in Link Crew activities). In addition, the freshmen are given the opportunity to familiarize themselves with their Semester 1 schedules, and meet their teachers and the school staff, without being overwhelmed by the entire student body. They are introduced to Whittier High School’s mission and vision for all students and to the Cardinals with CLASS (Citizenship, Leadership, Achievement, Self-respect, Service to the community)

FFD schedule of events

FFD bell schedule

Flyers for student events

ASB Calendar of events

ASB Twitter Account

ASB enrollment data

CKH staff participation data

Staff survey feedback

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movement. All freshmen students attend 20 minute classes to meet their teachers and review the expectations of the school. Additionally, freshmen students attend a Senator assembly where they participate in ice breaking activities, are introduced to the school’s administration, watch band and cheerleading performances, and learn Whittier High School “Cage” crowd cheers. The Freshman First Day is intended to foster the incoming freshmen’s motivation and supports to better prepare them for the high academic and social expectations of high school. Incoming 9th

grade students are provided with an immediate opportunity to engage in the school community through a welcoming, safe, and caring first day provided by the school staff and student leaders.

Associated Student Body (ASB)The forum for student government, the Associated Student Body (ASB), has two fundamental goals: to ensure all student groups have a voice in student government, and to create opportunities for student leadership. This vision of ASB has been to create a student government that represents the diverse population that defines Whittier High School.

The membership for ASB consists of one third elected positions and two thirds appointed positions. Each year, the elected positions serve as the interview panel for the appointed positions. Although only students serve on the interview panel, the administrative advisors (Assistant Principal of Business and Activities and the Activities Director) carefully explain to the newly elected student officials the guidelines of diverse representation of ASB and maintain a continuous presence of mentoring for these student leaders as each appointed position is filled. As the population of Whittier High School continues to evolve, so too does the representative council of ASB. Each year can bring forward new groups to represent, as well as eliminate positions that no longer reflect a representative group. Thus, Whittier High School ASB maintains a continuous diverse representation of all student groups.

The activities for ASB continue throughout the school year, including traditional activities such as dances, homecoming activities, and overseeing class and club activities (such as Club Rush, Winter Wonderland and Club Carnival). Our class councils have expanded to include more of the student body which has allowed us to implement new welcoming events (Cardinal wristbands distributed to all students on the first day of school and leis distributed to all students on the first Friday of the school year). Our welcoming events helps build relationships with our students to help ensure that all feel safe and welcomed on our campus. ASB also creates and maintains a strong cultural grounding for students and staff through the implementation of several activities that may be unique to the high school

Peer observation records

Instructional Rounds records

PBIS classroom lessons

PBIS meeting minutes

CLASS tickets

PBIS newsletter

A-G classroom posters

Student programming forms

Guidance Office presentation schedule

Grade-level forms

Graduation data

Bell Schedule

D/F data

Student Survey data

Cardinal 75 programs

Cardinal 75 list of honorees

Cardinal Key nomination form

Cardinal Key list of honorees

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environment. ASB produces four assemblies for the student body. Assemblies are located in the Whittier High School Auditorium, a designated historic landmark. Traditions are maintained, with the senior class sitting in the front, freshmen class sitting in the balcony, and each assembly ending with the singing of the alma mater. Use of the auditorium helps to dramatize the idea that a student at Whittier High School is not only an individual, but also a member of a school with deep roots within the community.

Other unique and successful ASB activities include Thanksgiving baskets for needy community families, two Night Rallies (one in Fall and the other in Winter to highlight Fall and Winter sporting teams), pep rallies, and a student lead cheering section (known as “The Cage”) at all home games for all varsity level sports. All ASB students have attended the day-long California Association of Directors and Activities (CADA) Area E Conference in November for several years and we now send a minimum of twelve ASB students to a week-long summer CADA conference located on the campus at UCSB. These conferences help develop leadership skills and help to create a caring, warm environment which invites all students to become involved at Whittier High School. Our adult advisors also attend these two conferences and the CADA Leadership Conference held in March to bring home new ideas and strategies to improve our student leadership board.

ASB maintains a strong relationship with faculty by providing recognition and appreciation activities such as Teacher Appreciation Week and staff BBQs. Staff is also invited to attend our Night Rallies and compete with the students to help develop a positive atmosphere at Whittier High School where adults are seen as caring and trustworthy.

Capturing Kids’ Hearts (CKH)Capturing Kids’ Hearts is a school culture training program based on the premise that in order to capture a child’s mind, you must first capture their heart. At the core of the training is the EXCEL model (Engage, eXplore, Communicate, Empower, Launch). Each aspect develops skill to help all participants (students and staff) be active, positive contributors in the learning environment.

Since 2007, the CKH philosophy has been an integral part of the school culture. 95% of the Whittier High School staff has participated in the training, which focused on team building and fostering positive behaviors and expectations between and among all significant groups on campus: administration-to-teacher, teacher-to-teacher, teacher-to-student, and student-to-student. Each year Whittier High School offers refresher training courses to new and returning faculty.

A key component of the philosophy is the Social Contract. This

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document sets the stage for honest, productive meetings (be it staff or class room teaching). The goal is to cultivate harmonious interactions; therefore, all participants determine what acceptable and unacceptable behaviors within the group are. These expectations are discussed and negotiated, and each member signs the contract to state that they will abide by the agreement. The contract is an initial part of the beginning of the school year in departmental meetings and also structures the classroom’s behavior policy and is referred to throughout the year. This “buy in” from the group, ultimately, helps set the tone for a school culture that values and promotes trust, respect, and personal responsibility.

The power of the social contract lies in the ability to create a nurturing environment school-wide. In the classroom, this is achieved by creating a space where students feel welcomed and valued. Teachers at Whittier High School have benefitted from the CKH techniques to increase student/teacher rapport. Engagement strategies such as greeting students at the door, the sharing of “good things,” and the closing remarks of class are among some of the commonly used methods to foster an environment of respect and caring.

The sentiments and values of this cultural training have been widely adopted and have been kept alive through peer-observations and instructional rounds, where teachers can visit other staff members to add to their own skills. This policy of sharing expertise perpetuates not just professionalism, but also the sense of community central to the philosophy.

Positive Behavior Interventions and Supports (PBIS)PBIS is a framework comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environments, and individual behavior supports needed to achieve academic and social success for all students. It is a decision-making framework that guides selection, integration, and implementation of the best evidence-based behavioral practices for improving important behavior, and ultimately, academic outcomes for all students. In order to improve student behavior, students must have a clear understanding of school-wide behavior expectations. These expectations must be taught and re-taught in a variety of ways throughout the school year. At Whittier High School, we have created our positive behavior support system framework around the theme Cardinals with CLASS. Each letter of CLASS (Citizenship, Leadership, Achievement, Self-respect, & Service to the community) represents specific behavior characteristics Whittier High School students are expected to exhibit during the school day. The Cardinals with CLASS team is made up of teachers, a counselor, the Dean of students, and the Assistant Principal of Guidance, all of which facilitate the Cardinals with CLASS campus activities. Through quarterly

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classroom activities, positive behavior reward tickets, staff t-shirts, lunch time rallies, assemblies, newsletters, classroom signs, and campus banners, Cardinals with CLASS is integrated into all aspects of our campus, thus creating a school culture that prompts positive student behavior and the highest level of academic learning inside and outside the classroom. Attendance Awards and IncentivesWhittier High School offers incentives to students with perfect and excellent attendance. At the end of the year, a pizza party is given to all students with perfect attendance. In addition, the Attendance Coordinator brings treats for those students who went from being chronically truant to regular attenders. Furthermore, seniors who have had perfect attendance throughout their four years are presented with a free yearbook at the final Spring assembly. Whittier High School continues to plan for different incentives to keep students motivated, always evaluating both intrinsic and extrinsic motivators to create a high-expectation learning environment.

A-G RequirementsWhittier High School’s Mission Statement is “To Prepare All Students to Complete the A-G Four-Year College Requirements.” In accordance with this, all students are strongly encouraged to complete college entrance requirements in conjunction with completing graduation requirements. Currently, about 54% of students graduate with all A-G class requirements accomplished. During grade level guidance activities, counselors teach the importance of goal setting and meeting high academic expectations. Counselors, as well as teachers, strive to ensure that all students are aware of grade level steps that need to be taken toward completion of A-G requirements. Counselors also communicate to students how to utilize summer school classes in order to stay on target. The targeted results for students are self-motivation, advocacy, work ethic, and career planning. This school-wide goal for our students ties in with the critical learner need of striving to prepare students to transition to post high school opportunities.

Cardinal 75Annually, Whittier High School, in conjunction with the PTSA, honors the top students in each grade who have maintained a balance between academics and extracurricular activities. The honorees’ parents, family and friends are invited to celebrate this accomplishment with us for a $5 donation that goes towards PTSA scholarships. Traditionally “Cardinal 75” was designed for the top 75 students in the school; however, that has since changed to be open to any student who maintained a certain GPA for each grade level (see below).9th grade >4.010th grade >3.9

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11th grade >3.812th grade >3.75The seniors who are honored are asked to fill out a “brag sheet” that highlights their goals and accomplishments, which is then read to the attendees by the counselors. If students receive this honor all four years, they are awarded with a medal, in addition to their certificate. In 2012, 152 students were honored with certificates signed by the PTSA president and the Principal, of which 14 seniors also received a medal. In 2013, 188 students were honored with certificates, and 29 seniors received a medal for all four years. In addition to honoring the students, the PTSA also gives out “Honorary Service Awards” to deserving community and/or school members for their contributions to our students.

Cardinal KeyThe Cardinal Key is one of the most prestigious awards given each year to the top 4% of the senior class. Recipients are nominated and chosen by the faculty of Whittier High School. This honor symbolizes the faculty’s acknowledgement and respect for students who successfully met the challenges of the Cardinal Creed throughout their four years at Whittier High School.

“To Whittier High School and her ideals of truth, liberty, and tolerance I pledge my allegiance. May I, with others, build steadfastly toward her goals: citizenship, scholarship, companionship and service.”

Recipients are awarded with a gold key at the last assembly of the school year and are asked to wear it at the commencement ceremonies. During commencement the Principal calls each of their names and asks them to stand and be recognized by their fellow classmates, friends, and families for their exemplary success.

Atmosphere of Trust, Respect and Professionalism

Indicator: The school has an atmosphere of trust, respect and professionalism.

Prompt: To what degree is there evidence of an atmosphere of trust, respect, and professionalism?Findings Supporting EvidenceInstructional Rounds (IR)For the school year of 2010-11, Whittier High School instituted the process of using Instructional Rounds to allow teachers to visit their colleagues to observe the teaching strategies used in classrooms. Teachers often use their conference period, or were given period subs, so they could observe their colleagues using various teaching methods of instruction. After teachers observed their peers, they immediately gathered together to discuss and process the strategies they saw in action and the student learning

Master calendar

IR records


Credential data

Professional Development

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that took place.

During quarter one visitations, teachers went to classrooms that were using “Check for Understanding” strategies and the consistent use of Academic Language in the educational environment. Most of this feedback was based on discussions that took place during the course-lead pull-out day. The second visitation took place between course-alike group members and focused on the continued use of “Check for Understanding” strategies (verbal, non-verbal, and written). Quarter three visitations were done within departments and Quarter four was done as pairings with teachers outside of the department, both still focusing on methods of “Check for Understanding”. In order to have a better understanding of student needs across the curriculum, observations were conducted within course-alike subjects and departments, as well as outside of the departments. The use of these instructional rounds will improve instruction at Whittier High School, improve student achievement and the education process, and increase the trust and professional support among the teaching faculty.

Fully Credentialed TeachersWhittier High School has 93 teachers; 100% are fully credentialed. The teachers average 12.5 years of teaching experience with only one teacher with less than 3 years of teaching experience. Our teachers continue to maintain a high standard of professionalism by making continuing education and professional development a priority; our teachers regularly attend focused trainings such as AVID, Puente, AP workshops, etc. Whittier High School is proud of its erudite staff that continues to make learning the number one goal, not only for their students, but for themselves as well.

Building Professional CapacityVarious events and activities each school year enhance collegiality between teachers and staff. These include regular staff meetings on late-start Mondays, along with weekly course-alike/department meetings. Open leadership meetings are held every two weeks and quarterly course lead meetings take place at the school. The district funds district-wide course-lead meetings with department chairs at the district each quarter. Our superintendent visits all Whittier High School classrooms and the offices, once, every two months. During the summer, there are funded course-alike district-wide curriculum planning sessions. The Principal emails her Cardinal Communique each week with announcements and schedules of the coming week, along with staff birthday dates. The Teacher’s Club recognizes staff birthdays and helps to organize occasional off-campus social engagements hosted by the Whittier High School principal or other staff members. At late-start Monday faculty meetings, the staff awards each other with “Cardinals of Caliber” certificates. The school year starts off with the annual staff and family tailgate party, with 90% attendance. There is an end-of-the-

records

Staff survey data

Leadership agendas/minutes

Summer curriculum pacing guides

Summer planning meeting minutes

Summer district calendar

CC agenda and minutes

CC sign-in sheets

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Student Focus Group feedback

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year staff gathering when teacher and staff awards for service and recognition are presented. Teacher teams participate in our two annual night rallies. The Assistant Principal of Business and Activities weekly emails the staff about Whittier High School sports and activities, complimenting wins and efforts. Quarterly staff socials during the nutrition break in the principal’s office for goodies and a “visit and mingle” also help to contribute to an excellent professional atmosphere. The camaraderie and trust developed between staff and faculty members is phenomenal. It confirms the culture of respect and professionalism at Whittier High School. In the spring 2013 staff survey, 78% of the staff reported feeling good about the relationships with the people with whom they work.

Summer Curriculum Writing Teachers meet by course (Algebra 1 9th grade, Geometry, English 2…) at the district office to write curriculum for the upcoming school year. Usually, all members teaching a subject are invited to write, but not all teachers can make it. The meetings can range from two days to five days. Each day usually begins at 8:00am and teachers are paid for working six hours. This is an effective approach to lesson planning because teachers have an opportunity to look at data from the previous year to improve instruction and learning. One strategy to improve instruction is to discuss a problem or concept that students did not perform well on during the previous year, and then as a group find a new teaching strategy that will potentially be more effective. As education moves towards Common Core Standards, much of the summer curriculum writing for the summer of 2012 focused on creating questions for critical learning. For instance, each math subject at Whittier High School created a Constructed Response or Brief Constructed Response as assessment tools. Working collaboratively during the summer helps teachers to write more effective curriculums for students, while increasing staff trust and respect for their peers.

Cardinal CampBefore each school year begins, Whittier High School holds an annual day-long Cardinal Camp prior to the beginning of the school year. New teachers are acclimated with the school and its procedures. It also provides the opportunity to welcome back the rest of the returning staff, to introduce the new staff, and to review goals for the school year, and most importantly, to renew the social and professional capital among the faculty. Cardinal Camp is also used to go over the previous school year’s results including CAHSEE scores, CST scores, and our API/AYP projections, and to revisit our mission, vision, and instructional goals. In the past three years, Cardinal Camp has been extended to several days to serve as an excellent opportunity for professional development with teacher-provided workshops for teachers to prepare for the school

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year ahead and re-connect with their colleagues and our school-wide instructional strategies. Teacher/Student RapportAll teachers at Whittier High School develop trust and positive relationships with students on campus. The more teachers are involved with students and their activities, the stronger the trust and relationships become. Teachers are constantly interacting with students who need help with various issues, both academic and social. The 2013-2013 student survey revealed that 20% of students believe that Whittier High School is doing exceptionally well preparing them for college or other education or training after they leave high school (57% said well and 17% said adequately). Because of the trust and non-judgmental attitudes and safe environments created by the teachers at Whittier High School, students feel comfortable and supported. Moreover, 58% of all students also agreed that Whittier High School teachers treat students with respect. 97% of parents felt that the school staff has high expectations, while 92% of the parents felt that the school staff treats all students with respect and dignity. Teachers have more time for building relationships because of the embedded support time in the block schedule. We know that crisis does not happen when it is convenient for us, and it takes much effort for students to share and believe in the teachers, but we are confident that most students feel like they can count on and trust in teachers on this campus.

Staff SurveyLast year the overall summary of our Faculty Survey indicated that staff moral and satisfaction is high; areas of most concern are the ability to obtain additional skills/training (professional development), and satisfaction with technology equipment, materials and supplies. WHS implemented several plans to address these needs, utilizing Title 1 money. All staff had the opportunity to participate in staff development at the beginning of the school year on the research based strategies that they had identified as a school wide focus. We have continued staff development through period by period staff training, and the use of “Instructional Rounds” designed for teacher demonstration of the school-wide strategies, and a minimum day focused on strategies to increase engagement of our EL learners. Besides the use of laptop computers, document readers, and LCD projectors, some teachers were trained and have Mobi clickers (individual student response systems).

Whittier High School conducted the district staff survey again in April of 2013. Compared to the results of the same survey two years ago, Whittier High School certificated staff increased the percentage of positive responses on 27 of the 37 questions, stayed the same on 2 questions, and decreased on eight of the questions.

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The Classified staff increased the percentage positive on 32 of the 37 questions, stayed the same on 2, and decreased on 3 questions.


Findings Supporting EvidenceWhittier High School 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. The degree to which this criterion is being addressed is supported by the data and performance by the many programs, clubs, activities, surveys, and departments that work hand in hand to help accomplish the successful levels in which the school runs and performs.

Student Survey data

Parent Survey data



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

Findings Supporting EvidenceThe school culture and support for student personal and academic growth supports the critical learner needs through various programs and practices. All staff has been trained through Capturing Kids’ Hearts, which is a school culture training program based on the premise that in order to capture a child’s mind, you must first capture their heart. Each aspect of CKH develops skill to help all participants be active and positive contributors in the learning environment. Whittier High School also has implemented the PBIS framework comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environments, and individual behavior supports needed to achieve academic and social success of all students. Building this positive culture at Whittier High School allows teachers to address all identified Critical Learner Needs.

PBIS lessons

PBIS meeting minutes

Student survey data




Student Achievement data

Attendance/Discipline data

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E3 & E4. Student Support Criteria

All students receive appropriate support along with an individualized learning plan to help ensure academic success.Students have access to a system of personal support services, activities, and opportunities at the school and within the community.


Adequate Personalized Support

Indicator: The school has available adequate services, including referral services, to support students in such areas as health, career, and personal counseling and academic assistance, including an individualized learning plan.

Prompt: Evaluate the availability and the adequacy of services, including referral services, to support students in such areas as health, career, and personal counseling and academic assistance, including an individualized learning plan.

Findings Supporting EvidenceOne-on-One Individual CounselingThe School Counselors are consistently meeting with students in one-on-one settings throughout the school year for a variety of reasons including transcript review, college-advisement, credit deficiency, poor behavior, and social/emotional needs. Counselors will meet with students initially, create an action plan, and monitor a student’s progress. A parent/student conference is arranged if the student is not meeting the academic requirements and behavior expectations.

Armed Services Vocational Aptitude Battery (ASVAB)An excellent career exploration opportunity for 11th graders at Whittier High School is the administration of the Armed Services Vocational Aptitude Battery. The opportunity for students to participate in the ASVAB is offered to 11th grade students who have passed the California High School Exit Exam (CAHSEE) during the spring administration of this exam to the 10th grade class. Participation is voluntary, and during the March 2013 administration, 150 junior students took the exam. Later in the semester, students met with counselors to review their results and learned how the results could positively affect their career-based senior project embedded in their English classes.

Rio Hondo College (RHC) Partnership Whittier High School has developed a partnership with Rio Hondo College in hope of benefitting Whittier High School students on their path to college. Through this outreach program Whittier High School is able to offer Rio Hondo classes on the Whittier High School campus to make it easier for students to take these classes. Our students are also offered the opportunity to be a part of Rio Hondo's Summer Bridge program, which helps make the transition from high school to college much more successful.

Master Calendar

Counselors’ calendars

ASVAB testing schedule

ASVAB results schedule

RHC counselor schedule

RHC enrollment flyers

RHC Summer Bridge flyers

RHC fieldtrips CalSOAP flyers CalSOAP student

data Cash for College

sign-in sheets, Power Point presentation

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Additionally, we have current and former Whittier High School teachers who coordinate the program. The availability of a Rio Hondo representative on our campus on Mondays is crucial in helping students create a plan for what they want to do after high school. Our students are also provided the opportunity to visit the Rio Hondo campus and experience the college environment through several field trips sponsored each year by the Rio Hondo partnership.

California Student Opportunity and Access Program (Cal-SOAP)The California Student Opportunity and Access Program is a state legislated program established in 1978 that serves low income, first-generation students and/or students attending schools with traditionally low college-going rates. Cal-SOAP’s mission is to help students improve their academic performance and make information about postsecondary education and financial aid more widely available. A Cal-SOAP peer advisor is available in the New Horizons Office fifteen hours per week to provide college advising, college awareness and academic planning, college application assistance, financial aid, and classroom presentations. The Cal- SOAP program provides great support for individualized instruction and assistance during the college application process for Whittier High School students.

Cash for College NightCash for College is a program promoted by the state of California to promote financial aid opportunities to students and their families. Each student whose family attends these events is entered into a raffle to win a $1000 scholarship per event. Whittier High School hosts this event on an annual basis (usually in January) and welcomes students both from Whittier High School and neighboring schools.

College Admissions Representatives College representatives are invited to Whittier High School to promote and present information about their campuses. The majority of these presentations take place during the Fall application season. All schools are welcomed to present on campus and are either assigned to a specific classroom teacher and period and/or are available during lunch. Past visits include campuses such as University of Southern California, UC Santa Barbara, Cal State Los Angeles, University of California Los Angeles, Whittier College, University of San Diego, Ohio State University, University of La Verne and Concordia University.

College AdvisingIn addition to representatives sent by the Universities, a full-time college advisor is available in the New Horizons Office to provide students with assistance throughout the college application process. On the 2013 student survey, 66% of Whittier High School students agreed that they receive regular guidance on choosing a college or technical school.

School Counselor Caseload Management & Responsibilities Whittier High School currently has five full time school counselors. Each counselor has a caseload of students from all grade levels divided

SPED caseload data 504 Plan

template/data Saturday School

attendance data Parent Conference

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alphabetically by last name. In addition, counselors manage students in various programs including AVID, Puente, Guided Study, and the Cardinal Computer Academy. Counselors also help to coordinate and/or support various school-based programs including Senators, Cardinals with CLASS, ASB, Whittier College Mentors, athletics, and Academic Mentors. General responsibilities include academic counseling, college planning, personal/social counseling, crisis intervention, transcript review, and fall programming, and summer school placement. Counselors also supervise the On-Campus Support Room (OCS), assign disciplinary consequences when necessary, and supervise the campus during nutrition and lunch. Furthermore, the counseling team gives grade level classroom presentations throughout the year on academic and social topics in order to help all students meet their A-G college requirements and prepare for life after high school. Counselors make themselves available to meet with parents and students during scheduled or walk-in appointments.

504 PlansStudents who have a documented disability and do not qualify for special education services are supported in general education classes with a 504 plan for specific accommodations. Counselors review all students with 504 plans yearly and schedule parent and teacher conferences to ensure that all accommodations are being met to promote individual student success. Parents and teachers receive a copy of the 504 plan.

9 th Grade Special Education Freshmen Tour Each year, in May, Whittier High School invites all future students who receive services through an Individual Education Plan (IEP) for a freshman tour. During these tours, Special Education teachers meet with incoming students and their families to help familiarize them with Whittier High School and provide an overview of the supports that can be provided to ensure success for students who are serviced by an IEP. During the orientation, the panel of teachers provides a short informational presentation, a question and answer portion, and also break out for short tours of the campus. The 9th grade Special Education tours also provide an opportunity for both students and their parents to meet the team of teachers, counselors, psychologists, and administration that will be supporting them through their high school career. In addition to this night, the special education team, which supports the students with moderate to severe disabilities, also offers a tour for parents in either May or June. During this tour, the parents are able to meet in a small group and hear about the programs that their son or daughter will be receiving while at Whittier High School. In addition, they also tour the two classrooms where the Special Education team will be supporting their son or daughter in the areas of academics, medical needs, transition support, and emotional/behavioral needs.

Saturday School Make-upsSaturday school has been in existence at Whittier High School for over ten years. The Attendance office implemented Saturday school in an effort to alleviate losses in our ADA funds; thus, Saturday school is assigned to

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students that have unexcused absences, excessive absences and/or tardies that need to be cleared. Teachers, however, have now taken advantage of Saturday school as an opportunity to provide our students with further learning opportunities that will allow them to be successful in school. The math department, for example, makes use of Saturday school to prepare students for the CAHSEE exam as well as for test re-takes. The English Department uses Saturday school to help students with their senior project and presentations, while the Social Studies Department uses Saturday school to offer review sessions before upcoming assessments. Other departments also provide students with opportunities to make up missing assignments in an effort to improve their grade and better comprehend the concepts learned in class.

Attendance Parent ConferencesPositive school attendance can be a challenge for a specific number of students, and these students are connected to a targeted intervention led by our Attendance Coordinator. Our Attendance Coordinator and Dean of Students meet regularly during the school year with students and parents/guardians to help address the barriers these students face in coming to school. Both personnel regularly monitor the attendance of these students throughout the year. Often, a home visit coordinated with our School Resource Officer will occur to address the issues at home.Additionally, meetings are held during the summer to address incoming 8th grade students with attendance concerns, as well as the 10th grade students who did not experience attendance success during their 9th grade year.

Case Management for Students with Individual Education Plans (IEPs)Whittier High School provides case management support for our students with IEPs and for their families. The IEP team determines appropriate services for the student and develops the plan that the case manager monitors on a daily, weekly, monthly, yearly or as-needed basis. Each student with an IEP has a case manager (teacher) who is responsible for ensuring the IEP is being implemented to the fullest extent possible. The case manager is the point person for the student, family, teachers, and staff to address any and all concerns. The case managers should know the student’s goals, desires, and aspirations for the future, as well as any and all dynamics that could be occurring that will assist or detract from the student reaching his/her goals. The department chairs (there are 2) for Special Education work with all the special education teachers who assume case management responsibilities. Case managers utilize Spanish speaking Special Education staff and/or forms in Spanish to communicate with families as necessary.

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Direct Connections

Indicator: The school demonstrates direct connections between academic standards and schoolwide learner outcomes and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services, or referral services.

Prompt: Evaluate the ways that there are direct connections between academic standards and schoolwide learner outcomes and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services, or referral services.

Findings Supporting EvidenceThe Whole ChildWhen Whittier High School students face emotional and behavioral challenges that affect their ability to thrive at school, they are often referred to outside counseling services in the area. Whittier High School has been fortunate to partner with The Whole Child mental health service agency. The process begins with the school counselor completing the Whole Child referral form and obtaining parent consent for mental health services. The Whole Child intake coordinator will then contact the family and perform a needs assessment. The therapists will then work with the family and help them develop strategies for a nurturing home environment. In the past, The Whole Child had a therapist that would come once a week to meet with students at school. Currently, two onsite therapists work Monday through Friday from 8am-5pm. Students and parents are definitely benefiting from this extraordinary partnership as we currently have 22 students being seen by our Whole Child therapists. SPIRITT Family ServicesSpiritt Family Services is a non-profit community-based organization that Whittier High School partners with to provide individual and group counseling to our students. They focus on strengthening the family unit by promoting mental health and well-being through proactive programs of education, prevention, intervention, treatment and recovery, and to strengthen the individual’s self-concept through personal development, while taking into consideration the multicultural communities served. Spiritt comes to our campus and facilitates two groups – Serena and Claro – both of which provide a specific prevention to our students in need. Serena is a self-empowerment program to help support, nurture, and advocate for our young female students. This program combines support groups, counseling, and guidance, as well as academic, social, and recreational activities to promote cultural awareness. It also helps female students define their identity and find solutions to current problems they are facing at school and home. Claro is an intervention program for high-risk male youth to explore alternatives to gangs, alcohol and alcohol abuse, irresponsible sexual activity, and teen pregnancy. Spiritt also provides off-campus parenting workshops through their Windows/Ventanas, held weekly in the evenings at the district campus. Students are identified for these programs by the guidance and attendance office staff, and their progress is updated during our bi-monthly Integrated Guidance Meetings.

Flyers for support services

Support services enrollment forms/data

Guidance Office calendar

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Strategic Intervention Support ProgramsAt Whittier High School, we offer several intervention support programs for our at-risk or high-need students. These programs include Another Way, a gang intervention program, and Lacada, an alcohol and drug intervention program. Both groups meet on campus and are funded by Los Angeles County Probation. Students are referred by the guidance and attendance offices to the probation officer, who then enrolls them in the groups.

Integrated Guidance MeetingsThe Integrated Guidance Team is comprised of school counselors, the Assistant Principal of Guidance, Director of New Horizons, Director of PREP, and the Department Chairs of Special Education. The team meets twice per month to discuss programs and services that each entity is currently providing for the students they serve. The objective of the meetings is to ensure appropriate communication between departments in order to best serve the student body as a whole.

Campus WatchCampus Watch is a student intervention system that serves incoming ninth grade students, as well as the general student body throughout the year. For incoming ninth grade students, feeder middle schools supply information regarding students who are at risk of failing academically as a result of various barriers to learning. Incoming ninth grade students who have been identified through Campus Watch are enrolled in a Summer Bridge class and then a Guided Study class for the school year. In Summer Bridge, students are introduced to high school level core subjects such as English and Algebra and are offered a promotion certificate upon completion of the course. In Guided Study, students work with Academic Mentors on classwork/homework and are monitored by the Guided Study team of teachers and one academic counselor.

Campus Watch for the general student body operates as a system to identify students at risk of experiencing barriers to learning such as emotional, social and substance abuse issues. Teachers or counselors refer students to Campus Watch via email or a Campus Watch form. The Campus Watch team consists of the Dean of Students, Assistant Principal of Guidance, Attendance Coordinator, Probation Officer, counselors, and representatives from community-based counseling services such as Whole Child, SPIRITT Family Services, and Department of Children and Family Services. The team meets twice per month to review students and identify services that would be most appropriate for the students’ needs. A student’s progress is monitored and updated at these meetings.

Intervention SpecialistThe intervention specialist at Whittier High School coordinates specific academic intervention programs to provide support for students in need of academic help. Currently, we have over 150 Academic Mentors who are selected, trained, supervised by the intervention specialist. The intervention specialist collaborates with various teachers to identify 9th

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grade students in need of academic help. Once students have been identified, the intervention specialist arranges for the mentors to be in specific classrooms and periods throughout the day and school year, working alongside the students in need of additional academic support. By providing this specific intervention, students are identified early, thus setting them up for a greater chance of success over the course of their four years at Whittier High School.

Strategies Used for Student Growth/Development

Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection.

Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum.

Findings Supporting EvidenceParallel Math A more recent academic intervention at Whittier High School is the Parallel Math class. At the semester, Algebra teachers provide a list of students averaging less than 55% on assessments. These students are then programmed into an additional math class called Parallel Math, which provides one-on-one support from Academic Mentors. Students receive additional instruction on the concepts learned in class that are challenging and abstractly difficult to understand. This additional support provides students an opportunity to be successful and motivates them to keep trying even though the material gets tougher. While students rarely go from an F to an A, for many students there is an increase in their test scores and overall grade. Seemingly, this grade increase is the result of the students forming positive bonds with their Academic Mentor, much like a fresh start to more productive work habits. All students are expected to succeed, and the staff and faculty do whatever it takes to keep the students engaged and on-track to meet these high expectations.

Grade-level Counselor PresentationsIn order to help all students continue to meet their academic goals and post-high school aspirations, the counseling team gives grade-level presentations to all students during the Fall semester. Counselors teach and re-teach students how to read and evaluate their transcripts to stay on track for graduation and meeting their A-G college entrance requirements. The 9th grade presentation is called “Freshman Reality Check”, the 10th grade presentation is “Sophomore Sink or Swim”, the 11th grade presentation is “Junior Jumpstart”, and the senior presentation is “Senior Action Plan”. Each presentation is tailored to meet the needs of the student in their current academic standing. The percent of students graduating with A-G

Parallel Math enrollment data

Parallel Math student achievement data

Guidance Office calendar

Grade-level on-track forms

A-G data

AP/Honors achievement data

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requirements met over the past six years has risen 22%, from 30.7% to 52.7%. AP/Honors ClassesStudents at Whittier High School have access to 18 Advanced Placement classes along with 11 Honors classes. In-coming 9th grade students have the opportunity to take an AP and/or Honors class including AP Human Geography or Honors Ancient Civilization. 41% of our students are currently enrolled in one or more AP or Honors class. In the spring of 2013, there were 378 students who took an AP exam.

Learning Enrichment & Academic Resources Network (LEARN)Whittier High School’s PREP program is a grant-funded program through the LEARN organization that provides afterschool tutoring and enrichment classes for students at Whittier High School. PREP is located in the library and is open Monday – Thursday from 1pm – 6pm. The PREP tutors are Whittier College students available to help students in every academic subject matter that we offer at Whittier High School, thus providing all students with the opportunity to improve their academic standing through an alternative learning environment. PREP also provided support for preparing for the CAHSEE and SAT/ACT tests. Beyond academic assistance services, PREP offers enrichment classes and opportunities throughout the school year, available to all students. Enrichment classes include a multitude of career-based clubs like film, creative arts, dance, and fitness in effort to support the transition into post-secondary opportunities. Further, youth leadership conferences and community-based fieldtrips to local colleges are offered to Whittier High School students. This program is a huge resource utilized by many teachers on our campus in effort to help students achieve both personal and academic success.

Support Services and Learning

Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom, for all students, including the EL, GATE, special education, and other programs.

Prompt: Evaluate the extent to which the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom. Evaluate the processes that are used to identify under-performing or struggling students and the interventions to address these identified student learning needs.

Findings Supporting EvidenceEmbedded SupportIn 2006, Whittier High School adopted a unique block schedule that designates 20 minutes at the end of each two-hour period called Embedded Support. Of the changes made at Whittier High School, the addition of Embedded Support time has done much to increase the feeling of trust on our campus and to increase student learning and achievement. At the end of

Bell schedule

Student achievement data

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each block period, the teacher has the option to keeping students for up to twenty minutes for additional instruction and attention. At the teacher’s discretion, students may be asked to stay for a variety of reasons, including earning a D or F in the class, requiring additional help, unsuccessful achievement on a recent test, making up missing work, tardiness to class, needing additional time to complete work, needing to complete a lab, etc. Entire classes may also be required to stay for additional instruction time, particularly Honors and A.P. courses. Students in good standing may be allowed to leave and thus rewarded with increased social time during the Nutrition break, at lunch, or at the end of the school day. The intent of the tutorial time was to better support the relationship between teachers and their students who are most in danger of not passing. Embedded Support affords the teacher the opportunity to establish stronger rapport with their students, along with time to immediately address the needs of the students in order to help them complete their assignments and maintain their grades, thereby boosting their self-esteem and sense of responsibility. Since the implementation of embedded support, Whittier’s on-target to graduate rate has increased significantly including 10% for 9th graders; 15% for 10th graders; and 14% for 11th graders. The increased one-on-one attention that these at-risk students are getting has also lead to a marked improvement in the D and F rate for almost every subject at Whittier High School. Teachers have voted to retain the Embedded Support time and block schedule every year since its implementation. Clearly the teachers and students are seeing positive results, as the focus and culture of academic excellence continually improves and strengthens at Whittier High School.

CELDT TestingStudents whose primary language is other than English are given the California English Language Development Test each year until they reach English proficiency. The purpose of the CELDT is to identify new students who are English Learners, determine their level of English proficiency and assess their progress in learning English. The New Horizons Office (NHO) staff organizes and proctors the test each year. The listening and speaking parts of the CELDT are given individually to each student, while the reading and writing parts are given in a group format. Over the course of each school year, English Language Learners are supported through the New Horizons Office. Administrating the CELDT through New Horizons allows the staff to monitor student needs.

Specially Designed Academic Instruction in English (SDAIE)SDAIE classes employ various teaching strategies in student-centered lessons. Teachers in history and English use graphic organizers, frequent checks for understanding, collaborative learning techniques, academic vocabulary building, sentence starters and other engaging strategies to promote success for English Language Learners and all students. SDAIE classes are scheduled using a 70/30 model, meaning that 70% of the class has scored Basic or above on the previous year’s CSTs and 30% are English Language Learners who have scored Below Basic or Far Below Basic on the CSTs. This model will be extended to all Biology classes in the 2013-14 school year. Teachers are encouraged to identify the English Learners in

D/F rate data

Student survey data


NHO calendar

EL achievement data

CELDT data

Master Schedule

AES student achievement data

SR student achievement data

CAHSEE 11th/12th pass rate data

Guided Study student achievement data

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their classes and use strategic pairing between proficient students and English Language Learners.

PSAT Results All PSAT test-takers are invited to attend a lunch time presentation explaining their score report. Students are taken step-by-step on through the results in order to analyze their individual performance. The students are also instructed on how to utilize the online College Board system available to PSAT test-takers: “My College Quick Start”. Students are introduced to the different features available including SAT practice tests, personality surveys, and daily practice questions.

Academic English Skills (AES) CourseThe Academic English Skills course is modeled after the Parallel Math course. Students are enrolled in this course based on their previous year’s CST scores. We currently have a freshman and sophomore class. All students are classified as EL and have scored Below Basic or Far Below Basic. If a student was recommended for Guided Study and met these qualifications, they were only placed in the Guided Study class and not the Academic English Skills class. Academic Mentors are also in the class to help on a one-on-one basis. The students’ CELDT scores are not used when placing students into the class, but it does play a role in whether or not they maintain EL classification or are reclassified. These classes are essential in helping our EL students improve their literacy skills and their academic achievement, ultimately resulting in a successful academic career at Whittier High School.

Standards Review ClassesWhittier High School has implemented CAHSEE preparatory classes for 11th and 12th grade students who have not passed the exam. Every student who has not passed the exam has the support needed to practice and review for the test. There are classes in both math and English, where the curriculum is designed to review the standards that are tested on the California High School Exit Exam (CAHSEE). A CAHSEE intensive intervention program has been developed for seniors who have not earned a passing grade in either section of the exam. Instructors utilize the district provided Measure Up curriculum, a computer and textbook supported program aided with diagnostic testing. In addition to the class, two substitute teachers provide additional personalized support in a one-on-one setting as CAHSEE intervention teachers. One intervention teacher covers the math standards, while the other covers the English standards. Students are guided through practice materials and given supplemental materials to allow for further practice. These sessions reinforce the standards taught in the Standards Review courses, while allowing for individual instruction. The Standard Review teachers and the intervention teachers communicate regarding students’ needs. According to student needs, tenth graders may be added to the Standards Review English class as a prevention effort for those displaying early signs of deficiency in the English academic standards and skills.Summer Bridge

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Summer Bridge is a five credit course offered to incoming freshmen. It is intended for students that failed one or more classes or had poor attendance in middle school. They may also be recommended by a counselor. These students will also be placed in a Guided Study class their freshman year because the concern is that they may fail a class or two each semester and fall behind in credits.

The Summer Bridge curriculum is centered around values and community. Students write essays, do presentations with PowerPoint, and other activities that build on values and community. They also take walking field trips to the Whittier Public Library, Whittier Museum, and the Jonathan Bailey House. Other activities cover math, reading, writing, A-G requirements, and relationship-building.

Guided Study Students who have been enrolled in the Summer Bridge program continue to receive support during the academic school year through placement in the Guided Study program. Led by a strong supportive instructor, this class continues with development of academic and social skills needed for success in high school. Like the prior Summer Bridge program, these at risk students are identified before they step on campus to ensure greater success once they begin. Having this information early from our partner middle school counselors and faculty helps us bridge the prior academic or behavioral gap and thus help prevent failure during that critical freshman year. One of the primary goals of the program is to help these at risk students be more successful in all their other classes, particularly freshmen classes such as Biology, English 1, and Algebra 1. The students in the class are also strongly supported by visits and checks by counselors assigned to the Guided Study program. Both the counselors and teachers serve as regular reminders for the students of upcoming academic dates, as well as social and extracurricular activities. Department chairs and course-leads of freshmen courses work in conjunction with the Guided Study teachers to regularly provide important review sheets and study guides. Guided Study students are strongly encouraged to join school clubs and teams. There are currently four sections of Guided Study with approximately 26 students in each class.

CST IncentivesAs an incentive, CST results are used across the core courses to place students in their next year’s courses as well as adjust their grades. For example, throughout some courses an advanced CST score would result in a student earning an automatic A in that specific class. A proficient score would result in a student earning an automatic B or their grade being adjusted one letter grade up. A student earning a D in a course who scores Basic may be able to move on to the next course level without having to repeat their current course, or be moved into a remediation course the following year. We also have a school-wide practice of issuing “proficiency passes” at the beginning of every year. It is a color coded sticker system which is placed on a student’s ID and allows for preferential treatment in

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release from classes during Embedded Support time in the first five weeks of school (until the first grade report).

Equal Access to Curriculum and Support

Indicator: All students have access to a challenging, relevant, and coherent curriculum to all students. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day).

Prompt: What have you learned about the accessibility of a challenging, relevant, and coherent curriculum to all students? What have you learned from examining the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments)? Evaluate the impact of the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day) on student achievement?

Findings Supporting EvidenceAdult SchoolWhittier High School provides students’ deficient in credits the opportunity to complete those credits through Adult School. The Adult School program offers classes in the core subjects on the Whittier High School campus as well as additional course offerings at the Sierra Vista Adult School Campus. The structure of the classes supports our CLN’s by improving student literacy and helping those students who are not successful in a regular classroom setting. The courses are designed to allow students to work individually, at their own pace with the assistance from teachers credentialed in the subjects taught. The classes are also A-G accepted and allow students to not only make up missing credit, they allow students to get back on A-G college track; thus, increasing the number of students who meet their A-G college entrance requirements by graduation time. Summer SchoolStudents receive additional support to maintain appropriate grade level credits through enrollment in summer school. During spring programming, counselors teach students how to interpret transcripts and assist in determining if they need to attend summer school. Summer school offers students the opportunity to recover credit for two failing semester grades. Counselors also assist students in determining whether or not classes are needed to be recuperated for A-G purposes. Students are encouraged to earn passing grades and stay on track for graduation.

Adult School enrollment data

Adult School attendance data

Summer school enrollment data

Summer School attendance data

Make-up credit data

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Co-Curricular Activities

Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards and schoolwide learner outcomes.

Prompt: Evaluate the extent of the availability and link of curricular and co-curricular activities for all students to the academic standards and schoolwide learner outcomes. How effective are these efforts?

Findings Supporting EvidenceAcademic MentorsAcademic Mentors are Whittier High School junior and seniors who are peer mentors in Algebra 1, Academic English Skills, and Chemistry classes. The program is built on the belief that students can help other students succeed, which improving their effective communication skills. Academic mentors go through an application, interview, and selection process based on their academic ability and commitment to help others. They are trained throughout the year and are taught many skills including how to deal with struggling students; how to motivate students; how to become creative problem solvers, and how to think critically to solve mathematical concepts. Academic Mentors play a vital role in the culture of Whittier High School because their stellar example, support, and leadership. Their collaborative work has helped increase freshman attendance, decrease discipline referrals, improve academic performance, and create an overall safe and orderly learning environment.

9 th Grade March Madness Senators, ASB, Academic Mentors, and the PE department coordinate activities for the freshmen while sophomores take the California High School Exit Exam. Teachers that do not proctor the CAHSEE are assigned a group of 10-12 freshmen to go through activities held on the field. Some of the fun activities are Over-Under, Rubber Chicken Relay Races, and Free Throw Shot Challenge. Along with the activities, each group collaborates to complete a poster to represent a college in the NCAA March Madness Basketball Tournament and participate in a Lip-Dub Video to be shown at the next assembly. The goal of Freshman March Madness is to bring the 9th grade class together with fun competitions. Many of the freshmen and teachers agree that it is a fun way to start their day.

Cheer & DanceThe Whittier High School Cheer program has been available for all students (who wish to go through the tryout process) for decades, and was originally designed to provide school spirit at games, and on campus. Over the years the program has expanded to now include a Dance team. Both Cheer and Dance still provide school spirit at games and on campus, but recently have expanded to promote Whittier High School and the community by competing at various competitions both locally and out of state, including the United Spirit Association “Nationals” competition. The evolution and success of these programs has increased the amount of interest in Whittier High School around the community.

Academic Mentor participation records

Attendance data

Discipline data

Master calendar

Cheer enrollment data

Cheer grade check data

Athletics Master Calendar

ROP course enrollment data

PREP student participation

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At school and school related events, the Cheer and Dance program provide a support system for the ASB, sports teams, and the general population of students. The program assists ASB and Senators to welcome new freshman at Freshman First Day. The Whittier High School Alumni Association asks them for their participation in the annual All-Class Barbeque. They promote school spirit by cheering at pep rallies and games, including, but not limited to; football, basketball, water polo, wrestling, and volleyball. In addition to providing school spirit, the Cheer and Dance teams compete against other teams all throughout Southern California with the goal of qualifying to Nationals and bringing home the title. In recent years, the JV cheer team placed second at Nationals, the Varsity Dance team placed third at their Nationals, and the Freshman Cheer team brought home the National title.

As a way to remain active in the community, the Cheer and Dance program is always volunteering their time and services at community events. This year alone they have already helped push wheelchairs at the Rett Foundation stroll-a-thon, cheered on participants at the Walk like MADD event, performed for the residents of The Posada (a local retirement home), and assisted in the City of Whittier Paws for a Cause jog-a-thon.

In addition to volunteering throughout the community, the Cheer and Dance program also participates in the Whittier Christmas Parade, the Tree lighting ceremony at Rick’s Burgers, and the annual WUHSD Band Jamboree. These events draw thousands of people, thus increasing our exposure within and around the City of Whittier.

A community event that the Cheer and Dance program host annually is a Jr. Cheer Clinic and a Jr. Dance Clinic. These clinics are open to anyone ages 4-13 who want to learn cheer and/or dance technique, football and/or basketball cheers, and a mini routine that they will perform at one of our varsity football or basketball games. The games are attended by the participants’ family and friends, thereby increasing the attendance and revenue at our games.The Cheer and Dance program has become a vital part of Whittier High School, and will continue to be a positive contributor to our community.

AthleticsWhittier High School offers a variety of sports throughout the school year. During the fall, the following sports are offered: football, cross country, girls’ volleyball, girls’ tennis, and boys’ water polo. The winter sports offered are as follows: basketball, soccer, girls’ water polo, and wrestling. During the spring, these sports are offered: baseball, golf, softball, swimming, boys’ tennis, track, and boys’ volleyball. In order for students to participate in athletics, the students must follow the eligibility policy. Each coach effectively communicates their own guidelines as to how a student can join their team: a tryout process that involves excusing students who do not meet certain requirements or anyone who wants to join can participate. However, either way, Whittier High School offers a wide variety of sports activities to accommodate the many individuals with athletic talents and goals.

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ROPThe Regional Occupational Program (ROP) is available to all students through the Tri-Cities ROP program, serving Whittier, Santa Fe Springs, and Pico Rivera. Classes are offered both first and second semester and during summer session. Classes are held on campus and at the ROP Center, which joins Whittier High School with the community-based ROP programs. ROP prepares and trains students with problem-solving and critical thinking skills they can use in entry-level jobs within the Whittier community. It also gives students the prerequisites for future college classes, meaning certain classes are articulated with Rio Hondo and Mt. San Antonio colleges and students can earn college credit or elective credits towards high school graduation while preparing for college.

ROP offers over 100 vocational training programs to choose from and students learn skills and get hands-on training while earning money. When sufficient skill level is achieved, certificates of achievement are awarded upon completion of training, aiding in successfully attaining employment. The ROP program also collaborates with community and business leaders by bringing those individuals to the classroom as teachers, involving them in the teaching and learning process.

Whittier High School continues to work with ROP to support our students and offer opportunities for them to transition from high school into college and the working force.

The classes currently offered on campus are: Virtual Enterprise, Automotive Technology, First Responder/Emergency Medical Responder, Administrative Justice, and Computer Applications.

SenatorsWhittier High School selects a group of 11th and 12th grade students to mentor and motivate the in-coming 9th grades students as they transition from the middle school into the high school. These students, Senators, are trained during the summer by Whittier High School staff. Senators are assigned a small group of 9th graders (approx. 10 students) that they work with throughout the entire school year. Senators meet their students for the first time during Freshman First Day, where they facilitate ice breaker games, tour the campus, and share school-wide academic and behavior expectations. Senators provide an immediate link to the campus and help to build friendships for incoming students. Senators continue to work with their 9th grade students in the classroom and at various events throughout the year in order for students to be as successful as possible inside and outside of the classroom.

Senators are also used by the Whittier High School staff during the First Day of School to help welcome students back to campus; during Back to School Night to meet and greet parents; during Future Freshman Night to connect with 8th grade students and parents; and during March Madness.

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In addition, Senators provide a direct link to academic success by coordinating a special tutoring time, called Cocoa & Cram and Tea & Tutoring, in the library for all students to prepare for finals at the end of each semester. Senators are proactively inviting their freshmen to study for final exams at these events. The Senators, PREP staff, and teachers serve as the tutors.

The Whittier High School Theatre CompanyFor over 20 years, the Whittier High School Theatre Company, Whittier High School’s student thespian troupe, has produced classic and modern plays and musicals to educate and entertain both Whittier students and the Whittier community at large. Students have several options to participate in each show. Each production entails the collaboration of between 50 and 90 students for a successful evening of theater. Cast auditions are open to all Whittier students. Cast members must work collaboratively to create productions with integrity, striving to reach beyond typical high school fare. This student group changes from show to show, ensuring the use of their effective communication and creative collaboration skills to create the bond necessary for a successful cast.

Whittier students may also join several crews which provide the technical aspect of each production. Build Crew and Run Crew work with a professional set designer/builder to build, paint, light, and create sound effects for each production. During the run of each show, the students of Run Crew run the lights, sound, rigging, and set changes required under the direction of a Student Director. The Hair and Makeup Crew members research hair and makeup styles required for each production. The House Crew, run by a 28-year Whittier High School teaching veteran, spends several weeks before each production working collaboratively to create a theme and multiple decorations for the foyer of the Auditorium. These students are also responsible for collecting tickets, handing out programs, and selling concessions, flowers, and other production related merchandise. The Costume and Prop Crew is now in its third year and headed by a 10-year volunteer parent. These members are responsible for coordinating all costumes and props worn and used by cast members. All of these crews, along with the cast, work collaboratively to create a successful production.

Student Involvement in Curricular/Co-Curricular Activities

Indicator: The school has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.

Prompt: Evaluate the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.

Findings Supporting EvidenceClubsWhittier High School has a variety of clubs and organizations that are open to all students. Depending on the club or organization’s constitution, any

List of WHS clubs

Student club

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student may join the club; a few clubs have an application and /or tryouts for the club. Our club offerings change to meet the interests of our students. Whittier High School embraces diversity and encourages every student and faculty member to participate in a club or organization that he or she most connects with. Students may also start their own club by meeting a few requirements. In order for the club to be approved by ASB and the WUHSD Board of Education, the students must fill out an application, find an advisor for the club (this is usually a teacher or staff member on campus), and have some knowledge of state laws pertaining to school organizations to ensure that their club does not violate these laws. Once approval is given for the club to start, students put together a constitution for their club and turn it in to the Business and Activities Office. New members can join at any time during the school year. We hold Club Rush at the beginning of each school year with the goal that all students will consider joining at least one club offered here.

Once a club has been chartered, they are encouraged to participate in all activities. This includes Winter Wonderland (in December) and Club Carnival (in the Spring). These are excellent opportunities for the clubs to generate funds. All clubs are required to participate in Club Rush to obtain new members each year. Our clubs also participate in our annual Thanksgiving Basket Drive to help needy families in Whittier. Each club is asked to put together a Thanksgiving box that contains all of the ingredients needed for a complete meal, along with a gift card so the family can purchase a turkey. These baskets are picked up by a local food bank and distributed right before the holiday. Each year Whittier High School clubs donate approximately 30 baskets. This is one way our students are giving back to the community.

ASB ActivitiesOur students have strong ties to Whittier High School. This is evident with our ASB card sales and attendance at voluntary events, both during the school day and after school. While other schools in our district saw a decline in ASB sales over the past few years, Whittier High School saw a sharp increase. This has allowed us to offer more activities for our students. With an ASB card, students can attend all football and basketball games (with the exception of CIF games) for free and a reduced price for dances (Homecoming, Sadie’s and the Prom). Our attendance at football games has dramatically increased. Our student cheering section, The Cage, is always backed, with students staying until the very end of the game so that they can sing the Alma Mater with the football players. Our dance attendance is up as well, with over 800 attending Homecoming this past year. This is double the attendance rate of any other school in the district. ASB has made a strong showing at all other athletic events as well, picking one special game to promote.

Our students have a strong sense of Cardinal Pride. To help instill that, ASB purchased red bracelets which stated “Once a Cardinal, Always a Cardinal” and were given to each student the first day of school. We asked our Sophomore and Junior Class councils to help distribute them and rolled

participation data

ASB enrollment data

Community Mentor list

CCA calendar

CCA student portfolios

Annual Puente report

Puente calendar

Puente brochure

Puente student enrollment data

Puente curriculum guides

Puente meeting minutes

Annual AVID report

AVID enrollment data

AVID meeting minutes

AVID calendar

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out the red carpet as well. Students and parents felt extremely welcome at Whittier High School. Our Senior Class council helped distribute leis the first Friday of the school year for our first spirit day. This generated interest in our first lunch time pep rally, which featured games, music and speeches by our athletic team captains. Students were also encouraged to do “push-ups for pizza” where they had to do 20 push-ups to get a slice of pizza. Students of all athletic levels participated and these two events help set the tone for the school year. For students who attend football and basketball games and do not have an ASB card, the red Cardinal bracelet offers students a discount on the admission for the game.

Our students are kept informed of upcoming events by ASB. Right after nutrition our Daily Announcements are read. This information consists of club meetings, general announcements, sporting events that will be held that day, and food offerings in the cafeteria. Our Fridays have an additional component and have been labeled “Alma Mater Fridays”. Students will rise once again and all will join in singing the Alma Mater.

ASB holds pep rallies each month and varies the locations to increase student participation. Staff also participates in the games which help draw students to the events. Announcements are given, athletic team captains speak to the crowd and special awards are handed out by the Administration. Each pep rally is carefully planned by our ASB and they work tirelessly to ensure all feel connected to Whittier High School.

Assemblies are an honored tradition at Whittier High School. Our school typically holds 3 to 4 assemblies per year. Students can audition to perform in the assemblies by attending either National Anthem tryouts or Student Spotlight auditions. These are coveted spots that students really work hard to get. Seating is assigned so that all Seniors sit in the front of the auditorium, with the freshmen classes placed in the balcony. Students look forward to the time when they can sit in the first 20 rows of the auditorium. Each assembly has a unique purpose. Some are to honor students (such as the Homecoming Assembly and our Final Assembly), while others are to introduce new students to the traditions we hold dear at Whittier High (the Welcome Back Assembly). Sports captains are typically recognized at each assembly, as are Cardinal with Class recipients. These students are voted on by the staff from each department and they receive a certificate along with a special shirt designed just for this award. Students who have been awarded this honor proudly wear their shirt on campus.

Each year has seen an increase in the number of applications to join ASB, both for the elected positions as well as the appointed. We typically have over 50 candidates running for eight positions in ASB, with over 100 applications turned in for the appointed positions. This speaks to the level of school pride our students feel. Due to the high volume of candidates, we are ensured that our ASB is diverse and represents all students on this campus.

CCA

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The Cardinal Computer Academy (CCA) is a three-year program offered to students beginning their sophomore year. The CCA prepares students for college, career, and service to the community. CCA also prepares students in technology. CCA students can earn college credits through a Rio Hondo articulation agreement. Students prepare a career portfolio consisting of a resume, letter of application, a reference list, and a letter of recommendation as well as having practice in professional dress, interviewing techniques, and mock interviews. Students also have the opportunity to participate in Future Business Leaders of America (FBLA) and Student Council Leadership, preparing students to continue in leadership within the Whittier community. CCA provides individuals wonderful opportunities to pursue technological careers before leaving high school.

PuentePuente is a college preparatory academy. The goal of the program is to help students attain admission into university after high school graduation. To meet that end, students are supported by their counselor and their classroom teachers. On the counseling level, students have regular access to their counselor not only through her office hours, but also field trips and her classroom visits. During this time, the counselor informs them on the A-G requirements, the four-systems of higher education, and what it takes to be a potential and successful candidate for university. The counselor individually meets with students to discuss their academic progress and advises them on their course of study. It is the teacher’s task to ensure that students meet their academic success in the English class, where the class is held. Students who are weak in basic skills are required to stay for tutorial to improve their skills. Also, because students are grouped together in English for all four years of high school, students develop a bond and encourage each other to grow. An additional layer of support is the quarterly parent meetings. Meetings are usually grade level focused but all parents are welcome and can inquire about their child’s progress or any issues of concern. Finally, the field trips are an integral part of the program and provide an academic incentive as they help students put into context their studies in the high school classroom and how it connects to their future goals. Furthermore, the students must maintain passing grades to be eligible for the trips and this is a useful incentive to foster academic success.

Advancement Via Individual Determination (AVID)AVID is a college preparatory program where students receive individualized attention through an academic elective class and through their AVID counselor to ensure academic success. AVID students not only have open access to their counselor, but the counselor frequently visits the classroom to ensure students are informed about their grades, credits and college entrance requirements. AVID students are also involved in weekly tutorials facilitated by AVID trained tutors and their AVID teacher. The program seeks to motivate students and encourage academic success. The program strives to help link a student’s high school career and their future after graduation. This is supported through the inclusion in the curriculum of college representative speakers, motivational speakers, career activities, college research papers and university campus tours. Activities include

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writing for all classes, developing success strategies, applying for college, preparing for a professional career, visiting college campuses, interacting with guest speakers, and participating in extracurricular and community activities.

Student Perceptions

Indicator: The school is aware of the student view of student support services through such approaches as interviewing and dialoguing with student representatives of the school population.

Prompt: Comment on the student view of student support services after interviewing and dialoguing with student representatives of the school population.Findings Supporting Evidence

District Student Opinion Survey data

WHS student survey data


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In the spring of 2012, the Whittier Union High School District administered a Student Opinion Survey to all schools in the District. This survey has been given over an 8 year spread, administered 4 times biennially. The questions allowed students to express their attitudes toward and about Whittier High School’s teaching practices, instructional programs, and school facilities. 94 % of the students rated the education that they received as “Good to Excellent” and 91% responded that they felt prepared for a career or job after high school. Other questions gave personal information about students. Such information was used to develop a variety of student profiles, since different groups of students at different grade levels are likely to have different attitudes, concerns and plans. We conducted a follow up student survey for 9th through 11th graders in March of 2013, with survey questions that were created by students in our WASC Student Focus Group, and results were reviewed with this group and valuable feedback was received. Aside from the WHS student survey, the Student Focus Group met multiple times throughout the year to provide opinions, suggestions, and feedback regarding our WASC self-study process. This survey included topics covering academics, academic counseling, learning strategies in the classroom, Cardinals with CLASS, Schoolwide Learner Objectives, Embedded Support, campus safety, student clubs, student activities, and school spirit. Significant positive results were as follows: 92% of our students indicate that they are on track to graduate, 93% believe that Embedded Support time is helpful, 93% have many opportunities to receive college/career guidance and information, 98% of teachers and staff have high expectations for student achievement, 97% of the teachers have high expectations for student behavior, 96% of our student body believe that WHS is a safe campus, 97% of teachers treat students with respect, and 92% of the teachers encourage students to participate in school activities.



Findings Supporting EvidenceWhittier High School continues to implement support systems for students for increased individual learning by providing academic counseling from school counselors, providing college information and guidance from the New Horizons Office, offering academies like AVID, Puente, and CCA, utilizing Embedded Support and PREP for additional instruction and support, and providing non-academic support services for our students. Students in need of such personal support services are provided with a direct connection to our partnering agencies for emotional/social therapy. Students also have access to a vast array of leadership opportunities and activities through ASB, Cheer, ROP, Senators, and Academic Mentors, PREP, and the academies.

Master calendar

Enrollment/participation data

List of academic/non-academic support services

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

Findings Supporting EvidenceThere are a number of support systems at Whittier High School that are addressing the Critical Learner Needs of preparing students to transition to post high school opportunities and careers. The school counselors work with students directly to ensure they are meeting their A-G college entrance requirements, thus allowing students a wide variety of post-secondary avenues to pursue upon graduation. Counselors also help students enroll in ROP classes, which provide students with exposure to specific careers they might be interested in after graduation. The guidance office also provides 11th grade students the opportunity to take the ASVAB in order to identity potential future occupations. The New Horizons Office provides opportunities for students and families of all grade levels to increase their knowledge of post high school opportunities through daytime and evening workshops and events, and college admissions representative visits. Students also have access to a Rio Hondo College counselor once a week in the New Horizons Office where they can seek help with taking college courses while still in high school and enroll full-time after they graduate. All of the evening college-based events provided by the New Horizons Office are also in both English and Spanish, thus addressing the achievement of our EL student population.

A-G college entrance data

ASVAB results

Rio Hondo College flyers

Master calendar

NHO calendar



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WASC Category E. School Culture and Support for Student Personal and Academic Growth: Strengths and Growth Needs


Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Strength

Significant increase in the number of graduating students meeting A-G college entrance requirements

Freshman students and parents feel welcomed to campus and oriented about academic and social expectations by attending Freshman First Day and Parent Power Workshops

Academic Mentors and Senators provide tutoring and mentoring to 9th grade students 100% of the teaching staff is fully credentialed Bell schedule and embedded support provides immediate academic student support Significant increase in the number of students involved in ASB and other student leadership

positions ASB is a diverse group of student leaders that reflects the whole student body Attendance at extra-curricular events and school activities is widely attended Students are afforded a significant number of options to enhance and encourage student

leadership Parents are well-informed of academic expectations and extra-curricular activities for students Alumni Association continues to provide resources to current students and school-wide activities Students are recognized throughout the year for their academic and extra-curricular achievements Students and parents feel safe on campus due to increased visibility of security and

administrators during supervision and student arrival times, along with a decrease in the number of accessible gates to enter campus

Capturing Kids’ Hearts strategies are used by teachers and staff to promote a positive school campus environment

The characteristics of Cardinals with CLASS are used inside and outside of the classroom to improve positive school-wide behavior

Guidance office collaborates with numerous school-based community agencies in order to provide resources for students in need of emotional and behavioral interventions

Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Growth

Increase training opportunities for staff, students, and parents to use Synergy more effectively

Within the PBIS framework, continue to refine school-wide behavior expectations and interventions in conjunction with appropriate consequences

Increase focus on career exploration and post-secondary opportunities across all departments

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Prioritized Areas of Growth Needs from Categories A through E

Prioritize the growth areas from the five categories.

We have taken the areas of growth presented in sections A, B, C, D and E of Chapter IV and created the following prioritized list. For the sake of brevity, as well as making natural connections between related ideas, we have synthesized all of the growth areas into a list of eight items.

Continue to prepare for the implementation of the Common Core State Standards through the development of appropriate instructional strategies, the increased understanding of the 21st century learning skills (the 4Cs), and the monitoring of student progress towards those learning skills (the 4Cs/SLOs). (Sections A, C, D).

Continue to improve student academic success as measured by reduced D/F rates and an increased A-G completion rate. (Sections A, D).

Increase professional development through course-alike PLCs, cross-curricular collaboration, and professional conferences in areas such as the Common Core, technology of instruction, and the use of embedded support for intervention. (Sections A, B, C)

Increase the focus on career exploration and post-secondary opportunities in all subject areas. (Section E)

Explore avenues for increased communication with parents including training opportunities for more effective use of Synergy by all stakeholders. (Sections B, E)

Increase student access to technology for instructional purposes. (Section C) Continue to refine school wide behavior expectations and interventions in conjunction with

appropriate consequences within the PBIS framework. (Section E) Continue to increase faculty understanding of individual teacher impact on the WHS

mission/vision statements. (Section A)

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Chapter V: Schoolwide Action PlanA. Revise the single schoolwide action plan, i.e., Single Plan for Student Achievement.B. State any additional specific strategies to be used by staff within each subject area/support

program to support sections of the schoolwide action plan.C. Describe the school’s follow-up process, ensuring an ongoing improvement process.

Goal #1: Increase student learning as measured by district targets (A-G completion rate, on-target rate, first-time CAHSEE pass rate, API) and site and district common assessments.

Rationale: 53% of the class of 2012 met the UC/CSU A-G rate. Whittier’s on-target for graduation rates range from 89% of current sophomores to 96% of

current seniors. First time CAHSEE pass rates in 2012 were 85% in ELA and 88% in Math. Whittier’s Growth API in 2012 was 773, still short of the state-wide goal of 800 for all schools. Common Assessments are utilized in English, Social Studies, Math, Science, PE, Special Ed and

World Languages.

TasksPersons Responsible Timeline Resources

Assessment of Progress Method of Reporting

Utilize common assessments to standardize curriculum and help students prepare for Common Core.

Department Chairs Course Leads AdministratorsAll Teachers

Ongoing Late start department meetingsMoodleBest Practice District meetingsCourse-alike meetingsStudy Island

Progress on site and district common assessmentsReduced D/F RateImproved API scoreIncreased enrollment in HP/AP classesIncreased CAHSEE scores

LeadershipCourse Lead meetings/minutesDepartment meeting minutesEADMS

Analyze student achievement data to identify best instructional practices and areas of student growth.

Department chairsCourse LeadsTeachersAPCPrincipal

Ongoing Late start department meetingsLunch and afterschool meetingsCommon planning timeEADMSBest Practice District meetingsStudy IslandTitle 1Google Docs

Data Analysis of course-alike assessmentsReduced D/F RateImproved API scoreIncreased CAHSEE scoresIncreased enrollment in HP/AP classes

Course-alike meetingsDepartment minutesEADMS

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Develop course-alike protocols for student self-analysis of progress towards academic standards.

APCInstructional CoachCourse Leads

Ongoing Title 1Instructional RoundsLate start meetings

Reduced D/F RateIncreased Common Assessment scoresImproved API Score

Peer/Student Observation formsGrade reportsMeeting minutes

Increase the utilization of research-based instructional strategies (ex: Capturing Kids Hearts, AVID strategies, Thinking Maps, Checks for Understanding, SALT strategies, Kate Kinsella Academic Vocabulary strategies) to increase student engagement and meet the needs of all learners

TeachersCourse LeadsAdmin. TeamInstructional Coach

Ongoing Title ITitle IIAVID MoodleInstructional RoundsGoogle DocsDropboxLate start meetingsCardinal Camp

Peer/Student ObservationsInstructional Rounds training feedbackReduced D/F RateImproved API score

Peer/Student ObservationsInformal administrative feedbackStaff surveysInstructional coach records

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Use, maintain, and expand technology (ex: document readers, student response systems, iPads, laptop carts, computer lab, LCD projectors) available to teachers to best implement effective instructional strategies, and increase student engagement.

Admin. TeamDepartment ChairsTechnology CommitteeIT

Ongoing Title ISIPGeneral FundInstructional roundsMoodleGoogle DocsBest Practices Meetings

Improved API scoreReduced D/F RateSenior Project completion rateIncreased common assessment scores

Staff SurveyPeer/Student ObservationInstructional coach recordsLate start department meeting minutes Informal administrative feedback

Increase student access to and use of technology so that they are prepared for the technology in future careers as well as the Common Core assessments.

APCNew Horizons DirectorTechnology Committee

Ongoing (by Fall 2014)

Title ISIPGeneral FundLEARN/PrepROPGoogle DocsStudent PathsCareer Diagnostic Tools

Number of students completing technology-based assignmentsImproved Senior Project Completion RateIncreased common assessment scores

Computer lab and laptop cart logsEnrollment in technology-based coursesCollege/Career advisor recordsTechnology-based projects

Provide training for all stakeholders on the use of applicable technology.

APCTechnology CommitteeITSynergy LeadInstructional Coach

Ongoing General FundSIPTitle 1Title 2Google DocsMoodleInstructional Rounds

Increased use of ParentVUE/StudentVUEIncreased use of computer labs/cartsIncreased use of technology in the classroom

Computer lab/cart logsParentVUE/StudentVUE usage reportsPeer/Student Observation forms

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Continue to refine and update the coordinated Guidance Office efforts (grade level classroom presentations, one-on-one counselor meetings, transcript review, collaboration with academic departments for student course placement, parent-teacher communication) to ensure student success and increase A-G completion and on-track rates.

APGCounselorsNew Horizons DirectorDepartment ChairsCollege Advisor

Ongoing Late start meetingsStudentVUE/ParentVUETeleparentSpecial Program meetingsParent/Teacher conferencesELAC/SSC MeetingsEnglish/Math DaysSummer SchoolAdult EdCommunity College concurrent enrollment

Mid-quarter, quarter and semester grade reportsA-G Completion RatesOn-track RatesGraduation RatePost-secondary enrollment rate

LeadershipStaff meetingsRecord of Guidance activitiesTeleparent logsParentVUE/StudentVUE logsMeeting minutesTranscripts

Goal #2: Continue to provide interventions for students in all grade levels to build a stronger connection to the school and to improve academic performance in all subgroups while narrowing the achievement gap.Rationale:

Whittier’s current daily attendance rate is 95%. Whittier’s overall D/F rate for 2011-2012 was 18.5% Whittier failed to meet the AYP in 2011 due to our EL subgroup not increasing by 1 point in their

CST scores and by failing to make the CAHSEE proficiency rate AMO in ELA and Math. 9.2% of freshmen enter Whittier with a pattern of school failure and 19.8% are reading below a

7th grade level.


Assessment of Progress

Method of Reporting

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Continue to refine the use of Embedded Support to improve student learning through the sharing of best practices.

APC, Department Chairs, Course leadsPrincipalTeachersInstructional Coach

Ongoing Title IDepartment MeetingsCourse-alike MeetingsInstructional RoundsCardinal CampPeer/Student ObservationsDistrict Best Practices Meetings

Reduced D/F RateImproved Common Assessment Scores

Meeting MinutesEADMSStaff SurveyPeer/Student Observation forms

Continue to implement and refine school-wide strategies to build relationships between students and staff.

APGDeanInstructional CoachCourse leadsCardinals with CLASS (PBIS) teamAll school staff

Ongoing Title IPBIS trainingCapturing Kids’ Hearts strategies

Improved school-wide attendance Suspension/Referral numbers reducedSurvey resultsIncreased participation in extra-curricular activities

Attendance reportsDiscipline ReportsStudent/Staff/Parent surveysCardinals with CLASS recognition

Continue to refine and improve school-wide and department interventions to meet the needs of students Continue the Senators/ Link Crew program and Academic Mentors program

Work with departments to improve and refine course level interventions (ex: retesting, D/F swaps, 2nd semester intervention courses, parallel support classes, embedded support, Saturday School)

Expand grade level interventions

Campus Watch

Intervention coordinatorDepartment ChairsGuided Studies teachersCounselorsAdmin. TeamAVIDPuenteCCA

Ongoing General FundCampus WatchGuidance support servicesLEARN/PrepSaturday School

Improved attendance rateReduced D/F RateImproved API Score

Integrated Guidance meetingsCampus Watch reportsIntervention Coordinator meetings with each departmentAttendance at PREP activities.Counseling recordsMaster Schedule

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Improve the use of Guided Study classes to help students with a pattern of school failure to get on-track.

Guided Studies teachersIntervention CoordinatorAPGCounselors

Ongoing Title IDistrict Guided Studies team meetingsSummer Bridge Prog.Guided Studies teachers collaborating with 9th grade core teachersStudentVUECampus Watch from Middle SchoolsAcademic Mentors

Reduced D/F RateIncreased On-track RateImproved attendance Semester 1 exit rate from Guided StudiesParticipation rate in special programs and extra-curricular activities. Reduced discipline referrals.

Integrated Guidance meetingsReport cardsMaster Schedule

Continue to assist all first-time CAHSEE test-takers.

CAHSEE ELA Boot Camp

Saturday school math support classes

Parallel Math/ELA Classes

LEARN/PREP afterschool program

Period x Period motivational presentations in all 10th grade classes

EL targeted support groups

All staff Ongoing Title IEADMSMock CAHSEE materials and supplemental materials(Buckle Down)LEARN/PrepCAHSEE BootcampEnglish 2 Prevention Class

Mock CAHSEE resultsIncreased CAHSEE passing and proficiency ratesAPI growth targets met for school and subgroups

CAHSEE resultsAnnual ReportCourse Lead collaborationMeeting minutesBootcamp attendancePrep attendance

Continue to support all students in passing the CAHSEE prior to graduation.

APCStandards Review Teachers CAHSEE Tutors

Ongoing General FundTitle 1Standards Review classesSummer SchoolStudy Island

Reduced sections of Standards Review course100% pass rate by end of senior year

CAHSEE resultsCAHSEE Tutors’ records.Master Schedule

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Continue to develop a school-wide positive behavior intervention plan.

APGCounselors TeachersDeanAdmin. TeamPBIS Team

Ongoing Title II Student Support ServicePBISSynergy

Improved attendanceReduction of disciplinary referrals, suspensions, transfers, and student conflict resolution

Staff and department meetingsCLASS lesson plansCLASS MatrixCLASS NewsletterCLASS Team Meeting Minutes

Utilize strategic staffing for EL/SDAIE classes

Provide English 1-4 with 30% EL/70% basic and proficient CST ratio

Staff SDAIE social studies classes at 30%/70% EL ratio

Hold EL Focus group meetings

APCPrincipalNew Horizons DirectorDepartment ChairsCourse Leads

Spring, summer and academic school year

EADMSCELDT ScoresCST scoresCommon Assessments

Improved academic grades, CST score. CAHSEE pass rate on first attemptReclassification for EL studentsImproved common assessment scores

Grade reportsLeadershipCourse Lead andDepartment meeting minutesELAC mtgEADMS Data reports for EL

Utilize strategies and provide teacher training to more effectively serve English Learners.

70%/30% SDAIE classes in ELA, Social Studies, and Biology with strategic staffing

AVID, SALT/SDAIE, Academic Vocabulary strategies

Academic English Skills class (Kinsella 3D curriculum)

APCNew Horizons StaffAll teachersDistrict Categorical Counselor

Ongoing Title IEIA-LEPAVID TrainingCABE conferenceEL Accountability ConferenceInstructional RoundsTitle 1 ConferenceCardinal CampPeer/Student ObservationsCourse-alike meetingsAcademic Mentors

Reduced D/F RateImproved CAHSEE proficiency and pass ratesImproved Graduation RateImproved API ScoresIncreased Redesignation Rate Improved Common Assessment Scores

Grade reportsEL Pullout agenda for SS/ELAMaster SchedulePeer/Student Observation formsInstructional RoundsMeeting minutes

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Goal #3: Increase the amount of collaboration among the staff (within and between academic departments) as well as the effectiveness of communication with students, parents, partner middle schools, and the community.Rationale:

Improving collaboration with middle schools is essential – incoming 9th grade students score significantly lower from WHS partner schools.

Collaboration among departments regarding common assessments increases the effectiveness of the assessments.

Informing all stakeholders of student success and communicating in their primary language is of high importance to all.

8th grade students with high GPAs continue to seek intra and inter-district transfers from WHS

TasksPersons Responsible Timeline Resources Assessment of Progress

Method of Reporting

Increase collaboration within and among all departments regarding curriculum and common assessments Continue to use late

start meetings for departmental-level work

Increase the course lead meetings across all curricular areas

Include representatives from all departments in school-wide instructional meetings.

Principal,APC, Departments Chairs, Course Leads

Ongoing General FundsTitle IMoodle

Meeting agendas and minutesRefinement of common assessmentsStudent achievement on common assessments

Annual reportDepartment and course lead minutes

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Increase the level of communication with the home and community

Maintain and update school website

Continue to implement parent information programs

Utilize TeleParent to increase parent communication

ParentVUE/StudentVUE

All Staff Ongoing General FundsTitle IParentVUE/StudentVUESchool/District websiteLEARN/PrepSpiritt Family ServicesEmail

Parent and student surveyTeleParent data reportsELAC parent needs assessmentsParentVUE/StudentVUE usage logs

Website, Annual Report, SurveysCalendar / Schedule of Parent meetings

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Inform stakeholders about specialized courses and programs (AP, CAPP, Honors, AVID, CCA, Puente, Mock Trial, Seal of Biliteracy, Bridge/Guided Studies, Spanish Challenge Test , Computer Literacy)

Arrange for articulation meetings at the school and District Office with partner and middle school math and ELA teachers

Make special program information available to parents during 9th grade Parent Power and counseling to all new enrollees.

Implement a program of recruitment of local middle school students for specialized programs; academies, math, science, AVID, AP, CAPP

Community Outreach presentations with partner schools, parent groups and community service clubs

PrincipalAdmin. Team Department Leaders, Course LeadsCounselors

Ongoing General FundEd ServicesTitle 1

Survey ResultsPercentage of 9th grade students who attend summer meetingsDecrease number of inter and intra district transfersIncreased enrollment in special programs and HP/AP classesIncreased attendance at Parent Power

Incoming 9th grade students identified for specialized programsAgendas and minutes from articulation meetingsAttendance at CAPP enrichment coursesOpen Enrollment transfer requestsMaster ScheduleParent Power attendance

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Continue to improve the transition from middle school to high school

Continue Senator /Link Crew program and use of Academic Mentors.

Review Campus Watch program to effectively serve 9th grade students

Continue to utilize Freshman First Day/Orientation to ease the transition for incoming 9th grade students

Continue to provide Parent Power meetings

Continue to implement Future Frosh Enrollment Night

Continue to provide Summer Bridge/Guided Studies

APGIntervention CoordinatorSenator advisorAPB&ACounselorsAdmin team

Ongoing General FundTitle IASB funds

Use of Academic Mentors/SenatorsIncreased A-G rateImproved on-track rateReduced D/F rateIncreased Parent Power attendanceStudent Survey resultsIncreased student attendance

Integrated Guidance MeetingsSchedule of Parent PowerSchedule of Academic Mentor assignmentsCalendar of Senator activitiesMaster ScheduleSurveys

Goal #4: Prepare our students for post-secondary opportunities through a variety of academically rigorous curricula, career exploration, and enrichment opportunitiesRationale:

Building relevancy in all curricular areas so that students understand the connection between learning and its application to real world is essential to increase student engagement and success.

85% of WHS students fall within the low socio-economic range – it is important that WHS provides opportunities to learn about careers, higher educational opportunities and to be able to participate in enrichment opportunities.

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Assessment of Progress

Method of Reporting

Continue to invite college, career, and technical school speakers

New HorizonsCounselorsROPTeachersCollege/Career AdvisorIntervention Coordinator

Ongoing General fundTitle IExpanded Horizons

Visitor Logs Participation logsELACSchool Site minutesemails

Expand career exploration opportunities across all curricular areas

Career checkpoints at each grade level leading to the Senior Project which is now career-focused.

Cross-curricular plans for career exploration integrated into all curricula

Specific CTE offerings in Practical Arts, ROP, and the CCA

APCDept ChairsCourse leadsCollege/Career Advisor

Ongoing Title IStudent PathsGeneral FundLate Start MeetingsCourse Lead Pullout MeetingsASVABCalifornia Career ZoneROPPerkinsCPA

Completion of career projectsCompletion of the Career Zone Interest ProfilerIncreased enrollment in CTE courses

Course Lead meetingsDept/Course minutesASVAB score reportsCalifornia Career Zone reportsCareer FairMaster ScheduleFieldtrips

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Expand AP offerings and enrollment

APCDepartment ChairsCounselorsAP TeachersCAPP

Ongoing General FundTitle IIAP Conferences

Increased A-G RateIncreased student enrollment in AP coursesIncreased AP offerings (courses and sections)Increased number of students taking AP tests

Master scheduleParticipation in AP examsNumber of students qualifying for Seal of Biliteracy

Maintain articulation agreements with local community college for college credit (transferable)

CTE TeachersCounselors

Ongoing SB70Perkins

Number of students who qualify for college credit

Academy Annual Report Student grades in articulated coursesGuidance Office records

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Appendices:A. Copy of student questionnaire/interviews and resultsB. Copy of parent/community questionnaire/interviews and resultsC. Master scheduleD. List of student clubsE.School accountability report card (SARC)F.Graduation requirementsG. Budgetary information, including budget pages from the school’s action plan

(i.e., the Single Plan for Student Achievement)H. A list of standards-based local board adopted texts (include year of publication)

used in 9th and 10th grade English Language Arts, any reading intervention programs, texts leading up to Algebra, Algebra I, Social Studies, and Science

I. Organizations and Responsibility Chart for Whittier High SchoolJ. Pyramid of InterventionK. Other pertinent information

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Whittier High School Student Survey2012-2013

1. Are you on track to graduate from WHS (in terms of credits)?A. Yes, I am on track.B. Somewhat, I am missing some credits.C. No, I am NOT on track to graduate.D. I do not know if I’m on track to graduate.

2. Have you been involved in reviewing your transcripts every year with a counselor?A. Yes.B. No.C. I’m not sure.

3. Do you think the 20-minute Embedded Support time has been helpful for students OVERALL?A. Yes.B. No.C. Somewhat.

4. WHS students have many opportunities to receive college/career guidance and information.A. Yes.B. No.C. Somewhat.

5. WHS teachers and staff have high expectations for student ACHIEVEMENT.A. Most do.B. Some do.C. None do.

6. WHS teachers and staff have high expectations for student BEHAVIOR.A. Most do.B. Some do. C. None do.

7. WHS is a safe campus.A. Yes.B. For the most part. C. Not at all.

8. WHS teachers treat me with respect.A. All of my teachers treat me with respect.B. Most of my teachers treat me with respect.C. None of my teachers treat me with respect.

9. Teachers make sure students know how they can get help if they fall behind in class (PREP, Saturday School, Embedded Support, etc.).A. All of my teachers do.B. Most of my teachers do.C. A few of my teachers do.D. None of my teachers do.

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10. Teachers use a variety of methods to check to see if students understand the material on a regular basis.A. All of my teachers do this.B. Most of my teachers do this.C. A few of my teachers do this.D. None of my teachers do this.

11. WHS students are updated regularly on their individual progress in their classes (grades, missing assignments, etc.).A. For the most part.B. Sometimes. C. Almost never.

12. WHS students are encouraged to participate in school activities.A. Yes.B. No.C. Somewhat.

13. Do you use the StudentVue online to keep track of your assignments and grades?A. Yes.B. No.C. Sometimes.

14. WHS athletic programs are well organized and facilitated.A. Yes.B. For the most part.C. Not at all.

15. Which of the following is NOT a Schoolwide Learner Outcome expected of WHS students?A. Creative Problem SolversB. Critical ThinkersC. Active Community MembersD. Collaborative LearnersE. Effective Communicators

16. What does CLASS stand for when referring to “Cardinals with CLASS”?A. Citizenship, Leadership, Advancement, Self-Respect, ServiceB. Citizenship, Leadership, Achievement, Self-Respect, SensitivityC. Courtesy, Leadership, Achievement, Self-Respect, ServiceD. Citizenship, Leadership, Achievement, Self-Respect, Service

WHS Student Comment Section (Optional)

You may add your personal comments with positive feedback about WHS and ideas to improve WHS.

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Response Summary - WASC Student Survey

Are you on track to graduate from WHS (in terms of credits)?72% Yes, I am on track.20% Somewhat, I am missing some credits.2% No, I am NOT on track to graduate.7% I do not know if I’m on track to graduate.

Have you been involved in reviewing your transcripts every year with a counselor?40% Yes.38% No.21% I’m not sure

Do you think the 20-minute Embedded Support time has been helpful for students OVERALL?64% Yes.7% No.

28% Somewhat.

WHS students have many opportunities to receive college/career guidance and information.66% Yes.6% No.

27% Somewhat.

WHS teachers and staff have high expectations for student ACHIEVEMENT.69% Most do.29% Some do.2% None do.

WHS teachers and staff have high expectations for student BEHAVIOR.64% Most do.33% Some do. 2% None do.

WHS is a safe campus.56% Yes.39% For the most part. 4% Not at all.

WHS teachers treat me with respect.59% All of my teachers treat me with respect.38% Most of my teachers treat me with respect.3% None of my teachers treat me with respect.

Teachers make sure students know how they can get help if they fall behind in class (PREP, Saturday School, Embedded Support, etc.).43% All of my teachers do.37% Most of my teachers do.17% A few of my teachers do.3% None of my teachers do.

Teachers use a variety of methods to check to see if students understand the material on a regular basis.25% All of my teachers do this.47% Most of my teachers do this.24% A few of my teachers do this.4% None of my teachers do this.

WHS students are updated regularly on their individual progress in their classes (grades, missing assignments, etc.).45% For the most part.43% Sometimes. 11% Almost never.

WHS students are encouraged to participate in school activities.68% Yes.7% No.

24% Somewhat.

Do you use the StudentVue online to keep track of your assignments and grades?50% Yes.27% No.22% Sometimes.

WHS athletic programs are well organized and facilitated.48% Yes.43% For the most part.8% Not at all.

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WHS Parent Survey 2012-2013Please circle only one answer. You may use the lines provided to offer any additional comments.

1. Whittier High School is a safe, clean, orderly place that nurtures learning through a culture that is characterized by trust, respect, and a positive school spirit.

Strongly Agree Agree Disagree Strongly Disagree

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. My student receives academic support through academic counseling, college preparation, and challenging learning experiences to help ensure his/her academic success.


___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Whittier High School regularly communicates with me about my child’s academic and social progress at school.


___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Whittier High School’s curriculum and programs are preparing my child for the future.Strongly Agree Agree Disagree Strongly Disagree

__________________________________________________________________________________________________________________________________________________________________________________________

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_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

WHS thanks you for participating!

Master Schedule here

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Budget here

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Textbook list here

Lori EshilianPrincipal

Tim Liggett Devon MonsonAssistant Principal

Curriculum

Curriculum CoordinatorLiteracy Leader

Consulting Teacher/BTSADepartment Chairs

Senior Projects Coordinator

Curriculum Office StaffSpecial Ed Instructional Aides

College and Career Coord.School Resource OfficerCampus Security Aides

Assistant PrincipalGuidance

Dean of StudentsCounselors

Guidance Office StaffAttendance Office Staff

Juan AnzaldoAssistant Principal

Business & Activities

Athletic Director(s)Activities Director

Campus OperationsSupervisor

Title IV Coordinator

Custodial StaffB & A Office Staff

Diana SalazarNew Horizons

Director

New Horizons Staff

Master ScheduleLiteracy

CounselingSchool Safety

DisciplineAVID Puente

Rio Hondo Classes

High School Exit ExamCollege/Career Center

TechnologyStaff Development

TestingSenior ProjectsSummer School

Library

School Nurse

Career Assessment &Placement

ROP/Advisement

New Teacher SupportGATE

AP Challenge GrantROP

Plant MaintenanceFacilitiesActivities

Special EventsStudent Government

Student SchedulingPsychologist

Disaster/Emergency Plan

English LanguageLearners/SDAIENew Horizons

School Site CouncilScholarships

Rio Hondo ClassesCollege Advisement

"No Child Left Behind"

Athletics

JIA

Whittier High SchoolOrganization & Responsibilities

Construction LiaisonClubs

AttendanceStudent Transfers

Supervision and Evaluation of Staff

Curriculum

Transportation

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WHS Lesson Observation and Reflection Tool – Structured Learner Engagement

Observer _______________________ Class _____________________ Date ____________

As you observe the lesson, check productive examples of structured student responses to instruction. Use the comments section to elaborate on note-worthy instructional practices. Tear off the bottom portion and hand it to the demonstrating teacher. Place the top portion in Carmen Fox’s mailbox.

Student Engagement: 100%---90%---80%---70%---60%---50%---40%---30%---20%---10%---0%

Nonverbal/Physical Responses:

Holding up response card __ Pointing at something __Marking: Highlight Circle Underline __ Signaling: Hands up. Stand up.__Clicking in response (clickers) __

Verbal Responses: Written Responses:

Choral (Unified class) __ Cornell notes summary __Partner (Sharing with a partner) __ Completing a sentence starter __ Group

(Discussing with a group) __ Solving a problem __Using a provided sentence starter __ Composing a brief response __Individual (Calling on non-volunteers __ Writing responses on white boards __

before volunteers)

Equity Considerations: Calling on a range of students

Gender: Males and Females __ Ethnic Background__

Language Proficiency __ Special Ed./General Ed. __Academic Status __ Classroom Seating Location

___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Two instructional practices that encouraged student engagement:

_______________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________

A missed opportunity for increasing student engagement:

__________________________________________________________________________________________________________________________________________

Other positive comments:

__________________________________________________________________________________________________________________________________________

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Instructional Rounds – Observation of Embedded Support StrategiesAs you observe students, please describe what the students are doing. Some of the things to look for:

Make-up tests Complete homework or classwork Small-group tutoring One-on-one tutoring Study for upcoming test Re-teaching of a lesson Class/Individual competitions Ticket-out-the-door

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Do you know who stays for Embedded Support? _____________________________________________________________________________________

_____________________________________________________________________________________

What I will use in my classroom in order to make good use of Embedded Support: __________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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Name of observer_____________________________________________

Class being observed________________________________________

Period_____________

After completing this form, please return it to my box. Thanks.

Carmen Fox

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