WASC 2011

East Valley Senior High School High School ~ Focus on Learning

FOCUS ON LEARNING Self Study Report

East Valley Senior High School 5525 Vineland Avenue

North Hollywood, California 91601

(818) 753-4400

Principal

Paul Del Rosario

WASC Chair

Dr. Conrad Ulpindo

Co-Chairs

Regina Márquez-Martínez

Kimberly Meyer

Respectfully Submitted to:

Western Association of Schools and Colleges

Accrediting Commission for Schools

California Department of Education

March 27 – 30, 2011

This is our family commitment… and together, we soar…

WASC Accreditation Self-Study Report


Acknowledgments

Los Angeles Unified School District Today’s Learners, Tomorrow’s Leaders

333 South Beaudry Avenue

Los Angeles, CA 90017 Ramon C. Cortines

Superintendent

Los Angeles Board of Education

Marguerite Poindexter LaMotte Board District 1

Monica Garcia, President Board District 2

Tamar Galatzan Board District 3 Marlene Canter Board District 4

Yolie Flores Aguilar Board District 5

Julie Korenstein Board District 5

Dr. Richard Vladovic Board District 7

LAUSD - LOCAL DISTRICT 2 OFFICE

Alma Peña-Sanchez Superintendent Manuel Diaz

Director, Secondary Schools Howard A. Titzel Facilities Director


Acknowledgements

WASC VISITING COMMITTEE

WASC Chairperson Mr. Ronald Lipari

Principal, Westlake High School

Mr. Dave Baughman Teacher/Co-WASC Coordinator

South Pasadena High School

Ms. Robin Brainard Teacher/WASC Coordinator

Ramona High School

Ms. Jennifer Gates Assistant Principal

Monrovia High School

Mr. Steve Kettering Social Science Teacher/WASC Coordinator

Fallbrook Union High School

Mr. Jesus Vaca Principal

Buena High School


East Valley High School has withstood the pains, trials and common challenges of creating a new school and anchoring it with a clear mission and vision to ensure student success. However, during that short span of time, we have collaboratively set high-expectations among our stakeholders and articulated a strong commitment to reach our goals. We use data to drive our decisions and ensure good teaching for all our students, reinforced with strategic support and intervention, when extra assistance is necessary. Furthermore, we work tirelessly to know every adult and child by name and face. The education of our students is our number one priority. This is not only our obligation but also our bond with each other. As you read this self-study document, you will realize that the strengths of our school community comes from the dedication and resilience of our adults, to inspire, challenge, and set high expectations and work together to build a bridge for our students to go to college and become an active contributor to society. At East Valley, we live by our commitment that every challenge is an inspiration, every setback is a chance to reflect and failure is seen as an opportunity for our school community to work harder, be more focused and inspired to serve our hope for the future: our students. The Falcon spirit is alive in our hearts and minds and at East Valley High School, it is…

“Where Brilliant Minds Soar”

2011 Accreditation Self Study ~ i

TABLE OF CONTENTS

PRINCIPAL’S MESSAGE ...................................................................................................................................1

ACKNOWLEDGEMENTS ..................................................................................................................................2

PREFACE ..............................................................................................................................................................4

CHAPTER 1: STUDENT/COMMUNITY PROFILE AND SUPPORTING DATA AND FINDINGS ......12

DEMOGRAPHIC DATA ......................................................................................................................... 13 The Community ............................................................................................................................ 13

WASC ACCREDITATION HISTORY....................................................................................................... 17 SCHOOL PURPOSE AND EXPECTED SCHOOL-WIDE LEARNING RESULTS................................................. 17

Los Angeles Unified School District Mission Statement................................................................. 17 Los Angeles Unified School District Accountabilities for High Schools ......................................... 17 Local District 2 Vision................................................................................................................... 18 Local District 2 Mission ................................................................................................................ 18 School Vision................................................................................................................................ 18 School Mission.............................................................................................................................. 18 Expected School-wide Learning Results (ESLRs) .......................................................................... 18

SCHOOL STATUS................................................................................................................................. 19 ENROLLMENT ..................................................................................................................................... 22

Grade Level................................................................................................................................... 22 Gender .......................................................................................................................................... 23 Student Ethnicity........................................................................................................................... 24 Home Languages........................................................................................................................... 25 Title I Program.............................................................................................................................. 25 Students With Disabilities.............................................................................................................. 26 Gifted and Talented Education Program (GATE) ........................................................................... 27 Honors Program ............................................................................................................................ 28 Advanced Placement Program ....................................................................................................... 28

LANGUAGE PROFICIENCY.................................................................................................................... 30 English Learners (EL).................................................................................................................... 30 Fluent English Proficient and Redesignated FEP............................................................................ 31

ATTENDANCE..................................................................................................................................... 32 Attendance Patterns....................................................................................................................... 32

STUDENT ADJUSTMENT....................................................................................................................... 33 Opportunity Transfer Data............................................................................................................. 33 Suspensions................................................................................................................................... 33 Expulsions..................................................................................................................................... 34

SOCIO-ECONOMIC STATUS .................................................................................................................. 36 Federal Lunch ............................................................................................................................... 36 Aid to Families with Dependent Children (AFDC) Status............................................................... 36 Parent Education Level .................................................................................................................. 36

SCHOOL FACILITIES ............................................................................................................................ 37 STAFF ................................................................................................................................................ 38

Staffing - Certificated .................................................................................................................... 38 Teacher Credentials....................................................................................................................... 39 Teacher Miss-assignments and Teacher Vacancies......................................................................... 39 NCLB and Non-NCLB Compliant Teachers .................................................................................. 40 Staff – Other.................................................................................................................................. 41

STAFF DEVELOPMENT......................................................................................................................... 42 CO-CURRICULAR AND EXTRA-CURRICULAR ACTIVITIES ...................................................................... 45 DISTRICT POLICIES/SCHOOL FINANCIAL SUPPORT................................................................................ 46 STUDENT PERFORMANCE DATA................................................................................................. 48 ACADEMIC PERFORMANCE INDEX ....................................................................................................... 48

2011 Accreditation Self Study ~ ii

API Growth by Subgroups............................................................................................................. 49 API Ranks - Three-Year Comparison, 2008-2010 .......................................................................... 49

CALIFORNIA STANDARDS TESTS.......................................................................................................... 50 Subgroup CST............................................................................................................................... 61

CALIFORNIA HIGH SCHOOL EXIT EXAMINATION (CAHSEE)-DATA FOR AYP....................................... 66 CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT) ....................................................... 76

Reclassification ............................................................................................................................. 77 LOCAL ASSESSMENTS......................................................................................................................... 77

LAUSD Periodic Assessments....................................................................................................... 77 California Physical Fitness Test ..................................................................................................... 81

SAT I AND ACT RESULTS DATA ......................................................................................................... 83 ADVANCED PLACEMENT DATA ........................................................................................................... 84

A to G Course Summary................................................................................................................ 85 Completion Rates .......................................................................................................................... 87

PROCESS AND PERCEPTION DATA ........................................................................................................ 89

CHAPTER II: STUDENT /COMMUNITY PROFILE OVERALL SUMMARY.......................................105

CHAPTER III: PROGRESS REPORT...........................................................................................................113

PROGRESS REPORT........................................................................................................................... 114 A. Significant Developments ...................................................................................................... 114 B. What Our Collective Efforts Have Meant ............................................................................... 115 C. Critical Areas of Follow-up Identified in 2007........................................................................ 117

CHAPTER IV ....................................................................................................................................................121

SELF-STUDY FINDINGS ..................................................................................................................... 121 Category A - Organization: Vision & Purpose, Governance, Leadership & Staff, and Resources... 122

A1. Vision and Purpose .......................................................................................................................... 122 A2. Governance ..................................................................................................................................... 126 A3. Leadership and Staff ........................................................................................................................ 128 A4. Leadership and Staff ........................................................................................................................ 132 A5. Leadership and Staff ........................................................................................................................ 134 A6. Resources ........................................................................................................................................ 137 Category A - Areas of Strength............................................................................................................... 140 Category A - Areas of Growth ................................................................................................................ 140

Category B—Standards-based Student Learning: Curriculum...................................................... 142 B1. Curriculum Criterion........................................................................................................................ 142 B2. Curriculum Criterion........................................................................................................................ 146 B3. Curriculum Criterion........................................................................................................................ 151 Category B - Areas of Strength ............................................................................................................... 156 Category B - Areas of Growth................................................................................................................. 156

Category C—Standards-based Student Learning: Instruction........................................................ 158 C1. Instruction Criterion ......................................................................................................................... 158 C2. Instruction Criterion ......................................................................................................................... 169 Category C - Areas of Strengths.............................................................................................................. 178 Category C - Areas of Growth................................................................................................................. 178

Category D - Standards-based Student Learning........................................................................... 180 D1. Assessment and Accountability Criterion.......................................................................................... 180 D2. Assessment and Accountability Criterion.......................................................................................... 184 D3. Assessment and Accountability Criterion.......................................................................................... 187 D4. Assessment and Accountability Criterion.......................................................................................... 190 Category D - Areas of Strength............................................................................................................... 193 Category D - Areas of Growth ................................................................................................................ 193

Category E- Support for Student Personal and Academic Growth .................................................195 E1. School Culture and Student Support.................................................................................................. 195 E2. School Culture and Student Support.................................................................................................. 199 E3. School Culture and Student Support.................................................................................................. 201 E4. School Culture and Student Support.................................................................................................. 203 Category E - Areas of Strengths.............................................................................................................. 208

2011 Accreditation Self Study ~ iii

Category E - Areas of Growth................................................................................................................. 209

CHAPTER V......................................................................................................................................................210

EVHS GLOSSARY............................................................................................................................................221

East Valley Senior High School – Focus on Learning 2010 - 11

2011 Accreditation Self Study ~ Principal’s Message 1

Principal’s Message

Dear WASC Visiting Committee: It is with pride that I welcome you to East Valley Senior High School. Our school opened in 2006 and our “newness” has given our staff and students a great opportunity. We have had the opportunity to create the culture of teaching and learning at EVHS. Over the past three years we have seen our students take ownership of their school and their education. Our gains in student achievement are a testament that parents, students, and staff are committed to the continuous improvement process. This is our first Comprehensive WASC Self-Study Process. Our stakeholders are proud to submit our attached WASC Accreditation Focus on Learning Self-Study. They have been involved in the development of this document by collecting and analyzing data, collaborating with each other, and working with different stakeholder groups. The WASC process has been extremely beneficial, and as a result of the process, our students will greatly benefit. Our attached Action Plan is evidence that we have analyzed our data and that we are committed to improving student achievement. We are sure that you will see the Falcon Pride that our students and staff have for EVHS during your visit. Welcome to East Valley High School, “Where Brilliant Minds Soar”. Sincerely Paul Del Rosario, Principal


2011 Accreditation Self Study ~ Preface 2

Acknowledgements

Marilou Adra, Mathematics Teacher Nadia Aguilar, Special Education Assistant

Josselyn Alvarado, Student Mayra Alvarado, Special Education Assistant

Mary Amelsberg, Art Teacher Sandra Ardry, Classified Staff Christian Arredondo, Student

Soo Baik, Mathematics Teacher Luisa Becerra, Student

Justin Betzelberger, Science Teacher Ana Bojorquez, Parent Sharon Borja, Student Edwin Bran, Student

Billy Brewer, Special Education Assistant Dana Carli Brooks, J.D., Social Studies Teacher

Elba Bugarin, 9th and 10th Grade Counselor Vicky Cail, Special Education Resource Teacher

Andrea Campos, English Teacher Hassan Chavoushi, Mathematics Teacher

Joan Clement, Counselor Joseph Constanzo, English Teacher

Wendi Cowan, Special Education Aide Melissa Daniels, School Counseling Intern

Narmeen ElFarra, Counselor Ian N. DeHerrera, Science Teacher

Lorena Dumani, 9th and 10th Grade Counselor Ernani Encarnacion, Plant Manager

William Entz, Science Teacher Ana Estrada, Parent

Vanessa Franco, Student Mr. Friery, Physical Education Teacher

Ambroji Garcia-Aguirre, Special Education Teacher Assistant Shirley Giles, Special Edication Assistant

Gustavo Giron, Student Xiomara Gonzalez, Student

Kathryn E. Gullo, NBCT , English Teacher Marilyn Gunn, Social Studies Teacher

James Gutierrez, Special Education Assistant Jacqueline Hartt, English Teacher/Freshman Academy Lead

Ivan Hernandez, Student Laurie J. Holzapfel, NBCT, Business Teacher

Lisa Huerta, Student Vatche Issahakian, Computer Teacher

Shushanik Koshkaryan, School Administrative Assistant Ms. Heather Lighston, English Teacher

Miriam Lobel-Weiss, Counselor Victoria Loza, Teacher Assistant

Joseph Maggio, SDC Math Teacher Regina Marquez-Martinez, Data Coordinator



Acknowledgements

Carolyn Martinez, Bilingual Teacher Assistant Lucia Martinez, Student

Patricia Martinez Michael Mayer, Special Education Teacher

Franklin Medrano, Physical Education Teacher Chris Melikian, Dean

Victoria Mendoza, Parent Harry Meneshian, Special Education Teacher Assistant

Kimberly C. Meyer, Special Education Teacher, Lead Teacher Mr. Miller, Special Education Teacher

Angie Mills, Special Education Teacher Susana Morales, Teacher Assistant

Maritza Morfin, Foreign Language Teacher Pilar B. Muñoz, English Teacher

Deanna McNally, Special Education Assistant Joseph Noh, Math Teacher

Teresa L. Olsen, Physical Education Teacher Elizabeth Olvera, Office Technician

Berenice Pena, Student Leticia Perez, Science Teacher

Marixa A. Pleitez, Science Teacher Carlos Polanco, Social Studies Teacher

Reatha Powery, Business Teacher Mohammad Rafii, Spanish Teacher

Bianca Ramirez, Special Education Assistant Rosendo Ramirez, Campus Aide

Juan Reveles, Bilingual Teacher's Assistant Lillybeth Reveles, Parent Center Liaison

Daisy Rodriguez, Student Patty Rodriguez, Parent, SSC Chairperson Nancy Rosales, Special Education Teacher Lisa Sandoval, Special Education Assistant

Ted Schiltz, Special Education Aide Janet Shadsirat, Special Education Assistant

Peter Shafir, Mathematics Teacher & UTLA Chair Azniv Shahmelikian, Mathematics Teacher

Cynthia Sherriel, Special Education Assistant Jeffrey A. Sill, Physical Education

Anahit Semergyan, Student Matthew Skeadas, English Teacher

Yongxin Sun, ELL Teacher Jazmin Terry, Student

Catherine E. Underwood, English Teacher Ms. Urgerson, Special Education Aide

Valary White, Librarian Ms. Maya Wolfson, 9th Grade Academy Teacher

Farnaz Yaghmaie, Special Education Teacher



Preface In 2003, our communities clamored to ease the rapidly growing student population impacting Local District 2. The District responded to the call-to-action of the community by planning a high school in the North Hollywood area to relieve the overcrowding at North Hollywood High School. In October 2006, we opened our doors to 9th and 10th grade students, inspired by the mission and vision to prepare all children to be college-ready and be active leaders of the 21st century. Our first WASC visit in 2007 challenged us to look at ourselves and make reflective decisions toward continual improvement. The Visiting Committee’s recommendations indicated in the Self-Study Process helped us to examine our purpose, re-align our goals, assess our progress, and make necessary adjustments for improvement. The East Valley High School Self –Study Process was conducted in accordance with the guidelines established by the Western Association of Schools and Colleges, as required in the Focus on Learning Joint WASC/CDE Process Guide, 2009 Edition. The WASC process has challenged us to look at data and evidence and use it effectively to inform our operational programming, instruction and curricular decisions. It has further encouraged us to examine our practices, and ask an outcome-based question, “How will our decisions impact our students?” Our 2007 WASC Visit has inspired us to rise up to the evolving challenges for continued improvement. The Expected Outcomes of the WASC Self-Study guided us to reflect deeper and articulate every action that lead us to do our best for student success: 1. The involvement and collaboration of all staff and other stakeholders to support student achievement. Every staff member served on a Focus/Home Group and helped to guide our process by contributing to the WASC document. Parents, students, and other stakeholders met after school along with our teachers to analyze the WASC rubric and use the rubric as a starting point. The discussion of the rubric led staff to identify any data that needed to be collected and they went to their home groups to collect and discuss the information that was needed by their focus group. Many of our parents spent long hours at the Parent Center, as a home group, in deep discussion, reflection, and data gathering for focus groups. The parents’ commitment in this process was evidenced by a parent who commented, “We are all in this together”. Overall, the outcomes and processes of our WASC Self-Study document has informed the work of the leadership, governance and advisory groups including our School Site Council, Community Education and Advisory Committee, English Language Advisory Committee, School Leadership Council, Professional Development Committee, Safety Committee, and the Discipline Committee. Our committees have used the self-study documents and recommendations of the WASC Visiting Committee in 2007 and 2009 as



a platform of reference in making decisions and developing our Single Plan for Student Achievement. These include allocation of resources, schedule of our professional development, instructional evaluation, and all of our community partnerships and activities. 2. The clarification and measurement of what all students should know, understand and be able to do through expected school-wide learning results and academic standards. East Valley High School’s dedicated teaching staff has worked very hard to provide a strong standards-based instructional program to all our students. Through the constant data-driven analysis of our students’ data, our instructional strategies continually evolve to meet student needs and challenges. In Spring 2010, the staff and faculty of EVHS recognized that the ESLRs that had been adopted at the opening of the school no longer adequately addressed the skills a graduate would need for life after high school. It was also obvious that one ESLR, Competent Worker, was particularly difficult to quantify and did not reflect a high enough expectation. The discussions of what we wanted our Expected School-wide Learning Results to be, have reinforced the link between our ESLRs, standards-based instruction and making data-driven decisions. The discussions have also assisted us to become better at aligning our teaching and learning with our students about what they should know, understand and be able to do. Our ESLR revision process is outlined on Page 124 of this WASC document. One of the best examples of our students work with the ESLRs is through the development of the Senior Portfolio, an additional requirement that we added for graduation. Conceived by strong collaboration of all teachers and designed with the ultimate goal of capturing the learning experiences of all our students at East Valley High School, the senior portfolio reflects our commitment to the ESLRs and embodies high academic expectations from our students. These portfolios serve as a testament of our student’s creativity and their reflective learning to be the best at everything that they do in life. 3. The gathering and analyzing of data about students and student achievement. It has always been a practice for us to drive our instruction using available data. We gather data from our CST, CELDT, Graduation rates, CAHSEE, Periodic Assessments, progress reports, marks, and various surveys. We use this data to inform all our school-wide decisions such as programming of students, allocation of our categorical funds and other resources, professional development themes, scheduling of our activities and hiring of personnel. We analyze our data and programs through the use of a Problem Solving Protocol. First, we look at the data and ask, “What do we see?” We are looking at the big picture results, like, the percent of students scoring at a proficiency level. Our next question to answer



is, “So what does that mean?” And the final step of the protocol is, “Now What?” Now, that we understand what happened, what are we going to do about it?” These questions challenge us to reset our expectations and re-align our common course. In departments and academies we exam student data from CST’s, CELDT, CAHSEE, Periodic Assessments, and subject marks. From these varied data, we create an individual profile of learning and teaching, where differentiation and intervention is used to guide our instruction and curriculum re-design. We identify their depth of mastery and examine the extent of the skills that need re-teaching or further reinforcement. From our comprehensive analysis, we create a common departmental mapping strategy to adjust our teaching and learning approaches in order to meet evolving student needs and challenges. The professionalism of our staff allows us to objectively examine the data and act upon it for the benefit of our students and school community. Our desire to eliminate the achievement gap inspires us to battle the myriad of challenges that envelops our school community and as we continue to meet the challenges that come our way, we shall always keep in mind that as educators, we will continue to reflect on our data and provide the best for our students. 4. The assessment of the entire school program and its impact on student learning in relation to expected school-wide learning results, academic standards, and WASC/CDE criteria. Our school opened its doors in 2006 and realistically completed in 2010, when our swimming pool and baseball field became finally operational and useful. Amidst our continuing challenges brought about by our facilities and other demands of day-to-day operations, our staff has aggressively worked together to provide the best education to our students. As a school, we have always taken time together, reflected about our teaching and learning, evaluate our progress, examined our practices and asked questions about our students. These conversations and reflections, collectively, jointly and individually has always resulted in positive changes and allowed us to move our goals forward. In many instances, our various committees routinely assess our entire school program from diverse perspectives: leadership, operational and management, governance, student growth and development, testing, programming, allocation of resources, intervention among others. Our department meetings focus on alignment of our state, district, and classroom development and integration of curricular units. From these conversations, we have adopted several strategies and activities intended to support our student’s ability to relate their learning to school-wide learning results. We have further inspired our students to reflect on the outcomes of their learnings to mirror our overall expectations. Some of our guiding questions are, “How are your learnings from EVHS result in the achieving our school ESLRs?” Another important example is the integration of our senior portfolio as a requisite part of graduation. Here, students



write a self-reflective essay describing how they have achieved our expected results during their four years of stay at East Valley. Our students have made it their own mission to achieve our ESLRs and certainly they will use them in their lives beyond high school. 5. The alignment of a long-rage action plan to the school’s areas of need; the development and implementation of an accountability system for monitoring the accomplishment of the plan. The WASC Self-Study process has challenged us to think deeper and allowed us to look at ourselves and identify our most critical needs. We also examined our school profile and our achievement data from local, district and state assessments. From this data, we set our benchmarks for student performance and integrated every piece of information in our every aspect of instructional decisions. Further, we have integrated our action plans with our Single Plan for Student Achievement to embody the beliefs and expectations of the district, school, academic departments and academies. Our Action Plan will serve to monitor, assess and guide the sustainability and effectiveness of our overall program. The Leadership Team, Administrative Staff and school leadership and advisory councils will continue to monitor and evaluate the progress of our action plan and oversee follow-up procedures, as needed. The School Site Council will continue to make decisions on allocation of resources and other materials, guided by our action plan and recommendations of the WASC Visiting Committee. We believe that our collaboration and collective commitment to improve how we deliver the best services to our students have emerged as a result of our self-study. We feel that there is genuine alignment between our plan and our greatest areas of need. We are confident that with this plan, we will be able to serve all our students, most especially, those who have been struggling with various challenges, as we continue to strive to increase student achievement for all students at East valley High School. This will be our continuing commitment; we will continue to reflect and look at ourselves and improve on how we do things at our school.


2011 Accreditation Self Study ~ WASC Timeline 8

WASC Accreditation Self-Study Report WASC Process Activities Timelines 2008-2011

September 9, 2008 Introduction to District 2 Initiatives: academic vocabulary, use of complete sentences, and writing in the classes. September 16, 2008 Examination of school-wide data using the What, So What, Now

What Protocol. Analysis of individual student data that will drive department instructional vision for the year.

October 21, 2008 In depth look at District 2 Initiatives of academic vocabulary, use

of complete sentences, and writing in the classes. Small Learning Communities identified items that they will use on a daily basis to support academic vocabulary, complete sentences and writing in all classroom goals.

December 2, 2008 40 developmental assets training by Rosemarie Rubin February 24, 2009 Classroom techniques that maximize student learning and keep

students on task. February 28, 2009 English department PD on Transitions, Sentence starters and

discussion of the book , “They Say, I Say, Moves That Matter in Academic Writing.”

Thursday, March 12 Re-examination of the previous years CST data, periodic

assessments and preparation for testing March 31, 2009 Aligning curriculum, developing a common understanding of what

an A,B,C looks like in each course. Teachers discuss common assessments and course syllabi.

April 21, 2009 Increasing parent communication – training on Connect-Teacher. April 23, 2009 Took teachers to Sylmar High School to investigate how student

led conferencing leads to increased student achievement. Teachers planning implementation for the Fall 2009 school year.

May 16, 2009 English Department alignment of curriculum (vertical teaming). December 2, 2008 – April 21, 2009

Mathematics department PD on developing common assessments, basic competencies needed for the next level of math.



September 2, 2009 Examination of the CST and CAHSEE results. Introduction to Response to Intervention and Instruction (RTI2). Presentation of Thinking Maps®

September 15, 2009 Enhancing Advisory Period and Professional Development Plan – (WASC recommendations) Accommodations and the IEP

September 22, 2009 Demographics of the School (Who are we and what are our needs)

“Accountability in Action”, A summary of work developed by Douglas Reeves. 90-90-90 Schools.

Introduction to MyData system and the student data that is available to teachers. Departments brainstormed how they could support the LD2 focus on using academic vocabulary, speaking in complete sentences, and writing in all areas.

November 3, 2009 Examination of individual student CST scores. Identification of

the students who were basic and need an extra scoop to become proficient (5X5).

December 8, 2009 Staff worked in departments to design common assessments,

discuss marking practices, and looked at summative and formative results.

January 12, 2010 Staff worked in departments to design common assessments,


January 26, 2010 WASC overview, examination of ESLR’s and the review of the

Single Plan in departments. February 2, 2010 Best Practices to prepare students for CAHSEE (strategies).

Discussion in SLC’s on Best Practices. April 27, 2010 Departments worked on examining CST results and what strategies

the department would work on to prepare the students for CST. May 4, 2010 Sharing of the departments strategies with the entire faculty.

Report out of how departments were supporting the LD2 Instruction Priority Focus

June 9, 2010 WASC Focus Groups – Finalization of ESLR’s September 7, 2010 WASC Focus/Home Groups Facilitators Training Examination of School-wide data



September 8, 2010 Introduction to the use of MyData and examination of individual teacher/student data from last year.

Members of the Leadership Team attends WASC (Concurrent Meeting) Accreditation training provided by WASC/CDE at Glendale, California (Ms. Williams, Kim, Regina and Conrad)

September 13, 2010 Department/Academy Meetings September 21, 2010 Focus Group Meetings

SSC/ELAC/CEAC/SDM Committee Meetings September 28, 2010 Data-driven discussion October 5, 2010 WASC Data Collection- Peer Observations and Form October 8, 2010 a.m. WASC Visiting Committee Chairperson visits the school to meet

with school administrators (Final dates to be arranged between WASC Chair and Principal).

October 8, 2010 p.m. Leadership Team meets to discuss recent visit from WASC

Visiting Committee Chair and to plan further Focus and Home Group meetings.

October 12, 2010 Data-driven discussion: Assessment and Accountability Surveys

October 19, 2010 Vision/Mission/Motto (comprised of SLC lead teachers and

department chairs, and an EVHS administrator) meet to re-visit existing vision statement.

October 19, 2010 WASC Focus/Home Group Meeting for Classified Staff

(Concurrent Meeting) October 11-29 Teachers participate in Observation Walks October 12, 2010 SSC/ELAC/CEAC/SDM Committee Meetings/ Focus Groups

Instructional Cabinet agenda includes WASC updates. October 26, 2010 Focus/Home Groups/Instruction Survey November 2, 2010 Focus/Home Groups/ Curriculum Survey November 16, 2010 Focus/Home Groups Tasks:

� Common Planning Tuesday. Faculty meets in Focus Groups to continue discussions of criteria and guide questions.



November 30, 2010 WASC Leadership Team meets to discuss Action Plans. December 7, 2010 Focus/Home Groups: Curriculum and Instruction. Whole faculty

meets to focus on Curriculum and Instruction. Focus Group E leaders administer a staff survey on School Culture. Faculty then breaks into Home Groups/ Academies to review responses to Curriculum and Instruction.

December 17, 2010 School-wide assessment survey is administered. December 14, 2010 Common Planning Tuesday. Faculty meets in Focus Groups to

continue discussions of criteria and guide questions. January 11, 2011 Faculty meets in SLCs to finalize the structure and activities in the

advisory period

January 11, 2011 Preliminary draft of WASC self-study report is posted on EVHS website and faculty are advices to review the document and provide input. Hard copy of the FOL is on counter for review.

January 11-21, 2010 Peer Readiness Walks/WASC Updates by WASC Team January 11-21, 2010 WASC Team Arranges Logistics for Visit.

WASC Visiting Team Hotel Arrangements Confirmation January 25, 2011 Staff Professional Development: Action Plans February 8, 2010 WASC Accreditation Action Plans are reviewed by parents

attending a regularly scheduled meeting of English Language Advisory Committee. At ELAC and CEAC meetings, parents are given a copy of the Action Plan and their input is solicited.

February 22, 2011 Local District 2 Pre-WASC Visit March 7-22, 2011 Teachers participate in Peer Readiness Walks, Round 4 March 8, 2011 Staff will engage in ongoing Advising curriculum development

informed by Self-Study report March 9-21 Departments/Academies meet to make final preparations for the

WASC visit (Anything we have missed?) Departments will engage in ongoing instructional program development informed by the Self-Study report (What and how are we going to use these data to continue school improvement?)

March 22, 2011 Staff Reflection of the WASC Self Study March 27-30, 2011WASC TEAM Accreditation Site Visit to East Valley High School


Chapter 1: Student/Community Profile and Supporting Data and Findings 12

Chapter 1: Student/Community Profile and Supporting Data and Findings



Demographic Data The Community Los Angeles Unified School district is the second largest school district in the United States, servicing more than 665,000 students and 758 schools. LAUSD is geographically divided into eight local districts. East Valley High School resides in Local District 2. Local District 2 includes the schools in the Eastern San Fernando Valley. East Valley High School is a comprehensive four-year high school located in North Hollywood, California, near the intersection of Vineland Avenue and Burbank Boulevard. It is located in the heart of the North Hollywood Redevelopment Project, known as the NoHo Fine Arts District. Although we are considered part of the NoHo Redevelopment Project, our students primarily reside north of the project. Most of our students reside in heavily populated areas that include medium to large apartment complexes, including single and multiple house units. In our North Hollywood community, only 20% of the residences are owner-occupied.

The attendance area of our school extends to the Burbank city limits on the east and up to the city of Sun Valley to the north. The southern boundary is just south of the school. The western boundary is shared with neighboring North Hollywood High School.

EVHS

Attendance Area



Figure 1

Figure 1 shows the crime statistics of our community. Our students live in a community that experiences a much higher crime risk than students in the United States and Los Angeles County. Our school allows our students to experience a safe environment. According to the National Census, as of 2000, 50% of the adults in North Hollywood have a high school diploma, and 5% have a bachelors or masters degree. The local jobless rate as of October 2010 was well over 15%, with one-fifth of all households living below the poverty line. The average annual family household income is less than $25,000. To date, these percentages remain approximately the same. Eighty percent of our students are eligible to participate in the Free and Reduced Lunch Program, therefore EVHS has a school-wide Title I Program. The School Community East Valley High school is a comprehensive high school with approximately 1100 students in grades 9-12. EVHS is on a 4 x 4 block schedule that allows students to take 16 five credit courses each year for a total of 80 credits. Students can also earn four



additional credits through our advisory class. All students at EVHS can earn up to 84 credits in a year as opposed to the 60 credits in a traditional schedule. This schedule’s vision is to provide students with interventions and a rigorous curriculum that is assessed on the California State Assessments (CAHSEE and CST) and the Advanced Placement Program. During the last two years, the 9th and 10th grade houses have developed an alternating class schedule that meets every other day for 20 weeks rather than 10 weeks as a means to provide the intervention and consistency to the courses provided in that grade level. This flexible scheduling allows the school to address the students’ needs according to the ongoing data provided by assessments. The 11th and 12th graders are in one of two different academies that have missions and visions that emphasize the Business or Media and Communication career pathways. East Valley High School aims to emphasize personalization between the teacher and the student through the use of a daily advisory class. During the class, the teacher/advisor works closely with a smaller group of students, to monitor the student’s progress and communicate such important information with parents and faculty. Here, a personal bond is built between the advisor and the student, where both work collaboratively on areas of ongoing support focused on learning improvement and achievement. EVHS provides a variety of programs that assist all students to be successful and reach their potential. EVHS has a GATE program that includes AP and Honors classes that meet before, during, and after school. East Valley services students with disabilities by providing a Full Inclusion Resource Program, a Mild to Moderately Retarded Program, a Special Day Program and an Autism Program. We also provide English Language Development classes for students who are English learners. EVHS continues to supplement the core instructional program by providing tutoring in English and Math through the federally funded Title I program. The ninth grade academy offers an after- school credit recovery program and the tenth grade academy offers a fifth period intervention program for students who are not meeting grade level expectations. East Valley High School has partnerships with Keep Youth Doing Something (KYDS), Project STEPS which is a Federal GEAR-UP program, and Junior Achievement. The KYDS program provides our students with a variety of after-school activities that provide enrichment, co-curricular classes, and fun activities. This is the fourth year that this program has been at East Valley High School. Our Project STEPs program is funded through the Federal GEAR-UP grant. Project STEPs provides a counselor, college field trips, parent meetings, the Parent Institute Program, and other college related activities. This program monitors student achievement, supports student interest in higher education, and prepares them for college. GEAR UP contacts parents through telephone calls and letters to inform them of the activities that they provide to students. The program provides two college interns (from CSUN and UCLA) who talk with students about college options and the admission process. GEAR UP arranges staff development classes such as the UCLA Writing Project to facilitate effective classroom instructional practices for teachers and staff.



John Hopkins University, through the Talent Development Program worked with East Valley from October 2006 to June of 2009. While the program has officially ended, East Valley still continues articulation with John Hopkins. This year John Hopkins provided enough Talent Development materials to continue some of their instructional programs through the 2011-12 school year. East Valley High School is currently discussing another partnership with John Hopkins, called the Diplomas NOW Program. Diplomas Now is a school turnaround model that involves three non-profit organizations: City Year, Communities in School and Talent Development. They work with secondary schools to deliver interventions to students. They use an early warning system to identify students at risk and provide services to students to enable them to get back on track to graduate from high school.

Small Learning Communities EVHS opened with four Small Learning Communities: Freshman Academy, Performing Arts, Media and Communications, and Business, Finance and Marketing. Design Teams for each SLC crafted their visions unique to the learning community, however, aligned with the school’s vision, mission, and Expected School-wide Learning Results. Each Small Learning Community has elected a Lead Teacher. A Counselor and an Administrator are assigned to support the SLC goals. The small learning communities at EVHS are student-centered programs designed to enable teachers and staff to work together to effectively diagnose and address individual student needs. It is our belief that all students are capable of becoming effective communicators, critical thinkers, self-directed learners, and responsible collaborative workers. Staff members are committed to providing the most rigorous expectations for academic achievement as well as attending to students’ developmental needs. Freshman Academy Vision: The Freshman Academy at East Valley High School is a student-centered program designed to enable teachers and staff to work together to effectively diagnose and address individual student needs. It is our belief that all students are capable of becoming effective communicators, critical thinkers, self-directed learners, and responsible collaborative workers. All Freshman Academy staff members are committed to providing the most rigorous expectations for academic achievement as well as attending to students’ developmental needs. We labor to ensure that our freshmen have a strong foundation in academics, respect, and motivation, so that they can promote to the tenth grade, without exception.

Performing Arts Academy: Students of the Performing Arts Academy (PAA) will use the arts as a tool to achieve East Valley High School’s goals of Respect, Relationship, Rigor and Relevance. A Performing Arts Diploma ensures that students understand their unique styles of learning, have mastered state standards and met A-G requirements. In addition, PAA graduates have experience applying their skills to real-world situations. They have the skills of expression to use this knowledge to benefit the world around them. With a respect for their unique talents and skills, and an awareness of how they can positively and relevantly impact the relationships and world around them, PAA students will rigorously pursue information and with confidence express their knowledge.



Media and Communications Academy: The Media and Communications Academy students will graduate with strong academic and communication skills to meet the challenges and demands of a continuously evolving high-tech society. Through challenging coursework and the development of a portfolio, students will have a clear vision of their post-secondary objectives. To ensure achievement for all students, our academy provides standards-based academic classes so that our students meet university admission requirements. We also provide a comprehensive group of electives which include yearbook, journalism, and video production. Our rigorous curriculum challenges our students to be critical and creative thinkers who not only analyze significant concepts within a variety of contexts, but also effectively convey their ideas and opinions through written and oral language skills. Staffed with experienced teachers who are trained with the most current and advanced pedagogical practices, the MaC Academy provides instruction that includes both guided as well as independent practice, with the ultimate goal that our students will become self-directed, self-managing, life-long, independent learners who will apply their knowledge and skills to support their community. Business, Finance and Marketing Academy: The Business, Finance and Marketing Academy believe in experiential learning to fully engage students, using an interdisciplinary thematic approach. The program is for students who are interested in pursuing careers in the business, financial, marketing and the technological world. These include mentoring internships, with the help of families and community businesses in the community at large. Hence, these relationships will help our school build ties with our surrounding businesses and other organizations including local community colleges and universities, for transition purposes.

WASC Accreditation History Our initial WASC visit was in 2007. East Valley High School was accredited for grades nine through eleven. A one-day visitation occurred in 2008 to accredit the twelfth grade.

School Purpose and Expected School-wide Learning Results Los Angeles Unified School District Mission Statement The teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential. Los Angeles Unified School District Accountabilities for High Schools The District accountabilities for the 2011-12 school year for high schools is to achieve an API of 710 or increase the percentage of students scoring proficient or advanced by 10



percent in both ELA and mathematics. Local District 2 Vision All District 2 students will graduate as lifelong learners prepared to succeed in college and/or the workforce. Local District 2 Mission District 2 will provide quality professional development and service to District 2 schools to insure that all students receive a rigorous standards-based curriculum, quality instruction, and the opportunity to learn. Local District 2 has adopted three initiatives to improve student achievement. They are: Using Academic Vocabulary, Speaking in Complete Sentences, and writing throughout the curriculum. School Vision East Valley High School is committed to providing a high quality educational experience that enables all students to become contributing members of society empowered with the skills, knowledge, and values necessary to meet the challenges of life. We strive to provide a rigorous college preparatory program that is personalized and is connected to real-world career paths.

School Mission

All students at East Valley High School will: �Develop intellectual independence and creativity within a small community of

learners �Become reflective and powerful communicators with interpersonal collaborative

skills �Engage in critical thinking, problem solving and presentation activities �Promote responsibility and respect for a diverse community, self and others �Acquire advanced technological literacy and effective research skills �Build leadership skills and develop a career and post secondary plan

Expected School-wide Learning Results (ESLRs) The Expected School-wide Learning Results (ESLRs) were developed through an ongoing collaborative process that guides the educational purposes and instructional practices of East Valley Senior High School. These guiding documents are posted in each classroom and our offices to help ensure that staff, students, and other stakeholders understand and are committed to our school goals. Hence, all stakeholders reflect upon these expectations as a basis in everything that we do, especially when designing their instructional, curricular and pedagogical practices.



Graduates of East Valley High School are expected to be:

Effective Communicators who • Demonstrate the ability to convey ideas, opinions, and information through

written and oral language skills. • Use reading and interpersonal skills necessary to receive and interpret information

Critical and Creative Thinkers who • Analyze, synthesize, and evaluate significant concepts within a variety of

contexts. • Use logical and effective decision-making processes.

Self-Directed Life Long Learners Who • Demonstrate the decision-making and self-management skills to be independent

learners. • Gather, interpret, and use information.

Responsible and Collaborative Workers Who • Demonstrate the ability to work effectively and collaboratively with others in a

diverse community. • Contribute time, energy, and talent, to support their community.

School Status

East Valley High School started with a targeted assistance Title I Program. The following year the Title I Program was expanded into a school-wide Title I Program. We converted to a school-wide Title I Program, due to our high percentage of students receiving free and reduced lunch from our Federal Lunch program. Through the No Child Left Behind Act, any school receiving federal assistance must achieve benchmark goals monitored through AYP. Because our data for two consecutive years did not meet the benchmarks, in the 2008-09 school year, East Valley High School entered Program Improvement status. Currently, we are in our third year of Program Improvement status. We are presently working with our Local Educational Agency, school leadership councils, such as CEAC, ELAC and School Site Council to modify our Single Plan for Student Achievement. Professional Development monies will be targeted for increasing student achievement in the areas of English and math. In 2009-2010, we met 12 of the 18 Average Yearly Progress (AYP) criteria under the NCLB mandate. Currently, we are working on meeting the school-wide proficiency rates in math and English Language Art. Two numerically significant groups that are in our targeted goals are our Special Education students and English Language Learners. Our school has seen steady gains in our API since we opened our doors. Within the last three years, our school has increased our API by 57 points! Our current API is 611. However, the State identified our school last year as one of the 188 underperforming schools. Our superintendent, Ramon Cortines, refuted the findings due to our school not being opened long enough to support the 5 years of data needed to qualify a school in this category. Since then, we have been working closely with our Local District 2. Alma Peña-Sanchez, Superintendent of Local District 2, placed us on her strategic school list. We are being supported in two ways by our Local District. Firstly, we are working with an educational consultant, Dennis Parker, who offers strategies which improve our



teaching practices to reach all students. Secondly, we are part of Local District 2’s second Cohort of participants for Response to Instruction and Intervention professional development. As of the writing of our WASC Self-Study, the graduation rate of East Valley High School is not yet available, according to the California Department of Education Assessment, and Accountability Division’s established criteria. School Changes Since our Initial WASC Visit Since the last WASC visit, we have welcomed a new principal, Mr. Paul Del Rosario. Mr. Del Rosario brought a wealth of knowledge, training and experience to our campus. He has spent thirty-one years in Los Angeles Unified School District first as a science teacher, counselor, coordinator, assistant principal, and most recently, serving as Principal of Pacoima Middle School. His overall vision was to improve student achievement using all of the available student data. Furthermore, East Valley High School has also welcomed a new assistant principal, Mr. Jose Loza. Mr. Loza comes to East Valley High School from Polytechnic High School where he served as an Advanced Placement teacher in the Social Studies Department, Dean, and Coordinator of the Freshman and Tenth Grade Academies. Mr. Loza administers our Student Discipline, Athletics and the Freshman and Tenth Grade Academies. He puts a strong emphasis on maintaining a safe, secure and clean school environment. Another significant change since the last accreditation is the sun-setting of the Talent Development Grant with John Hopkins University. During the initial implementation of the Talent Development Grant, we added a number of additional staff members: a Literacy Coach, a Mathematics Coach and an Organizational Facilitator. The Talent Development Grant also included professional development funds for teachers and supplemental curriculum. However, with the current budget restrictions, EVHS has not been able to fund any of the Talent Development Staff. John Hopkins still offers minimal support to EVHS by funding some supplemental materials for the 2010-2012 school years. After reviewing the March 2008 California High School Exit Exam (CAHSEE) results for 10th grade, East Valley High School began an exploratory discussion of creating a 10th Grade Academy. After an extensive discussion with all stakeholders, EVHS decided that a 10th Grade Academy would strongly benefit our students. The staff believed that they could better focus on the CAHSEE test and provide a more structured and nurturing environment for 10th grade students. The creation of the 10th Grade Academy necessitated the elimination of an academy. The Performing Arts Academy was restructured into the 10th Grade Academy. This year was the first year that the Tenth Grade Academy was instituted.



Since our last WASC visit, the grounds at East Valley High School have also dramatically changed. We opened our baseball and softball fields in Spring 2009. This allowed us to provide a baseball and softball program to our students. Additionally, in the summer of 2010, the pool was completed. Since then, we have added an after-school swimming program for our students. Finally, in the Fall of 2010, EVHS fielded its first eight-man football team.



Enrollment East Valley High School opened its doors in October 2006 with 9th and 10th grade students. Our initial enrollment was 760 students. In the Fall of 2007, EVHS added an 11th grade class to increase our enrollment to 1109 students. In September 2008, we completed the Grades 9-12 configuration. The first full compliment of grades had a total enrollment of 1306 students. However, as Figure 2 shows, there has been a continued decrease in enrollment since 2008.

Figure 2

760

1109

13061242

1108

0

200

400

600

800

1000

1200

1400

2006 2007 2008 2009 2010

ST

UD

EN

TS

TOTAL ENROLLMENT

Source: LAUSD SIS Grade Level Table 1 indicates that for the past three years, there has been a steady decline in the total school population. All grade levels have experienced a decline in enrollment from 2009 to 2010.

Table 1

Enrollment by Grade

Grade Level 2006 2007 2008 2009 2010 9 394 496 401 362 335 10 366 375 375 304 296 11 0 238 320 275 238 12 0 0 210 301 239

TOTAL 760 1109 1306 1242 1108 Source: DataQuest and LAUSD SIS



Gender Table 2 and Figure 3 show that the percentage of females enrolled at East Valley High School in 2010 is the lowest percentage since the school opened in 2006. Conversely, the percentage of male students has increased every year, except in 2009-10.

Table 2

Enrollment by Gender

2006-07 2007-08 2008-09 2009-10 2010-11 Number

(Percent) Number (Percent)

Number (Percent)

Number (Percent)

Number (Percent)

Female 383 (50.4%)

536 (48.3%)

617 (47.2%)

628 (50.6%)

511 (46.1%)

Male 377 (49.6%)

573 (51.7%)

689 (52.8%)

614 (49.4%)

597 (53.9%)

Total 760 1109 1306 1242 1108 Source: Data Quest and LAUSD SIS

Figure 3

ENROLLMENT BY GENDER

50.40%

48.30%

47.20%

50.60%

46.10%

49.60%

51.70%

52.80%

49.40%

53.90%

42.00%

44.00%

46.00%

48.00%

50.00%

52.00%

54.00%

56.00%

2006-07 2007-08 2008-09 2009-10 2010

SCHOOL YEAR

PE

RC

EN

T O

F S

TU

DE

NT

BO

DY

FemalesMale

Source: Data Quest and LAUSD SIS



Student Ethnicity Table 3 and Figure 4 show that the Hispanic population has been our largest ethnic group on campus for all five years that East Valley has been open. Hispanic students comprise 87.1% of the student population and this percentage has increased each year. The White and African American student populations have decreased over time. It may appear in the table that the percentage of Asian students has doubled, but this is because in 2009 the LAUSD included Filipino as an Asian subgroup.

Table 3

Enrollment by Student Ethnicity

2006-07 2007-08 2008-09 2009-10 Number Percent Number Percent Number Percent Number Percent

American Indian/ Alaskan 5 0.7% 7 0.6% 7 0.5% 3 0.24% Asian 7 0.9% 11 1% 15 1.2% 32 2.58% Filipino 8 1% 1 0.1% 24 1.8% * * Pac Islander 1 0.1% 18 1.6% 6 0.5% 7 0.56% Black 38 5% 49 4.4% 60 4.6% 48 3.86% Hispanic 63 83.8% 993 84.2% 1109 84.9% 1082 87.1% White 64 8% 89 8% 85 6.5% 70 5.6% Total 760 1108 1306 1242

Source: LAUSD SIS

Figure 4

ENROLLMENT BY STUDENT ETHNICITY

5.0%

83.8

%

8.0%

2.7%4.4%

84.2

%

8.0%

1.8%4.

6%

84.9

%

6.5%

3.6%

3.9%

87.1

%

5.6%

2.9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Black Hispanic White Others

STUDENT ETHNICITY

PE

RC

EN

T O

F S

TU

DE

NT

BO

DY

2006-07

2007-082008-092009-10

Source: LAUSD SIS



Home Languages An analysis of Table 4 indicates that Spanish is the predominant home language of our students. The percentage of students with a home language of Spanish has been increasing every year. Less than sixteen (16) percent of our student enrollment has a home language of English. The percentage of homes with a home language of English or Armenian has been decreasing every year. In the past four years there have been a total of seventeen different home languages noted on Home Language Surveys.

Table 4

Home Languages

Language 2007 # (%) 2008 # (%) 2009 # (%) Armenian 28 (2.7%) 30 (2.5%) 23 (1.9%) Bengali 3 5 3 Bulgarian 1 - - Cambodian 1 1 1 English 187 (17.9) 199 (16.9%) 191 (15.8%) Farsi 1 1 - Mandarin 1 1 1 Pilipino 10 12 12 Portuguese 1 - - Punjabi 2 2 1 Russian 5 4 3 Sinhalese 1 1 - Spanish 801 (76.2%) 915 (77.6%) 963 (79.8%) Thai 1 2 2 Tongan - 4 5 Ukranian 1 1 - Urdu - 1 1 Source: LAUSD SIS

Title I Program East Valley High School operates a School-wide Title I Program. Table 5 shows the number of students who were identified as Title I students based on their inclusion in the Federal Meal Program. The percentage of students in the Title I Program has increased every year since 2007. Last year we had the highest percentage of students in the program since EVHS has been open.

Table 5 Enrollment in the Title I Program

2006-07 2007-08 2008-09 2009-10

Number of Participants 617 822 986 1017 Percentage of Enrollment 81.1%

74.5% 75% 82%

Source: LAUSD SIS



Students With Disabilities Table 6 displays the number of students who are in Special Education, by disability. There has been an increase in the number of students enrolled in the Autistic Program, the Emotionally Disturbed (ED) Program, the Mildly Retarded (MR) Program, the Other Health Impaired (OHI), the OH Program, the SLI Program, and the TBI program since 2008. Figure 5 shows that the total percentage of the Special Education Students has increased each year. Currently 16.9% of the students who attend East Valley High School receive Special Education services.

Table 6

Special Education Students by Specific Disability

Autism ED HOH. MR OHI OI SLI SLD TBI TOTAL

SCHOOL ENROLL-

MENT

%OF ENROLL-MENT

2008 6 2 1 7 13 4 1 78 0 112 1306 8.58% 2009 12 5 1 9 14 4 1 125 1 172 1242 13.8% 2010 15 8 1 11 19 5 2 122 1 184 1088 16.91% Source: LAUSD SIS

Figure 5

8.58%

13.80%

16.91%

0%2%4%6%8%

10%12%14%16%18%

2008 2009 2010

PE

RC

EN

T

PERCENT OF STUDENTS RECEIVING SP. ED. SERVICES

Source: LAUSD SIS



Gifted and Talented Education Program (GATE) Table 7 displays our Gifted and Talented student enrollment for the past three years. Our Gifted and Talented Education data indicates that for the past three years approximately 6.5% of the total student population has been identified as GATE. The percentage of African American students identified as gifted is half of our school-wide percentage. The percentage of Asian and White students identified as gifted is greater than the school-wide percentage.

Table 7

Percentage of Gifted Students by Ethnicity

Identified Gifted 2008 2009 2010 Change 2008 to 2010

All students 6.5% 6.4% 6.5% 0%

African American 0% 0% 3.4% + 3.4%

Asian 8% 8% 9% +1%

Hispanic 6.9% 6.5% 6.4% -0.5%

White - 8% 9.8% 1.8%

Source: LAUSD MyDATA Table 8 identifies the current GATE students by gender and ethnicity. This year more males are identified as GATE than females. The table also indicates that more Hispanic males and White males are identified as GATE than their female counterparts. Conversely, more Asian females are identified as GATE than Asian males. There is one African American male and one female student that are identified as GATE.

Table 8

GATE Students by Gender and Ethnicity 2010

Males Females

Asian African

American Hispanic White Total Asian African

American Hispanic White Total

0 1 33 3 37 2 1 28 2 33

Source: LAUSD Fall Survey



Honors Program East Valley High School provides its students with an honors program. There are honors classes in English, Science, and Social Studies.

Table 9 shows that the number of honors courses has declined slightly this year. Many of the honor classes will be offered in mester three and four, and they are denoted by an asterisk next to the number of students enrolled in the class. The numbers associated with mester three and four courses (*) are our projected enrollment. The number of students enrolled in honors classes this year has also declined.

Table 9

Honors Courses and Enrollment

Source: LAUSD SIS Advanced Placement Program EVHS offers a variety of Advanced Placement Courses. Teachers regularly attend professional development to keep current with our Advanced Placement Program. A description of the courses offered and student enrollment is found in Table 10. As analysis of Table 10 indicates that the number of Advanced Placement courses offered at East Valley High School has steadily increased from six to ten courses. Individual course enrollment has decreased as the number of AP course offerings has increased. Also, the total enrollment in AP courses has also decreased over the past three years. However, the percentage of enrollment in AP classes of tenth grade through twelfth grade students is slightly higher than the previous years.

2009-2010 # of Students 2010-2011 # of Students Advanced Composition 39 American Literature 27 American Literature 31 Chemistry 42

Chemistry 43

Contemporary Composition 27*

Contemporary Composition 34 Economics 31* Economics 42 English 9AB 72 English 9AB 55 English 10AB 38* English 10AB 47 Geography 38* Geography 36 Literary Analysis 35* Literary Analysis 82 Physics 30 World History 13



Table 10 AP Class Enrollment 2008-2010

Classes # Enrolled Fall 2008

# Enrolled Fall 2009

# Enrolled Fall 2010

Tests Taken Fall

2008

Tests Taken Fall

2009 Biology 0 5 25 0 5 Calculus 0 6 4 0 5 Chemistry 0 0 0 1 English Lang & Comp 57 44 37 57 41 English Lit & Comp 59 43 35 55 40 Government & Politics 30 42 31 31 36 Spanish Language 71 39 23 56 47 Spanish Literature 0 0 16 Studio Art 0 0 6 U.S. History 30 41 24 29 36 World History 30 30 38 30 30 Totals 277 250 239 259 240 % Of Total of 10-12 Grade 30.6% 28.4% 30.9%

Source: LAUSD SIS

Table 11 shows the ethnicity and gender of students who are enrolled in AP courses. These are unduplicated counts, as some students are taking more than one AP course. The difference in the percentage of females taking AP classes to the percentage of males taking AP classes has been decreasing slightly each year. However, females are still enrolled in AP classes at a much higher rate than males. Table 11 also shows that when compared to the overall percentages of the student population, African American and White students are underrepresented in AP courses. The Asian population is over represented in AP courses when compared to the enrollment percentage of Asian students.

Table 11

Ethnicity and Gender of Students in AP Classes 2007-08 2008-09 2009-10

MALES # (%)

FEMALES # (%)

MALES # (%)

FEMALES # (%)

MALES # (%)

FEMALES # (%)

African American 1 (1.4%) 1 (1.4%) 0 (0%) 2 (1.3%) 3 (1.6%) 2 (1.1%) Amer. Indian 1 (1.4%) 1 (1.4%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) Asian 3 (4.4%) 0 (0%) 5 (3.1%) 5 (3.1%) 2 (1.1%) 9 (4.9%) Filipino 0 (0%) 1 (1.4%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) Hispanic 11 (16.2%) 38 (55.9%) 43 (26.9%) 90 (56.3%) 58 (31.4%) 97 (52.4%) White 6 (8.8%) 5 (7.3%) 8 (5%) 7 (4.4%) 7 (3.8%) 7 (3.8%) Total 22 (32.4%) 46 (67.6%) 56 (35%) 104 (65%) 70 (37.8%) 115 (62.2%)

Source: LAUSD SIS



Language Proficiency English Learners (EL) The information from the LAUSD SIS indicates a high level of language diversity at our school. English Learners currently represent about 30% of our school population. English Learners by Primary Languages Table 12 shows the three major languages that the students in the EL program speak as their primary language. The majority of our English Learners speak Spanish as their primary language. Ten English Language Learners were withdrawn from the program due to parent request.

Table 12

English Learner Enrollment by Primary Languages – 2010

Armenian Filipino Spanish Other

Total Number

(%) Total 6 3 318 5 332 (30%)

Source: LAUSD SIS 2010

Table 13

ELL Level By Grade And School Year 2007-08 2008-09 2009-10 2010-11 Grade 9 10 11 Total 9 10 11 12 Total 9 10 11 12 Total 9 10 11 12 Total ESL1 17 5 1 23 10 6 0 6 22 13 4 2 0 19 9 5 4 0 18 ESL2 22 8 1 31 6 15 1 0 22 9 18 7 2 36 8 6 4 3 21 ESL3 0 0 0 0 20 7 2 1 30 2 8 5 1 16 6 0 8 3 17 ESL 4 0 0 0 0 2 3 8 0 13 3 1 2 1 7 11 3 7 6 27 PRP 87 53 43 183 83 83 60 42 268 95 72 67 66 300 63 74 51 51 239 %PRP 69 80 96 77 69 73 85 86 75 78 70 81 94 79 65 84 69 81 74

Total 126 66 45 237

(21%) 121 114 71 49 355

(27%) 122 103 83 70 378

(30%) 97 88 74 63 322

(29%) Source: LAUSD MyData

Table 13 and Figure 6 indicate that the total number of ELL students increased from 2007 to 2009. Table 13 shows that the number of ESL 4 students in the 9th grade increased more this year than in any other year. This year there is a decrease in the number and percent of students in the EL program. The row labeled %PRP indicates the percentage of EL students that are designated as Preparing for Redesignation (PRP). The percentage of ELL students in the PRP program has increased every year from 2007 – 2009. In 2010 there was a slight decrease in the percentage of students Preparing for Redesignation.



Figure 6

0

50

100

150

200

250

300

350

400

ESL1 ESL2 ESL3 ESL 4 PRP TOTAL

NU

MB

ER

OF

ST

UD

EN

TS

ELL STUDENTS BY LEVEL

2007-08

2008-09

2009-10

2010-11

Source: LAUSD MyData

Fluent English Proficient and Redesignated FEP Table 14 shows the Fluent English Proficient enrollment from 2007-2010. An analysis of this table indicates that since 2007, the number of Initially Fluent English Proficient (IFEP) and Reclassified Fluent English Proficient (RFEP) is declining. The number of English Only (EO) students in 2010 remained about the same number as in 2009.

Table 14

Fluent English Proficient Enrollment

2007-08 2008-09 2009-10 EO 201 175 176 IFEP 93 92 78 RFEP 603 602 513

Source: LAUSD SIS



Attendance Attendance Patterns Table 15 shows the actual student attendance rate for 2006-07 to 2009-2010. In 2006, there were only ninth and tenth grade students. The actual attendance rate that year was 90.66%. In 2007, there were three grade levels, ninth through eleventh. That year the actual attendance rate was 90.22%. The actual student attendance rate for 2008-09 was 90.86%. Last year the actual student attendance rate was 91.4%. The actual student attendance has increased for the past two years.

Table 15

Student Attendance Patterns

Year Stability Rate Actual Attend Rate 2006-07 78.98% 90.66% 2007-08 78.02% 90.22% 2008-09 74.03% 90.86% 2009-10 N/A 91.40%

Source: LAUSD Demographic Data

Transiency and Tardy Rate The transiency rate at East Valley High School has increased every year since it opened in 2006. Last year the transiency rate was 39%.

Figure 7

35%

38% 38%39%

32%33%34%35%36%37%38%39%40%

2007 2008 2009 2010

Per

cent

Year

Transiency Rate

Source: LAUSD Demographic Data



Table 16 shows the average student tardiness to school. Student tardiness has decreased for the first two months of 2010 when compared to previous years.

Table 16

Student Tardiness

2008 -‘09 2009-‘10 2010-‘11 Average tardies to School

150 150 100

Source: Tardy logs

Student Adjustment Opportunity Transfer Data

Opportunity Transfer is a District program that allows LAUSD schools to provide another location of school attendance for the purposes of social adjustment, child safety and/or progressive discipline after the resident school has exhausted all of the student’s options to help him/her succeed. Table 17 indicates that the number of opportunity transfers has increased each year.

Table 17

Opportunity Transfer Data, 2006-2009

Year Al/Ask Asian Filipino Black Hispanic Other White Total

2006-07 0 0 0 3 4 0 7

2007-08 0 0 0 2 8 1 11

2008-09 0 0 0 1 12 2 15

Source: SARC

Suspensions

Table 18 shows that during East Valley High School’s first year of operation, 129 students were suspended for an average of 1.29 days. In 2007-‘08, the suspensions doubled to 286 students, averaging 1.31 days. This translated to a suspension rate of 25.5%. However, in 2008-‘09 East Valley High School decreased the suspension rate by 40% when compared to 2007-2008. In 2009-’10, the number of suspensions decreased again. However, the average number of days of suspension increased.

Table 18

Suspension Rate Data by Racial Breakdown, 2006-2009

Year Al/Ask Asian Filipino Black Hispanic Other White

Total Avg # Days

Suspension (Rate%)

2006-07 3 0 0 12 111 3 129 1.29 17.0%

2007-08 1 0 1 27 240 17 286 1.31 25.5%

2008-09 1 2 0 20 172 9 204 1.16 15.6%

2009-10 0 7 0 16 106 6 135 1.42 9.5%

Source: SARC, LAUSD SIS



Table 19 indicates that the number of suspensions of eleventh and twelfth grade students is less than the number of ninth and tenth grade students who are suspended. It is also evident that male students have more than three times as many suspensions as female students.

Table 19

Suspensions for 2009-2010

Grade Gender Ethnicity Total M F Asian Black Hispanic White 9 45 35 10 0 8 34 3 10 49 38 11 5 5 37 2 11 26 18 8 0 1 24 1

12 15 12 3 2 2 11 0 Gr. 9-12 135 103 32 7 16 106 6

Source: LAUSD SIS Expulsions Table 20 describes the number of expulsions that were recommended to the Board of Education. The number of expulsions for the past two years is less than the number of expulsion recommendations in the 2007-’08 school year.

Table 20

Expulsion Referrals 2006-’07 through 2009 – ‘10 by Ethnic Origin

Year Al/Ask Asian Filipino Pac Isl

Black Hispanic Other White

Total Expulsion (Rate)

2009 -10 0 0 0 0 0 1 1 2 0.16

2008-09 0 0 0 0 0 1 0 1 0.1

2007-08 0 0 0 0 1 4 0 5 0.7

2006-07 0 0 0 0 0 0 0 0 **

Source: LAUSD SIS Crime Statistics Figure 8 shows the number of crimes committed on campus by students. The data is disaggregated by grade level and by school year. The total crimes in 2009-10 decreased from the 2008-09 numbers. Ninth and tenth grade students still comprise the majority of crimes committed on campus.



Figure 8

CRIMES COMMITTED ON CAMPUS BY GRADE AND YEAR

34

199 6

68

16 18 146

54

01020304050607080

9 10 11 12 Total 9 10 11 12 Total

2008 - '09 2009-'10

NU

MB

ER

Source: SIS AT24 Table 21 shows the number of types of crimes committed on campus from 2008 to 2010.

Table 21

Crime Statistics 2008 – 2010

2008 - '09 2009-'10 9 10 11 12 Total 9 10 11 12 Total

Injury to person 5 3 3 0 11 3 1 0 0 4

Dangerous Object 3 2 1 0 6 2 1 2 0 5

Controlled Substance 0 3 0 2 5 0 2 3 0 5

Robbery 5 0 1 0 6 1 0 0 0 1

Property Damage 2 2 0 1 5 1 0 1 0 2

Theft 1 2 3 0 6 0 5 2 1 8

Drug Paraphernalia 10 6 0 1 17 5 7 5 3 20

Received stolen items 1 0 0 0 1 3 1 0 0 4

Firearm 0 0 0 0 0 0 0 0 0 0

Sold controlled substance 5 1 0 1 7 1 0 1 2 4

Brandished knife 0 0 0 0 0 0 0 0 0 0

Terrorist Threat 0 0 0 0 0 0 0 0 0 0

Assault and Battery on Staff 2 0 1 1 4 0 1 0 0 1

Totals 34 19 9 6 68 16 18 14 6 54 Source: SIS AT24

Table 21 shows that drug paraphernalia continues to be most cited infraction on campus. There was an increase in the number of students who had drug paraphernalia on campus



from 2008-09 to 2009-10. The sales of controlled substances, injuries to persons, and assaults on staff all decreased in 2009-10.

Socio-economic Status Federal Lunch Table 22 shows the percentage of students that are participating and not participating in the Federal Lunch Program. The percentage of students qualifying for free lunch has increased each year. The free and reduced lunch participation has remained steady at 60% of all our students.

Table 22

Federal Lunch Program Participation by Qualification

2007-08 2008-09 2009-10 Free 515 (46%) 685 (52%) 667 (53%) Reduced 95 (9%) 102 (8%) 95 (8%) AFDC 212 (19%) 199 (15%) 255 (21%) Non-Participant 287 (26%) 320 (25%) 225 (18%)

Source: LAUSD SIS

Aid to Families with Dependent Children (AFDC) Status Table 22 shows that the AFDC participation rate increased from 15% in 2008-09 to 21% in 2009-10.

Parent Education Level The parent education level data presented in Figure 9 is based on the average of the following responses: (1) Not a high school graduate, (2) high school graduate (3) some college, (4) college diploma, (5) graduate school. For the past two years there has been a decrease in the average parent education levels.

Figure 9

1.97

1.93

1.85

1.781.8

1.821.841.861.881.9

1.921.941.961.98

2008 2009 2010

Par

ent

Ed

uca

tio

n L

evel

YEAR

Average Parent Education Level

Source: SARC



An average score of 2.0 indicates that the average parent is a high school graduate. The parent education level for East Valley is 1.85. This means that our average parent education level is less than a high school graduate.

School Facilities The District takes great efforts to ensure that all schools are clean, safe, and functional within the available resources. The District has established cleaning standards for all school facilities in assigning and inspecting custodial work. Food service and restroom facilities are given highest priority on a daily basis to ensure the health and safety of students and staff. Other cleaning functions may be scheduled on a less than daily frequency due to the limitation of available custodial resources. Our school facility data below is as of October 15, 2009. Further, determination of repair status has been based on the most recent Safety School Inspection. The assessment areas listed as “Poor” have been determined to have deficiencies as described in the Department of Education “Interim Evaluation Instrument.” Deficiency details can be found at www.lausd-oehs.org under “School Inspection Results.” Overall Summary of School Facility Good Repair Status (School Year 2009-2010) Table 23 displays the overall summary of the results of the most recently completed school site inspection.

Table 23

Condition of Facility

Facility Condition Exemplary Good Fair Poor

Overall Summary

X

Source: LAUSD Facilities Website



Staff Staffing - Certificated

Table 24

Certificated Staff Demographics

2008-09 # of

Teachers

2009-10 # of

Teachers

2010-11 # of

Teachers 1-2 years teaching 19 (26%) 10 (15%) 10 (17%) 3-5 years teaching 17 (24%) 18 (28%) 12 (20%) 6-10 years teaching 17 (24%) 16 (25%) 17 (28%) 11-20 years teaching 11 (15%) 13 (20%) 15 (25%) Greater than 20 years teaching 8 (11%) 7 (11%) 6 (11%) Emergency Permit 4 (6%) 3 (5%) 0 (0%)

Tea

chin

g E

xper

ienc

e

District Interns 3 (5%) 3 (5%) 0 (0%) Bachelors Degree 26 (36%) 20 (31%) 19 (32%) Bachelors Degree +30 units 9 (13%) 9 (14%) 10 (17%) Masters Degree 29 (40%) 29 (45%) 27 (45%) Masters Degree +30 units 6 (8%) 5 (8%) 6 (10%) Doctorate 3 (4%) 3 (4%) 2 (3%) E

duca

tion

Nationally Board Certified 3 (5%) 3 (5%) 3 (5%) African American 6% 6% 7% American Indian 1% 2% 2% Asian 8% 9% 8% Filipino 8% 8% 7% Hispanic 24% 23% 25% E

thni

city

White 53% 52% 50% Total Certificated Staff 72 65 60

Source: LAUSD SIS HR Data Table 24 shows that thirty-seven percent of our staff has fewer than five years of teaching experience. We also have thirty-six percent of our staff that has more than ten years of teaching experience. More than half of our staff has an advanced degree; forty-five percent have a master’s degree and ten percent have thirty units above a master’s degree. Five percent our staff have a doctorate degree. We also have three teachers who have National Board Certification. Currently we have one teacher who is in the BTSA Program and one teacher in a University Intern Program. Table 25 shows the staff attendance rate from 2008 to 2010. In the 2009-2010 school year there was a slight decrease in the staff attendance rate from 2008-09.

Table 25

Staff Attendance Rate

2008-09 2009-10 Staff Attendance Rate 92.9% 92.8%

Source: LAUSD



Teacher Credentials Table 26 displays the number of teachers assigned to the school with a full credential and without a full credential. The number of teachers without a full credential decreased from six (6) in 2006-07 to one (1) in 2008-09.

Table 26

Teacher Credentials - Comparative Years Summary, 2006-2009

2006-07 2007-08 2008-09

With Full Credential 33 47 60

Without Full Credential

6 5 1

Source: LAUSD SARC Teacher Miss-assignments and Teacher Vacancies Table 27 displays the number of teacher miss-assignments (those classes that do not have a teacher with a state recognized certificate or credential) and the number of teacher vacancies (those classes without a full-time, permanent teacher). The number of teachers without proper EL authorization decreased from thirty–two (32) in 2007-08 to one in 2009-10. The number of teachers miss-assigned in subjects decreased from eight in 2007-08 to six in 2009-10.

Table 27

Teacher Miss-assignments

2007-08 2008-09 2009 – 10 Miss-assignments of Teacher

of English Learners 32 23 1

Miss-assignments of Teachers of Physical Education

(Secondary level)*

0 1 0

Miss-assignments of Other Subjects*

8 6 6

Total Teacher Miss-assignments

40 30 7

Vacant Teacher Positions 0 0 0 Note: * At the Secondary level, this count is at the course assignment level and is a duplicated count of teachers. Core Academic Classes Taught by No Child Left Behind (NCLB) Compliant Teachers. Source: SARC



NCLB and Non-NCLB Compliant Teachers Under NCLB, compliant teachers need to meet the following standards: (1) a bachelor's degree, (2) a state credential (or an Intern Certificate/Credential for no more than three years), and (3) demonstrated subject-matter competence for each core subject to be taught by the teacher. This also includes teachers of special education students. Table 28 displays the percentage of classes in core academic subjects taught by NCLB- compliant and non-NCLB compliant teachers at the school and at all schools in the district, in high- poverty schools in the district, and in low-poverty schools in the district. EVHS’s percentage of core academic subjects that are taught by highly qualified teachers is higher than the district’s average. The core classes that are not taught by highly qualified teachers are mainly core special education classes that have teachers with a special education credential but do not have core content certification.

Table 28

Percent of Classes Taught by Highly Qualified Teachers (2008-09)

Percent of Classes In Core Academic Subjects Taught by NCLB

Compliant Teachers Taught by Non-NCLB Compliant Teachers

This School 89.9% 10.1% All Schools in District 84.6% 15.4% High-Poverty Schools in District

85.5% 14.5%

Low-Poverty Schools in District

90.6% 9.4%

Source: SARC Academic Counselors and Other Support Staff (School Year 2008-10) Table 29 displays, in units of full-time equivalents (FTE’s), the number of academic counselors and other support staff who are assigned to the school. One FTE is defined as a staff person working 100% (i.e., full time.) Two staff persons working 50% of full time also equals one FTE. In 2010 the School Site Council allocated Categorical Programs monies to ensure that students had one FTE nurse and one FTE School Psychologist. Additionally the Categorical monies supplemented the base program by providing two counselors, and a half time Library Media Assistant.

Table 29

Student Support Staff



Support Staff Number of FTE 2008 - 2010 2008-09 2009-10 2010-11

Academic Counselors (includes AP,SCS) 5.0 4.0 5.0

Diploma Project Advisor 1.0 1.0 0

Library Media Teacher (Librarian) 1.0 1.0 1.0

Library Media Services Staff (Paraprofessional) 0 0.5 0.5

Nurse 1.0 1.0 1.0

Psychologist 1.0 1.0 1.0

Pupil Services and Attendance Counselor 0.2 0.6 0

Resource Specialist 3.0 3.0 3.0

Speech/Language/Hearing Specialist 0.5 0.5 0.5

Source: personnel records Average Number of Students per Academic Counselor Table 30 displays the ratio of pupils per academic counselor, based on enrollment, as reported in the most recent CBEDS data collection, divided by the number of academic counselors.

Table 30

Ratio of Students to Academic Counselors

Number of Academic Counselors (FTE) Ratio of Pupils per Academic Counselor 5.0 262

Source: LAUSD Staff – Other Table 31 shows the number of classified personnel that supports our educational process. The Buildings and grounds staff and clerical staff have decreased from the 2008-09 level. With the addition of stimulus monies, there has been an additional Educational Aide and Teacher Assistant added to the staff. There has been an increase in the number of Special Education Aides due to the increase in the number of Special Education students that we service.

Table 31



Classified Support Staff

2008-09 2009-10 2010-11 Buildings and Grounds/SFA

10 10 6

Cafeteria 8 8 8 Campus Aides 2.5 2.5 2.5 Clerical 7 6 4 Education Aides 1 2 2 Special Education Assistants

14 20 20

Teaching Assistants 4 4 5 Source: personnel records

Staff Development East Valley High School adheres to Memorandum 5128.1, from our Chief Academic Officer in charge of Curriculum, Instruction and School support, which outlines information regarding school site professional development opportunities that schools can utilize to improve student achievement through the use of banked-time Tuesdays (14 days), and minimum and shortened day schedules. Principals are directed to work with their Leadership Councils and instructional teams to develop a comprehensive, year-long professional development plan that centers on improving student outcomes in the areas of instruction and behavior (e.g., school-wide behavior supports, suspension, and attendance). In addition, using the multi-tiered approach to instruction and intervention, sites need to use student centered data and the problem solving process to plan for these days. Any professional development that is planned must use adult learning strategies to ensure that adults are engaged, have opportunities to participate and check for understanding of the learning/outcomes that have been planned for each Banked-Time Tuesday session. At EVHS, in accordance with the directive from our Chief Academic Officer, the principal’s Instructional Cabinet, composed of Lead teachers from each Small Learning Community, Department Chairs, Data Coordinator, Union Representative and staff members willing to join the team after school, conducted a survey requesting staff members to check off topics as areas of interest and need to help with raising student achievement. Based on these results, topics for Professional Development Tuesdays were planned and calendared for the subsequent school year. In addition to these topics, outside mandates and/or initiatives were also included in our PD calendar. For example, in September 2008, East Valley High School presented to our staff, Local District 2’s (LD2) three district-wide initiatives that include the following: the use of academic vocabulary, use of complete sentences when responding orally and in written manner and writing in all content areas. For the past two years, EVHS has been utilizing the problem-solving process and the examination of data to allow further guidance, instruction and focus on these LD2 initiatives. Our PD time has allowed our staff to diligently work on improving their course content by reviewing their formative and summative assessments, focusing on marking practices



and developing common assessments. Our goal is to strengthen the content areas by aligning the courses that are taught within the departments. In addition, our staff has had the opportunity to look in depth at components of 90/90/90 schools. An article by Douglas Reeves was read, reflected upon and referred to as a school goal of strengthening our school program. Currently, our PD plan includes instruction in the district-wide initiative of developing a multi-tiered approach to strengthen our instruction and intervention (a.k.a. RTI2) and guidance by an educational consultant, Dennis Parker. Data is a common tool used during our Professional Development. Through our data use, we have re-structured our Advisory periods to meet the needs of our students in the twelfth grade who had not been successful with CAHSEE. Students needing to pass Math, English or both, were placed accordingly with a teacher who focused on these sections. The majority of our senior students passed the CAHSEE and received their diploma. In addition, CST scores were reviewed by each teacher for each of their students. We have identified student strengths and weaknesses and students have been identified for additional help within their classroom. Concurrently, MyData, a district program, is continually reviewed with the staff to allow them quick access to their student scores. In the spring of last year, the Instructional Cabinet decided to calendar Professional Development opportunities to allow our Home and Focus groups additional meeting time for WASC due to its intense focus on student achievement. The committee sees an alignment between WASC, the Single Plan for Student Achievement, and the district goals of focusing on student achievement through the use of data and standards-based instruction.

Staff Development Calendar 2008 - 2010 September 9, 2008 Introduction to District 2 Initiatives of Academic Vocabulary, use

of complete sentences, and writing in the classes. September 16, 2008 Examined school-wide data using the “What, So What, Now

What” protocol. Departments examined individual data and used data to drive their department work for the year.

October 21, 2008 In-depth look at District 2 Initiative of Academic Vocabulary, use

of complete sentences, and writing in the classes. SLC’s identified items that they will use on a daily basis to support academic vocabulary, complete sentences and writing in all classrooms.

December 2, 2008 40 developmental assets for students training by Rosmarie Rubin. February 24, 2009 Classroom techniques that maximize student learning and keep

students on task. February 28, 2009 English department PD on Transitions, Sentence starters and

discussion of the book , “They Say, I Say, Moves That Matter in Academic Writing.”



March 12, 2009Re-examination of the data and preparation for CAHSEE testing. March 31, 2009 Aligned curriculum, developed a common understanding of what

an A,B,C looks like in each course. Teachers discussed common assessments and course syllabi.

April 21, 2009 Topic: Increasing parent communication – training on Connect-

Teacher. April 23, 2009 Took a team of teachers to Sylmar High School to investigate how

student led conferencing leads to increased student achievement. Teachers planning implementation for the Fall 2009 school year.

May 16, 2009 English Department alignment of curriculum for vertical teaming. December 2, 2008 – April 21, 2009

Mathematics department PD on developing common assessments, basic competencies needed for the next level of math.

September 2, 2009 Examined the CST and the CAHSEE results. Introduction to

Response to Intervention and Instruction (RTI2). Presentation of Thinking Maps®

September 15, 2009 Enhancing Advisory Period and Professional Development Plan – (WASC recommendations). Accommodations and the IEP.

September 22, 2009 Demographics of the School (Who are we and what are our needs) “Accountability in Action”, A summary of work developed by Douglas Reeves (90-90-90) Introduction to MyData system and the student data that is available to teachers. Departments brainstormed how they could support the LD2 focus on using academic vocabulary, speaking in complete sentences, and writing in all areas.

November 3, 2009 Examined individual student CST scores. Identifed students who

were basic and need an extra scoop to become proficient (5X5) December 8, 2009 Staff worked in departments to design common assessments,


January 12, 2010 Staff worked in departments to design common assessments,




January 26, 2010 WASC overview, examination of ESLR’s and the review of the Single Plan in departments.

February 2, 2010 Best Practices to prepare students for CAHSEE (strategies). Discussion in SLC’s on Best Practices.

April 27, 2010 Departments worked on examining CST results and what strategies the department would work on to prepare the students for CST.

May 4, 2010 Shared the departments strategies that were identified on April 27th with the entire faculty. Report out of how departments were supporting the LD2 Instruction Priority Focus.

June 9, 2010 WASC Focus Groups – Finalization of ESLR’s

Co-Curricular and Extra-Curricular Activities Teachers and staff contribute their time to provide students an opportunity to experience extra-curricular activities. Table 32 shows the extra-curricular activities that our students are members of and the number of students who participate in the activity.

Table 32

Extra-Curricular Activities

Clubs and Organizations Athletics

Club Number of Participants

Team Number of Participants

Academic Decathlon 19 Football 25 Art Club 10 JV Boy’s Soccer 20 Baseball Club 24 JV Girl’s Soccer 20 BFMA Advisory Board 6 JV Girl’s Volleyball 12 Bible Club 14 Varsity Boy’s Baseball 17 Black Student Union 10 Varsity Boy’s Basketball 15 Cheer Club 41 Varsity Boy’s Soccer 20 Drill Team 42 Varsity Boy’s Volleyball 15 FUN 20 Varsity Girl’s Basketball 12 Go Green 6 Varsity Girl’s Softball 17 Going to College* 28 Varsity Girl’s Soccer 20 Junior Achievement 18 Varsity Girl’s Volleyball 12 Key Club 30 KYDS Leadership 32 Leadership 39 Musical Minds 54 National Honor Society 24 Soccer Club 100 Students Run LA 5 Swim Club 69 Table Tennis Club 21



Table 33 shows the co-curricular activities in which students are involved in at EVHS.

Table 33

On Campus Co-curricular Activities

Activity Number of students in activity

Adult School 25 APEX on-line 55

Drivers Training 28 Tutoring 45

SAT Prep Class 12 Twilight School Spring

Valley College Classes 40

District Policies/School Financial Support Expenditures Per Pupil, Fiscal Year 2007-2008 Table 34 provides a comparison of a school's per pupil funding from unrestricted sources with other schools in the district and throughout the state.

Table 34

Expenditures Per Pupil 2007-‘08

School Site Expenditures per Pupil Expenditures per Pupil from Unrestricted

Sources

Percent Difference Between School Site

and Total Restricted

Sources Unrestricted

Sources District State District State

$7,881 $2,691 $5,190 $4,438 $5,512 16.9% -5.8% Source: SARC Extra personnel was allocated to East Valley High School to implement the Talent Development Model in 2007-’08. This resulted in a much higher per pupil spending than the District. Table 35 shows the instructional materials funds and the categorical funds that East Valley received from 2008-09 to 2010-11. The amount of Instructional Materials money that was allocated for the 2010-11 school year was substantially less than in previous years. The reduction in the allocation was due to a decrease in students and a district reduction of per pupil allocation. There was also a decrease in the amount of categorical monies that was distributed to our school in 2010-’11. This was due to a decrease in our student enrollment.



Table 35

School Financial Resources

2008-09 2009-10 2010-11 Instructional Materials Account

$30,398 $34,96^ $23,078

Categorical Funds $482,588 $875,650* $844,780* Source: LAUSD Financial Reporting Database ^ Carryover of $2,000 from previous year * includes Federal Stimulus Money



STUDENT PERFORMANCE DATA

Academic Performance Index

Figure 10

EAST VALLEY HIGH SCHOOLACADEMIC PERFORMANCE INDEX (A.P.I.)

2007 - 2010

520530540550560570580590600610620

2007 2008 2009 2010

YEAR

A.P

.I.

Source:CDE Figure 10 and Table 36 display the increase in our A.P.I. from 554 in 2007 to 611 in 2010. In 2008 we increased our A.P.I. by eight (8) points, in 2009 we increased our API by twenty-two (22) points, and in 2010 we increased our A.P.I. by twenty-seven (27) points.

Table 36

Academic Performance Index (API) 2007 – 2010

2007 2008 2009 2010

A.P.I. 554 562 584 611 Source: CDE



API Growth by Subgroups Table 37 shows the API growth of all of the significant subgroups from 2009 to 2010.

Table 37

API 2009 and 2010 Growth by Significant Subgroups

2009 API 2010 API

# of

Stu

dent

s In

clud

ed in

200

9 A

PI

2009

Gro

wth

2008

Bas

e

2008

-09

Gro

wth

T

arge

t

2008

-09

Gro

wth

Met

Sub

grou

p G

row

th T

arge

t

# of

Stu

dent

s In

clud

ed in

201

0 A

PI

2010

Gro

wth

2009

Bas

e

2009

-10

Gro

wth

T

arge

t

2009

-10

Gro

wth

Met

Sub

grou

p G

row

th T

arge

t

Hispanic 728 578 556 12 22 Yes 683 609 577 11 32 Yes

Socio-economically Disadvantaged

740 583 562 12 21 Yes 681 608 582 11 26 Yes

English Learners 535 539 515 14 24 Yes 498 564 538 13 26 Yes

Students with Disabilities

109 437 405 20 32 Yes 125 446 429 19 17 No

Source CDE Table 37 indicates that in 2009 and in 2010 the significant subgroups were Hispanic students, Socio-economically Disadvantaged Students, English Learners, and Students with Disabilities. EVHS met all subgroup growth targets in 2009. Students with Disabilities showed the greatest increase in their API (32 points). In 2010 we met all subgroup growth targets except for Students with Disabilities. The Students with Disabilities subgroup needed to increase their API by nineteen points to meet their growth target. However, they only increased their API by seventeen points.

State API Ranks Table 38 displays East Valley High School’s state API ranking. In all data years East Valley had a state-wide ranking of a decile one. When compared to similar schools in the state, East Valley High School moved from a decile one school in 2009 (based on 2008 data) to a decile four school in 2010 (based on 2009 data).

Table 38

API Ranks - Three-Year Comparison, 2008-2010

2008 2009 2010 Statewide API Rank 1 1 1 Similar Schools API

Rank 2 1 4

SourceCDE



California Standards Tests English Language Arts Data Analysis Table 39 and Figure 11 show that ninth grade English Language Arts EOC exam had an increase in the percentage of students who scored proficient and advanced in 2010 when compared to 2008 and 2009. There was also an increased in the percentage of students who scored basic in 2010 when compared to previous years. Conversely, the percentage of students scoring below basic and far below basic decreased in 2010 when compared to previous years.

Table 39 and Figure 12 show that the percentage of tenth grade English Language Arts students who scored advanced on the EOC exam increased in 2010. However, the percentage of tenth grade students who scored proficient and basic decreased in 2010 when compared to previous years data. The percentage of students who scored “far below basic” increased in 2010 to twenty-eight (28) percent of students taking the tenth grade EOC exam.

Table 39 and Figure 13 show the data for the eleventh grade EOC ELA exam. They show that there was a decrease in the percentage of students who scored advanced on the exam on the 2010 EOC exam. However, there was an increase in the percentage of students who scored proficient on the 2010 EOC exam. The percentage of students who scored basic on the EOC exam remained the same as the 2009 percentage. There was an increase in the percentage of students who scored below basic in 2010 when compared to prior years. Conversely, there was a decrease in the percentage of students who scored far below basic on the 2010 EOC exam.

Table 39

EOC ELA CST RESULTS 2008-2010

2008

% A

DV

2009

% A

DV

2010

% A

DV

2008

% P

RO

F

2009

% P

RO

F

2010

% P

RO

F

2008

% B

AS

IC

2009

% B

AS

IC

2010

% B

AS

IC

2008

% B

B

2009

% B

B

2010

% B

B

2008

% F

BB

2009

% F

BB

2010

% F

BB

ELA 9 5 6 9 17 22 27 30 26 36 28 28 15 19 18 14

ELA 10 5 5 7 17 16 14 32 35 31 26 21 20 20 23 28

ELA 11 5 7 5 14 13 16 27 28 28 31 25 27 24 27 23

Source: STAR



Figure 11

E.O.C. ELA 9 CST RESULTS 2008-10

5 69

17

22

2730

26

36

28 28

1519 18

14

0

5

10

15

20

25

30

35

40

2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010

% ADV. % PROF. % BASIC % BB % FBB

PE

RC

EN

T

Source: STAR

Figure 12

E.O.C. ELA 10 CST RESULTS 2008 - 10

5 57

17 1614

3235

31

26

21 20 2023

28

0

5

10

15

20

25

30

35

40

2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010


PE

RC

EN

T

Source: STAR



Figure 13

E.O.C. ELA 11 CST RESULTS 2008-10

57

5

14 1316

27 28 2831

2527

2427

23

0

5

10

15

20

25

30

3520

08

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010


PE

RC

EN

T

Source: STAR EOC Mathematics Table 40 shows the distribution on the EOC CST Mathematics results from 2008 to 2010. An analysis of the results follows Table 40.

Table 40

EOC CST Mathematics

2008

% A

DV

2009

% A

DV

2010

% A

DV

2008

% P

RO

F

2009

% P

RO

F

2010

% P

RO

F

2008

% B

AS

IC

2009

% B

AS

IC

2010

% B

AS

IC

2008

% B

B

2009

% B

B

2010

% B

B

2008

% F

BB

2009

% F

BB

2010

% F

BB

ALGEBRA 1 0 0 0 1 5 7 11 15 20 55 45 41 32 35 32

GEOMETRY 1 4 2 2 15 10 9 10 16 46 36 49 42 35 23

ALGEBRA 2 0 0 4 4 3 2 17 9 19 40 29 39 38 59 37

HS SUMMATIVE 0 2 2 0 4 7 20 17 20 72 47 43 8 30 28

Source: STAR Algebra 1 Data Analysis Figure 14 and Table 40 show that during the past three Algebra EOC exams less than one percent of students taking the exam scored in the advanced level. During the same period there has been an increase in the percent of students who scored proficient and basic on the exam. The percentage of students scoring below basic on the exam decreased from fifty-five (55) percent in 2008 to forty-one (41) percent in 2010. The percentage of



students who scored far below basic is still at thirty-two (32) percent.

Figure 14

EOC ALGEBRA 1 CST

0 0 0 15 7

1115

20

55

4541

32 35 32

0

10

20

30

40

50

6020

08

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010


PE

RC

EN

T

Source STAR

Geometry Data Analysis Figure 15 and Table 40 show that the percentage of students who scored “far below basic” on the Geometry exam decreased from forty-two percent on the 2008 exam to twenty-three percent on the 2010 exam. There was a decrease in the percentage of students who scored advanced and proficient on the 2010 exam when compared to the 2009 exam.

Figure 15

EOC GEOMETRY CST

1 4 2 2

1510 9 10

16

46

36

4942

35

23

0

10

20

30

40

50

60

2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010


PE

RC

EN

T

Source: STAR



Algebra 2 Data Analysis Figure 16 and Table 40 show that four percent of the students taking the Algebra 2 EOC exam scored advanced. This was the first year that there were students scoring advanced on the Algebra 2 CST. The 2008 and 2010 scores are similar in the percentage of students scoring in the basic, below basic, and far below basic bands. In 2009, there were a much higher percentage of students scoring far below basic.

Figure 16

EOC ALGEBRA 2 CST

0 04 4 3 2

179

19

40

29

39 38

59

37

0

10

20

30

40

50

60

70

2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010


PE

RC

EN

T

Source: STAR Summative Math Data Analysis Figure 17 and Table 40 show that the percentage of students scoring lower than basic has decreased from 2009 to 2010. Also, the percentage of students scoring higher than at the basic level increased from 2009 to 2010.

Figure 17

EOC HS SUMMATIVE CST

0 2 2 0 4 7

20 17 20

72

47 43

8

30 28

01020304050607080

2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010


PE

RC

EN

T

Source: STAR



EOC Science CST Exams and Science 10

Table 41

Science 10 and EOC Science CST Exams

2008

% A

DV

2009

% A

DV

2010

% A

DV

2008

% P

RO

F

2009

% P

RO

F

2010

% P

RO

F

2008

% B

AS

IC

2009

% B

AS

IC

2010

% B

AS

IC

2008

% B

B

2009

% B

B

2010

% B

B

2008

% F

BB

2009

% F

BB

2010

% F

BB

SCIENCE 10 5 6 9 13 13 17 24 38 29 29 25 25 30 19 21

ICS 0* 0 1 2* 3 13 26 38 39 27* 27 24 45

* 31 23

BIOLOGY 2 3 4 11 10 13 38 34 32 20 22 27 30 31 24

CHEMISTRY 0 0 1 2 2 1 14 18 14 22 25 37 61 55 48

PHYSICS ^ - - 0 - - 60 - - 20 - - 20 - - 0

Source: STAR ^only 5 students took Physics exam Science 10 Data Analysis Table 41 and Figure 18 show that on the 2010 Science 10 exam there was a slight increase in the percentage of students who scored advanced and proficient. However, there was also a slight increase in the percentage of students who scored “far below basic” on the 2010 exam when compared to the results of the 2009 exam.

Figure 18

SCIENCE 10

5 69

13 1317

24

38

29 2925 25

30

19 21

05

10152025303540

2008

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010


PE

RC

EN

T

Source: STAR



Integrated Coordinated Science (ICS) Data Analysis Table 41 and Figure 19 show that ICS saw a ten percent increase in the percentage of students who scored proficient on the 2010 EOC exam when compared to previous results. There was also an eight percent decrease in the percentage of students who scored “far below basic” on the ICS exam when compared to the results of the 2009 EOC exam.

Figure 19

EOC ICS CST EXAM

0 0 1 03

13

26

38 39

0

2724

0

31

23

05

1015202530354045

2008

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010


PE

RC

EN

T

Source: STAR Biology Table 41 and Figure 20 show that the percentage of students scoring proficient has increased the past two years. Last years CST results had the highest percentage of proficient students and the lowest percentage of far below basic scores when compared to the previous two years.



Figure 20

EOC BIOLOGY CST

05

10152025303540

2008

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010


PE

RC

EN

T

Source: STAR Chemistry Table 41 and Figure 21 show that last year the percentage of students scoring far below basic decreased. However, the percentage of students scoring below the basic level increased. Altogether, eighty-five percent of students taking the Chemistry EOC exam scored below the basic level.

Figure 21

EOC CHEMISTRY CST

0 0 1 2 2 1

1418

1422 25

37

6155

48

0

10

20

30

40

50

60

70

2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010


PE

RC

EN

T

Source: STAR



EOC World History Exam Table 42 shows the results of the Social Studies CST exams. Figure 22 shows that on the EOC World History exam, the percentage of students scoring advanced and proficient increased in 2010. Also, the percentage of students scoring below basic decreased in 2010. More than half of the students who took the EOC World History exam scored far below basic.

Table 42

EOC World History CST and 11th Grade United States History

2008

% A

DV

2009

% A

DV

2010

% A

DV

2008

% P

RO

F

2009

% P

RO

F

2010

% P

RO

F

2008

% B

AS

IC

2009

% B

AS

IC

2010

% B

AS

IC

2008

% B

B

2009

% B

B

2010

% B

B

2008

% F

BB

2009

% F

BB

2010

% F

BB

WORLD HISTORY 2 1 5 8 9 12 18 19 19 17 18 12 55 52 52

USHG 0 5 2 11 14 12 28 26 24 28 19 25 33 36 37

Source: STAR

Figure 22

EOC WORLD HISTORY CST

2 15 8 9 12

18 19 19 17 1812

55 52 52

0

10

20

30

40

50

60

2008

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010

2008

2009

2010


PE

RC

EN

T

Source: STAR Figure 23 shows the results of the 11th Grade US History CST. The percentage of students who scored advanced and proficient on the exam decreased in 2010. Also, the percentage of students who scored below the basic level increased in 2010.



Figure 23

11th GRADE UNITED STATES HISTORY CST

0

52

1114

12

2826

24

28

19

25

3336 37

0

5

10

15

20

25

30

35

40

2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010


PE

RC

EN

T

Source: STAR ELA Matched-Student Scores The LAUSD MyData system allows a school to compare matched-student CST scores on the ELA EOC exam. Below is Table 43 that shows the matched-student scores for all students who took an EOC ELA exam.

Table 43

Matched-Student Scores Grades 9-11 on ELA 2009 vs. 2010

Current Year Change

Remained Same Gain Decline

Percentage Number Percentage Number Percentage Number FBB 63.60% 75 36.40% 43 BB 38.50% 67 35.10% 61 26.40% 46 B 56.50% 143 19.40% 49 24.10% 61 P 50.00% 76 20.40% 31 29.60% 45

Prior Year Performance Level

A 55.00% 22 45.00% 18 Total 52.00% 383 25.00% 184 23.10% 170

Source: LAUSD MyData Of the 737 students who have matched ELA scores, 383 students or fifty-two percent of all students showed no change in their 2010 ELA proficiency level when compared to their 2009 ELA EOC scores. Twenty-five percent of our students (184 students) showed a gain, of at least, one proficiency level when their 2010 ELA EOC scores are compared to their 2009 ELA EOC scores. Slightly more than twenty-three percent of our students (170 students) showed a decrease in their 2010 ELA EOC proficiency level when compared to their 2009 ELA EOC scores.



Table 44 shows the matched-scores for students who took the ninth grade ELA EOC exam in 2010. Fifty-three percent of the ninth grade students who scored far below basic on the eighth grade ELA EOC exam in 2009 increased their performance on the 2010 ELA EOC exam by at least one band. Sixty-five percent of the ninth grade students who scored below basic on the 2009 eighth grade ELA EOC exam improved their performance on the 2010 ELA ECO exam by at least one band. Seven percent of the match-student scores showed a decline in the 2010 ELA EOC exam when compared to their 2009 ELA EOC exam. Table 45 shows the matched-scores for students who took the tenth grade ELA EOC exam in 2010. Nineteen percent of the tenth grade students who scored far below basic on the ninth grade ELA EOC exam in 2009 increased their performance on the 2010 ELA EOC exam by at least one band. Twenty percent of the tenth grade students who scored below basic on the 2009 ninth grade ELA EOC exam improved their performance on the 2010 ELA ECO exam by at least one band. Overall, thirty-six percent of tenth grade students with matched scores declined at least one band on the ELA EOC exam.

Table 44

Ninth Grade Matched-Student Scores on ELA 2009 vs. 2010

Current Year Change


Percentage Number Percentage Number Percentage Number

FBB 46.90% 23 53.10% 26 BB 25.40% 16 65.10% 41 9.50% 6 B 55.60% 55 39.40% 39 5.10% 5 P 56.90% 29 33.30% 17 9.80% 5


A 63.60% 7 36.40% 4 Total 47.60% 130 45.10% 123 7.30% 20


Table 45

Tenth Grade Matched-Student Scores on ELA 2009 vs. 2010

Current Year Change




A 53.30% 8 46.70% 7 Total 51.50% 120 12.40% 29 36.10% 84




Table 46

Eleventh Grade Matched-Student Scores on ELA 2009 vs. 2010

Current Year Change




A 50.00% 7 50.00% 7 Total 57.60% 133 13.90% 32 28.60% 66


Table 46 shows the matched-scores for students who took the eleventh grade ELA EOC exam in 2010. Twenty-nine percent of the eleventh grade students who scored far below basic on the tenth grade ELA EOC exam in 2009 increased their performance on the 2010 ELA EOC exam by at least one band. Fifteen percent of the eleventh grade students who scored below basic on the 2009 tenth grade ELA EOC exam improved their performance on the 2010 ELA ECO exam by at least one band. Overall, twenty-eight percent of eleventh grade students with matched scores declined at least one band on the ELA EOC exam. Subgroup CST Table 47 shows the English Language Arts Proficiency by significant subgroups. Ninth grade students had the highest proficiency rates in all numerically significant subgroups. Students with disabilities had a higher proficiency rate than English Learners (EL). The white subgroup had the highest percent of proficient students.

Table 47

English Language Arts CST Proficiency by Significant Subgroup

English Language Arts Percent Proficient and Above 2008-2009 2009-2010 Grade 9 10 11 9 10 11 Black or African American 22% 15% * * 31% * Hispanic 29% 21% 21% 35% 21% 22% White 40% 19% 20% 58% * 24% Socioeconomically Disadvantaged 28% 20% 21% 36% 19% 20% English Learners 6% 4% 0% 6% 3% 2% Students with Disabilities 9% 9% 0% 12% 8% 10%

Source: CDE Table 48 shows that the African American students in the ninth grade had the highest percentage of proficient students on the Algebra 1 CST of all subgroups and all grade levels. In 2008 there were no students with disabilities that were proficient in Algebra 1. In 2009, three percent of the students with disabilities in the ninth grade were proficient and eight percent of the tenth grade students with disabilities were proficient. English



Learners had a lower percentage of proficient students than the socio-economically disadvantaged students. Table 49 shows that students who are receiving Special Education services have a higher proficiency rate in ELA and Algebra 1 than their counterparts in the LAUSD and one percent lower proficiency rate than the State average. Table 50 shows that EL students have a higher proficiency rate in ELA and Algebra 1 when compared to their counterparts in LAUSD and three percent lower proficiency rate than the State average.

Table 48

Algebra 1 CST Proficiency by Significant Subgroup

Algebra 1 Percent Proficient and Above 2008-2009 2009-2010 Grade 9 10 11 9 10 11 Black or African American 14% * * * * * Hispanic 5% 3% 4% 7% 7% * White 9% * * * * * Socioeconomically Disadvantaged 6% 5% 4% 9% 6% * English Learners 2% 3% * 5% 7% * Students with Disabilities 0% 0% * 3% 8% *

Source: CDE

Table 49

EVHS Special Education Proficiency Rate on CST Compared to District and State

EVHS LAUSD STATE

Percent Difference Percent Difference ELA 10%% 6.4% +3.6% 11% -1% ALGEBRA 1 4%% 1.8% +2.2% 5% -1%

Source: Data Quest

Table 50

EVHS English Learners Proficiency Rate on CST Compared to District and State

EVHS LAUSD STATE

Percent Difference Percent Difference ELA 4%% 3.2% +.8% 7% -3% ALGEBRA 1 5%% 3% +2% 8% -3%

Table 51 shows the Geometry CST results by subgroups for 2008-09 and 2009-10. The percentage of ninth grade students who are proficient is significantly higher than the other grade levels. The ninth grade students successfully passed Algebra 1 in their middle school.



Table 51

Geometry CST Proficiency by Significant Subgroup

Geometry Percent Proficient and Above 2008-2009 2009-2010 Grade 9 10 11 9 10 11 Black or African American * * * * * * Hispanic 37% 4% 0% 31% 3% 0% White * * * * * 0% Socio-economically Disadvantaged 41% 4% 0% 33% 4% 0% English Learners * 6% 0% 8% 0% 0% Students with Disabilities * * 0% 0% 0% 0%

Source: CDE

Table 52 shows the percentage of students in significant subgroups that are proficient in Algebra 2. Fewer than ten percent students in all subgroups scored proficient. Tenth grade students with disabilities in 2008-09 had the highest percentage of students scoring proficient.

Table 52

Algebra 2 CST Proficiency by Subgroup

Algebra 2 Percent Proficient and Above 2008-2009 2009-2010 Grade 9 10 11 9 10 11 Black or African American * * * * * * Hispanic * 4% 1% 7% 0% 4% White * * * * * * Socio-economically Disadvantaged * 4% 1% 4% 0% 2% English Learners * 0% 0% * * * Students with Disabilities * 9% * * * *

Source: CDE

Table 53 and Table 54 show the results of the Social Studies CST. In 2010, the African American students had the highest percentage of students proficient in World History. Students with disabilities and EL learners had the lowest percentage of students proficient in World History and U.S. History.



Table 53

World History CST Proficiency by Subgroup

World History Percent Proficient and Above 2008-2009 2009-2010 Grade 9 10 11 9 10 11 Black or African American * 6% * * 36% * Hispanic 0% 12% 0% 0% 17% 15% White 13% * * * * Socio-economically Disadvantaged 0% 11% 0% 0% 16% 15% English Learners 0% 1% 0% 7% * Students with Disabilities * 3% * * 7% *

Source: CDE Table 54

United States CST History Proficiency by Subgroup

U.S. History Percent Proficient and Above 2008-2009 2009-2010 Grade 9 10 11 9 10 11 Black or African American * * * * * * Hispanic * % 18% * * 14% White * 26% * * 18% Socio-economically Disadvantaged * * 19% * * 13% English Learners * * 2% * * 2% Students with Disabilities * * 0% * * 6%

Source: CDE

Table 55, Table 56 and Table 58 show the results of the Science CST. On the 2010 Biology CST there was an increase in the percentage of proficient students in all subgroups except students with disabilities, when compared to the 2009 results. Table 58 shows that on the 2010 Life Science test there was an increase in the percentage of proficient students in all subgroups except EL learners when compared to the 2009 results. Fifty-eight percent of the African American students scored proficient on the Life Science Exam. On the 2010 ICS test there was an increase in the percentage of students in all subgroups that scored proficient with the exception of students with disabilities.

Table 55 Biology CST Proficiency by Subgroup

Biology- Percent Proficient and Above 2008-2009 2009-2010 Grade 9 10 11 9 10 11 Black or African American * * * * * * Hispanic 2% 16% 4% * 20% * White * 20% * * * * Socioeconomically Disadvantaged 2% 16% 7% * 19% * English Learners 0% 2% 7% * 5% * Students with Disabilities * 7% * * 7% *

Source: CDE



Table 56

Chemistry CST Proficiency by Subgroup

Chemistry- Percent Proficient and Above 2008-2009 2009-2010 Grade 9 10 11 9 10 11 Black or African American * * * * * * Hispanic * 0% 3% * * 2% White 0% * * * * Socioeconomically Disadvantaged * 0% 3% * * 2% English Learners * 0% * * * 0% Students with Disabilities * * * * * 8%

Source: CDE

Table 57

Life Science Proficiency by Subgroup

Life Science- Percent Proficient and Above 2008-2009 2009-2010 Grade 9 10 11 9 10 11 Black or African American * 8% * * 58% * Hispanic * 18% % * 24% * White 25% * * * * Socioeconomically Disadvantaged * 19% * * 23% * English Learners * 7% * * 4% * Students with Disabilities * 7% * * 8% *

Source: CDE

Table 58

Integrated Coordinated Science CST Proficiency by Subgroup

ICS- Percent Proficient and Above 2008-2009 2009-2010 Grade 9 10 11 9 10 11 Black or African American 7% * * * 5 * Hispanic 3% * * 16% % * White 0% * * 36% * * Socioeconomically Disadvantaged 4% * * 16% % * English Learners 1% * * * % * Students with Disabilities 1% * * 0% * *

Source: CDE



California High School Exit Examination (CAHSEE)-Data for AYP The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the federal mandate, No Child Left Behind (NCLB) Act. The CAHSEE includes English-Language Arts and Mathematics components.

Table 59 shows the CAHSEE proficiency rates for all subgroups in English Language Arts and Mathematics for the 2009 CAHSEE administration. In 2009, none of the subgroups met the proficiency rate for English Language Arts. The subgroup proficiency rates for ELA ranged from 14.8% for Students with Disabilities to 53% for African American students. Hispanic students had a proficiency rate of 28.4% while English Language Learners had a proficiency rate of 16.8%.

Table 59

Percent Proficient – Annual Measurable Objectives (AMOs) 2009

English-Language Arts Mathematics Target 44.5 % Target 43.5 %

Met all percent proficient rate criteria?

No Met all percent proficient rate criteria?

Yes

GROUPS Valid Scores

# (%) At or Above Proficient

Met 2009 AYP

Criteria

Alter-native

Method Valid Scores

Number At or Above

Proficient

Met 2009 AYP

Criteria

Alter-native

Method

School-wide 330 100

(30.3%) No 325 98

(30.2%) Yes SH

African American or Black (not of Hispanic origin) 15

8 (53.3%) -- 13

3 (23.1%) --

American Indian or Alaska Native 2 -- -- 2 -- -- Asian 1 -- -- 1 -- -- Filipino 8 -- -- 8 -- --

Hispanic or Latino 285

81 (28.4%) No 282

84 (29.8%) Yes SH

White (not of Hispanic origin) 18

7 (38.9%) -- 18

7 (38.9%) --

Socioeconomically Disadvantaged 291

83 (28.5%) No 286

85 (29.7%) Yes SH

English Learners 226 38

(16.8%) No 223 54

(24.2%) Yes SH

Students with Disabilities 54

8 (14.8%) Yes SH 50

13 (26%) Yes SH

Source: CDE In 2009, all significant subgroups met their mathematics proficiency targets through safe harbor. The mathematics proficiency rates ranged from 23.1 % proficiency for African American students to 38.9% for White students. Students with disabilities had a



proficiency rate of 26%, English Language Learners had a proficiency rate of 24.2% and 29.8% of our Hispanic students were proficient in mathematics.

Table 60 shows the CAHSEE proficiency rates for all subgroups in English Language Arts and Mathematics for the 2010 CAHSEE administration. In 2010 no subgroup met the ELA proficiency target. In 2010, the only significant subgroup that met their mathematics proficiency target through safe harbor was the Hispanic subgroup. The subgroup proficiency rates for mathematics ranged from 18.4% for Students with Disabilities to 34.3% for Hispanic students. English Language Learners had a proficiency rate of 24.2%. When comparing the 2009 proficiency rate in mathematics to the 2010 data, the percentage of students with disability who were proficient dropped by 7.6%, the English Learners scored the same, Socio-economically Disadvantaged students increased the proficiency rate by 3.6%, and the Hispanic subgroup increased their proficiency rate by 4.5%.

Table 60

Percent Proficient - Annual Measurable Objectives (AMOs) 2010

English-Language Arts Mathematics Target 55.6 % Target 54.8 %

Met all percent proficient rate criteria?

No Met all percent proficient rate criteria?

No

GROUPS Valid Scores

# (%) At or Above Proficient

Met 2010 AYP

Criteria

Alter-native

Method Valid Scores

# (%)At or Above Proficient

Met 2010 AYP

Criteria

Alter-native

Method

School-wide 236 79

(33.5%) No 234 82

(35%) Pending SH

Black or African American 9 -- -- 9 -- --

American Indian or Alaska Native 0 -- -- 0 -- -- Asian 0 -- -- 0 -- -- Filipino 3 -- -- 4 -- --

Hispanic or Latino 213 70

(32.9%) No 210 72

(34.3%) Pending SH

Native Hawaiian or Pacific Islander 1 -- -- 1 -- -- White 10 -- -- 10 -- -- Two or More Races 0 -- -- 0 -- --

Socio-economically Disadvantaged 218

70 (32.1%) No 216

72 (33.3%) No

English Learners 153 32

(20.9%) No 153 37

(24.2%) No

Students with Disabilities 38

7 (18.4%) -- 38

7 (18.4%) --

Source: CDE



Table 61

CAHSEE Proficiency Rates (AYP)

Source: DataQuest Table 61 provides data on the percent of tenth grade students, “census testing”, that passed CAHSEE at the Proficient level or higher, as defined by the Adequate Yearly Progress (AYP). The English Language Arts (ELA) and Mathematics sections are scored separately. A scaled score of at least 380 is considered minimally proficient. Minimal passing rate for CAHSEE is a scaled score of 350 or higher. The data shows that there has been a slight increase every year in the proficiency rate in math and in ELA.

Table 62

CAHSEE ELA Pass Rate

Tested or Passing Subject

All Students

Spec. Ed. E.L. RFEP

SE Dis- advantaged

Not SE Disadvant-

aged # Tested ELA 258 35 86 105 235 13

2010

Passing ELA 169

(66%) 7

(20%) 24

(28%) 93

(89%) 149

(63%) 13

(100%) # Tested ELA 345 49 114 157 301 32

2009

Passing ELA 220

(64%) 15

(31%) 28

(25%) 134

(85%) 189 (63%) 23

(72%) # Tested ELA 330 27 81 168 287 25

2008

Passing ELA 216

(65%) 3

(11%) 20

(25%) 141

(84%) 190 (66%) 15

(60%) Source: DataQuest

Table 63

CAHSEE Math Pass Rate

Tested or Passing Subject

All Students

Spec. Ed. E.L. RFEP

SE Dis- advantaged

Not SE Disadvant-

aged # Tested Math 253 30 83 104 230 13

2010

Passing Math 165

(65%) 7

(23%) 33

(40%) 85

(82%) 147

(64%) 11

(85%) # Tested Math 335 40 109 157 291 31

2009

Passing Math 204

(60%) 15

(38%) 37

(34%) 125

(80%) 180

(62%) 18

(58%) # Tested Math 342 32 84 172 298 25

2008

Passing Math 180

(52%) 2 (6%) 15

(18%) 116

(67%) 155 (52%) 15

(60%) Source: Data-Quest

2008 2009 2010 ELA 27.10% 30.30% 33.50% Math 21.60% 30.20% 35.00%



CAHSEE ELA PASS RATE

72.9

69.3

70.4

65.564.1

64.8

55

57

59

61

63

65

67

69

71

73

75

2007-08 2008-09 2009-10

ELA Pass Rate

Per

cent District

EVHS

Table 62 shows the number and percent of students who passed the CAHSEE in ELA from 2008 to 2010. On the 2010 CAHSEE administration sixty-six percent of all students tested passed the ELA portion of the CAHSEE. Twenty percent of the Special Education students and twenty-eight percent of the EL students passed the ELA portion of the exam. The Reclassified Fluent English Proficient had the highest ELA pass rate of any subgroup. Table 63 shows the number and percent of students passed the CAHSEE in mathematics from 2008 to 2010. On the 2010 CAHSEE administration sixty-five percent of all students tested passed the math portion of the CAHSEE. Twenty-three percent of the Special Education students and forty percent of the EL students passed the mathematics portion of the exam. The Reclassified Fluent English Proficient students had the highest mathematics pass rate of any subgroup. Figure 24, Figure 25, and Figure 26 show the percentage of students who passed one section or both sections of the CAHSEE. Figure 24 shows that while our CAHSEE Census ELA pass rate has increased from 2007, the gap between the LAUSD’s pass rate and our pass rate has increased. Figure 25 shows that our CAHSEE Census Math Pass Rate has increased each year. While the LAUSD’s pass rate has also increased, the gap between the LAUSD’s pass rate and our pass rate has decreased.

Figure 24

Source: LAUSD Office of Data and Accountability



CAHSEE MATH PASS RATE

72.170.3

66.9

51.3

59.6

65

50

55

60

65

70

75

2007-08 2008-09 2009-10

Math Pass Rate

Per

cen

t

District

EVHS

PASSED BOTH CAHSEE MATH and ELA

60.557.7

54.6

42.8

4953

30

35

40

45

50

55

60

65

2007-08 2008-09 2009-10

Passed Both Math and English

Pe

rce

nt

District

EVHS

Figure 25

Source: LAUSD Office of Data and Accountability Figure 26 shows the percentage of LAUSD students and EVHS students who passed both sections of the CAHSEE. The gap between our CAHSEE pass rate and the District’s pass rate has decreased for the past two years.

Figure 26

Source: LAUSD Office of Data and Accountability



Adequate Yearly Progress (AYP) Participation Rate AYP Overall and by Criteria Data, 2009-2010 Table 64 indicates that on the 2010 CAHSEE exam EVHS met the AYP participation rate of 95% for all significant subgroups.

Table 64

AYP Participation Rate 2010

English-Language Arts Mathematics Target 95% Target 95%

Met all participation rate criteria? Yes Met all participation rate criteria? Yes

Enroll-ment

Enroll-ment

First First Day of Day of

GROUPS Testing

# of Students Tested Rate

Met 2010 AYP

Criteria

Altern-ative

Method Testing

# of Students Tested Rate

Met 2010 AYP

Criteria

Altern-ative

Method School-wide 265 259 98 Yes 265 259 98 Yes

Black or African American 13 13 100 -- 13 12 93 --

American Indian or Alaska Native 0 0 -- -- 0 0 -- -- Asian 1 1 100 -- 1 1 100 -- Filipino 4 3 75 -- 4 4 100 --

Hispanic or Latino 234 229 98 Yes 234 229 98 Yes

Native Hawaiian or Pacific Islander 2 2 100 -- 2 2 100 -- White 11 11 100 -- 11 11 100 --

Two or More Races 0 0 -- -- 0 0 100 --

Socioeconomic-ally Disadvantaged 241 236 98 Yes 241 236 98 Yes

English Learners 161 157 98 Yes 160 158 99 Yes

Students with Disabilities 40 39 98 -- 39 39 100 --

Source: CDE



Table 65 shows the results of the tenth grade CAHSEE by content strand. The tenth grade students scored the lowest in writing applications and in Algebra 1 and they scored the highest in Probability and Statistics.

Table 65

CAHSEE Results Summary by Content Strands 10th Grade

Test Area Test

# Tested

Points Possible

Average #

Correct

Average %

Correct ENGLISH LANGUAGE ARTS 319 79 49.3 62.70% WORD ANALYSIS 319 7 4.7 64.30% READING COMPREHENSION 319 19 12.6 67.70% LITERARY RESPONSE & ANALYSIS 319 21 13.1 63.40% WRITING STRATEGIES 319 12 6.8 54.40% WRITING CONVENTIONS 319 16 9.9 64.00%

ENGLISH LANGUAGE ARTS

WRITING APPLICATIONS 319 4 2.2 53.60% MATHEMATICS 331 83 45.1 54.60% NUMBER SENSE 331 18 9.7 55.40% ALGEBRA & FUNCTIONS 331 21 12.2 58.90% MEASUREMENT & GEOMETRY 331 19 9.8 52.90% PROBABILITY & STATISTICS 331 13 8.4 62.20%

MATHEMATICS

ALGEBRA I 331 12 5 40.40% Source: LAUSD MyData



Table 66 shows the results of the eleventh grade students in 2009 -10. The eleventh grade students scored the lowest in writing applications and Algebra 1 as did the tenth grade students. They scored highest in Literary Response and Analysis and Probability and Statistics

Table 66


Test Area Test

# Tested

Points Possible

Average #

Correct

Average %



WRITING APPLICATIONS 77 4 2 48.60% MATHEMATICS 72 87 35.3 40.70% NUMBER SENSE 72 18 7.5 40.60% ALGEBRA & FUNCTIONS 72 22 9.6 44.20% MEASUREMENT & GEOMETRY 72 20 7.9 40.50% PROBABILITY & STATISTICS 72 14 6.4 45.60%

MATHEMATICS

ALGEBRA I 72 13 3.9 30.10% Source: LAUSD MyData



Table 67 shows the summary of the results for the twelfth grade students. The twelfth grade students scored the lowest in writing strategies and Algebra 1. They scored higher in word analysis and probability and statistics.

Table 67


Test Area Test

# Tested

Points Possible

Average #

Correct

Average %



WRITING APPLICATIONS 43 4 2 49.70% MATHEMATICS 60 80 37.4 46.70% NUMBER SENSE 60 17 8.6 50.50% ALGEBRA & FUNCTIONS 60 20 9.8 49.10% MEASUREMENT & GEOMETRY 60 18 7.7 42.70% PROBABILITY & STATISTICS 60 13 7.1 54.90%

MATHEMATICS

ALGEBRA I 60 12 4.2 34.70% Source: LAUSD MyData



Table 68 shows the overall tenth to twelfth grade results on the CAHSEE. School-wide, our students scored the lowest on writing strategies and Algebra 1. Our students scored the highest in reading comprehension and probability and statistics.

Table 68

CAHSEE Results School-wide 2009-10 Summary by Content Strands

Test Area Test

# Tested

Points Possible

Average #

Correct

Average %

Correct ENGLISH LANGUAGE ARTS 557 79 45 56.80% WORD ANALYSIS 557 7 4.3 59.20%

READING COMPREHENSION 557 19 11.2 60.00% LITERARY RESPONSE & ANALYSIS 557 21 12.3 58.90%

WRITING STRATEGIES 557 12 5.9 47.60%

WRITING CONVENTIONS 557 16 9.1 58.00%


WRITING APPLICATIONS 557 4 2.1 51.20% MATHEMATICS 601 83 41.3 49.70%

NUMBER SENSE 601 18 9 51.10% ALGEBRA & FUNCTIONS 601 21 11.1 53.30% MEASUREMENT & GEOMETRY 601 19 9 48.00%

PROBABILITY & STATISTICS 601 13 7.7 56.70%

MATHEMATICS

ALGEBRA I 601 12 4.6 36.60% Source: DataQuest



California English Language Development Test (CELDT) AMAO 1 is based on a measure of expected annual progress in learning English. Performance on the California English Language Development Test (CELDT) in the most recent year is compared to performance in the previous year to determine if a student has made progress. Table 69 shows the number and percent of students that have made this expected annual growth "target" of at least one CELDT level. Students that attain the Early Advanced and Advanced (4-5) levels are expected to also have subscores of Intermediate (3) or higher in order to be considered English Proficient. The students who were Beginning and Advanced: English Proficient students had the highest percentage of students meeting the growth target. Sixty-three percent of the students who were at the beginning level on the CELDT in 2008-09 met their growth target of at least one CELDT level in 2010. Thirty-nine percent of the students who were Early Intermediate in 2008-09 met their growth target of at least one CELDT level in 2010. None of the not English proficient students who were Early Advanced in the 2008-09 school year met their 2010 CELDT growth target. Overall, forty-eight and a half percent of the students taking the CELDT in the 2009-10 school year met their growth target of at least one CELDT level. The 2009-10 AMAO 1 growth target was fifty-three point one percent.

Table 69

Annual CELDT Growth

Prior Yr CELDT Level

# in Proficiency Level Prior

% in Proficiency

Level

# Meeting Growth Target

% Meeting Growth Target

Beginning 41 15.2% 26 63.4%

Early Intermediate 46 17.1% 18 39.1% Intermediate 116 43.1% 42 36.2%

Early Adv/Advanced: Not English Proficient

9 3.3% 0 0.0%

Early Adv/Advanced: English Proficient

56 44 78%

Total 268 100% 130 48.5




Table 70 indicates that 28.8% of ninth grade students decreased at least one CELDT level on their 2009-2010 assessment when compared to their 2008-2009 CELDT level. Thirty-seven percent of the students in the tenth grade showed a 37.7% increase in their CELDT level. Forty-one percent of the eleventh grade students increased their CELDT level while forty-four percent of the twelfth grade students increased their CELDT level. Approximately 50% of all students made no change on the 2009-10 CELDT when compared to their 2008-09 score.

Table 70

Change in Annual CELDT Level by Grade Level

School Year: 2008 – 2009 vs. 2009-2010 Grade Level DECREASE NO CHANGE INCREASE GRADE 9 28.80% 53.80% 17.50% GRADE 10 5.80% 56.50% 37.70% GRADE 11 7.70% 50.80% 41.50% GRADE 12 3.70% 51.90% 44.40%


Reclassification Table 71 shows that there has been an increase in the EL student population each year. During the past three years there has been a decrease in the reclassification rate from nineteen percent to one percent.

Table 71

Reclassification Rate 2007-2010

Reclassification 2007-08^ 2008-09 2009-10 Previous Year # EL 212 349 356

# Reclassified 41 29 4 % Reclassified 19.34 8.31 1.1

Source: CBEDS Reclassification Rates, 2007-2010^grades 9-11 only

Local Assessments LAUSD Periodic Assessments The Los Angeles Unified School District developed the periodic assessments to provide teachers with formative information on how students are making progress to meet the state standards. EVHS administers periodic assessments in ELA 9, ELA 10, Algebra 1, Geometry, Biology, Chemistry, and World History. Most of the courses have three periodic assessments. Teachers and administrative staff can view the results of the periodic assessments within one week of the administration of the exam. Each teacher views the results online and can print out reports on the areas of strengths and weaknesses of their students. This information assists the teachers in informing their instructional practices. Teachers also receive information on how their students performed in relationship to the overall performance of all students who took the same assessment.



Table 72, Table 73 and Table 74 show how the ninth and tenth grade students performed on the English Language Arts Periodic Assessments. The results of the periodic assessments are similar to the results on the California Standards Test. In general, there was a much higher percentage of ninth grade students scoring proficient and above than their tenth grade counterparts.

Table 72

English Language Arts 2009-10 Assessment #1

% Students

ASSESSMENT #1

FAR BELOW BASIC

BELOW BASIC BASIC PROFICIENT ADVANCED

ENGLISH GRADE 9 13% 15% 38% 24% 11% ENGLISH GRADE 10 22% 23% 35% 17% 4%

Source: Core K-12

Table 73


% Students

ASSESSMENT #2

FAR BELOW BASIC



Source: Core K-12

Table 74


% Students

Assessment #3

FAR BELOW BASIC



Source: Core K-12



Table 75, Table 76, and Table 77 show the results of the periodic assessments for Algebra and Geometry. The results of the periodic assessments in math are similar to the CST results. More than seventy percent of all students scored far below basic and below basic. On the CST there was approximately the same percentage of students scoring below basic and far below basic as on the periodic assessments. However, as seen in the ELA section, a higher percentage of students scored in the below basic level on the periodic assessments than in the far below basic level on the CST.

Table 75

Mathematics 2009-10 Assessment #1

% Students

FAR BELOW BASIC


MATH ALGEBRA

AB 39% 30% 26% 4% 1% MATH

GEOMETRY 43% 25% 20% 8% 3% Source: Core K-12

Table 76


% Students

FAR BELOW BASIC


MATH ALGEBRA

AB 57% 14% 14% 14% MATH


Table 77


% Students

FAR BELOW BASIC


MATH ALGEBRA

AB 55% 30% 12% 3% MATH




Table 78 and Table 79 show the results of the Biology and Chemistry periodic assessments. The students who took the Biology assessments scored better on assessment two than on assessment one. In Chemistry, there were no students who scored proficient or advanced on either of the periodic assessments.

Table 78

Science Periodic Assessment #1

% Students

#1

FAR BELOW BASIC


HS BIOLOGY 45% 23% 29% 3% HS CHEMISTRY 58% 31% 11% Source Core K-12

Table 79

Science Periodic Assessment #2

% Students

FAR BELOW BASIC


HS BIOLOGY 53% 16% 18% 12% 1% HS CHEMISTRY 80% 18% 3%

Source: Core K-12

Table 82Table 80, Table 81. and Table 82 show the results of the periodic assessments for World History and Geography. Students scored the best on periodic assessment number three. All periodic assessments had at least 50% of the students scoring far below basic. The percentage of students scoring far below basic on the CST in World History is also 50%.

Table 80

World History and Geography – Periodic Assessment #1

% Students

FAR BELOW BASIC


GR10 – WORLD HISTORY & GEOGRAPHY: THE MODERN WORLD

51% 25% 21% 2%

Source: Core K-12



Table 81


% Students

FAR BELOW BASIC



57% 19% 23% 0% 1%

Source: Core K-12

Table 82


% Students

FAR BELOW BASIC



50% 14% 21% 13% 2%

Source: Core K-12 California Physical Fitness Test The California Physical Fitness Test is administered to students in grade 5, 7, and 9. Figure 27 shows the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the CDE website at http://www.cde.ca.gov/ta/tg/pf/. Scores are not shown when the number of students tested is 10 or less in order to protect student privacy. More than four hundred students took the California Physical Fitness Test in 2009. Fifty percent of our students were in the healthy zone for body composition (body fat) while eighty-two percent of the students were in the healthy zone for flexibility. The other four fitness standards saw between sixty percent to seventh-nine percent of our students scoring in the healthy zone.



Figure 27

Results of the Spring 2009 California Fitness Test

14%

15%

71%

13%

37%

50%

15%

12%

73%

16%

5%

79%

16%

24%

60%

13%

5%

82%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AerobicCapacity

BodyComposition

AbdominalStrength

Trunk ExtensorStrength

Upper BodyStrength

Flexibility

In Healthy Fitness Zone

Not in Healthy Fitness Zone

Unknown

Source: SARC Data n=424

Table 83

Percent of Students Meeting Healthy Fitness Zones

Percent Students Meeting Healthy Fitness Zones Grade Level Four of Six Standards Five of Six Standards Six of Six Standards

9 13.3% 35.8% 36.7% Source: SARC Data, 2008-09 Table 83 shows the percentage of ninth grade students who met four, five, or six of the six healthy fitness standards. Seventy-two percent of our students met five out of six fitness standards.



SAT I and ACT Results Data Table 84 shows the only SAT data that is available at this time for East Valley. Nearly thirty-six percent of the twelfth grade enrollment took the SAT. Approximately nine percent of our students scored above a 1500 when all subtest scores are combined compared to forty-nine percent for the state. Our average SAT score was 1169 while the state average was 1502.

Table 84

SAT Data 2008-09

Number Tested

Percent Tested

Critical Reading Average

Math Average

Writing Average

Total >= 1,500

Number

Total >= 1,500

Percent

East Valley HS 75 35.7% 395 383 391 7 9.3% LAUSD 43.7% 439 438 439 25.9% State 24.7% 495 513 494 48.9%

Source: DataQuest Table 85 shows that approximately fifteen percent of our twelfth grade enrollment took the ACT exam in the 2008-’09 school year. Twelve percent of our students obtained a combined score greater than 21.

Table 85

ACT Data 2008-09

Grade 12 Enrollment Number Tested Percent Tested

Average Score

Score>=21 Number

Score>=21 Percent

210 32 15.24 16.81 4 12.5 Source: ACT Report

U.C. Eligibility in the Local Context Table 86 shows that the same number of students met ELC in 2010 as in 2009. There are more students who are on track for ELC in 2010 when compared to those on track in 2009.

Table 86

Eligibility in the Local Context (ELC) School Outcome Report

Total Met ELC On Track for ELC

Not Yet On Track for ELC

2009 29 9 11 9 2010 28 9 17 2

Source: ELC Outcome Report



Advanced Placement Data Table 87 shows the number and percent of students who passed the Advanced Placement Tests in 2008-‘09 and in 2009-’10. There was an increase in the percentage of the students passing the 2010 Advanced Placement Tests in English Literature and Composition, Spanish Language, World History, Government and Politics when compared to the 2009 results. There was a decrease in the pass rate on the 2010 Advanced Placement Tests in English Language and Composition and United States History when compared to the 2009 results.

Table 87

Advanced Placement (AP) Tests 2008-09

AP EXAM

# Tests Given

# of 1

# of 2

# of 3

# of 4

# of 5

# AP Exams Passed/

% Passed Chemistry 1 1 0 0 0 0 0 / 0% English Language & Composition

57 27 18 9 3 0 12 / 21.0%

English Literature & Composition

55 20 27 5 3 0 8 / 14.5%

US Govern & Politics

31 26 4 1 0 0 1 / 3.2%/

Spanish Language 56 8 9 8 15 16 39 / 69.6% US History 29 16 10 2 1 0 3 / 10.3% World History 30 16 11 3 0 0 3 / 10%

Advanced Placement (AP) Tests 2009-10

AP EXAM # Tests Given

# of 1

# of 2

# of 3

# of 4

# of 5

% of AP Exams Passed/

Biology 5 5 0 0 0 0 0% Calculus 5 4 0 1 0 0 20% English Language & Composition

41 21 17 4^ 0 0 10%


40 11 17 10 2 0 30%

US Govern & Politics

36 11 10 11 3 1 41.7%

Spanish Language 47 0 4 11 15 17 91.4% US History 36 32 4 0 1^ 0 2.8% World History 30 16 7 5 2 0 23.3%

Source: AP Reports ^ 2 reports were delayed until 2/2011 results are included in the table.



A to G Course Summary Table 88 provides a summary of student performance on some of the most common A to G courses currently offered in grades 9-12 within the following subject areas: English, Math, Science, Social Science, Foreign Language, and Bilingual Education. The subjects that our students have the highest “D” and “Fail” rates are in Theatre Arts, Science and Mathematics. Approximately two-thirds of students who took Theatre received a mark of a “D” or “Fail”. More than half of all students are earning a mark of a “D” or “Fail” in the sciences and in mathematics.

Table 88

Number of D’s and F’s Given by Department (A-G)

Art

ES

L

Com

pute

r S

cien

ce

Eng

lish

Lang

uage

Art

s

For

eign

La

ngua

ge

Mat

hem

atic

s

Sci

ence

Soc

ial S

tudi

es

The

atre

Art

s

Fall 2009 Mester 1 Enrollment 134 80 169 845 276 987 671 563 n/a D's 20% 5% 20% 18% 14% 21% 23% 16% n/a F's 18% 20% 17% 23% 32% 27% 37% 32% n/a Mester 2 Enrollment 138 76 193 817 261 909 661 547 n/a D's 8% 13% 20% 16% 16% 23% 23% 14% n/a F's 20% 23% 24% 28% 31% 26% 36% 26% n/a Spring 2010 Mester 3 Enrollment 166 89 203 873 185 813 621 604 31 D's 9% 13% 17% 13% 17% 24% 19% 18% 16% F's 5% 11% 25% 19% 15% 26% 26% 25% 58% Mester 4 Enrollment 165 89 203 897 175 785 614 561 35 D's 20% 13% 23% 16% 10% 20% 21% 12% 2% F's 9% 19% 26% 21% 23% 37% 32% 18% 65%

Fall 2010 Mester 1* Enrollment 135 97 182 960 226 914 745 548 120

D's 5% 3% 29% 12% 13% 24% 12% 15% 13% F's 4% 14% 13% 20% 18% 23% 47% 23% 24%

Source: LAUSD SIS



0%

10%

20%

30%40%

50%

60%

70%

80%

90%100%

2008-2009 2009-2010

UC CSU Private

CC Vocational Military

Employment Other No Data

Total

Post Secondary Education and Plans

Table 89 shows the number of students who responded to the senior survey in June 2009 and June 2010. In both years the majority of our seniors responded that they were planning on attending a Community College (C.C.). The number of students who planned to go to a University of California school increased in 2009-’10. The number of students who did not respond to the survey decreased in 2010.

Figure 28 shows the distribution of student responses to the post-secondary survey. The percentage of students who planned to attend a Community College was about forty percent in 2008-09 and in 2009-10. The percentage of students who responded that they planned to attend a California State University was approximately twenty percent in both years.

Table 89

Post Secondary Plans (Number) 2008-2009 2009 -2010 Post-

Secondary Number Number#

UC 4 22

CSU 51 55

Private 6 4

C.C. 106 125

Vocational 4 3 Military 0 2

Employment 2 5

Other 1 8

No Data 66 52

Total 240 276

Figure 28 Post Secondary Plans (Percent)



Completion Rates Graduation and Dropout Rates Table 90 displays the school's one-year and four-year derived dropout rate for the most recent three-year period for which data is available. Four-year graduation rates, as defined by NCLB, for the most recent three-year period are also displayed. Detailed information about dropout rates and graduation rates can be found at the CDE website at http://dq.cde.ca.gov/dataquest/. EVHS had its first graduating class in 2009. The graduation rate for that graduating class was 87.2%. Our dropout rate increased from 1.5%% in 2007-08 to 5.2% in 2008-09.

Table 90

SARC Data - Dropout and Graduation Rates, School/District/State Data, 2005-2008 School District State

2006-07

2007-08

2008- 09

2006-07

2007-08

2008- 09

2005-06

2006-07

2007-08

Grades 9-12 Dropout

Rate (1-year)

2.2% 1.5% 5.2% 7.8% 6.7% 7.6% 5.5% 4.9% 5.7%

Grades 9-12 Dropout

Rate (4-year)

0.0 0.0 21.5% 31.7% 26.4% 29.6% 21.1% 18.9% 21.5%

Graduation Rate

87.2% 67.1% 72.4% 69.6% 80.6% 80.2% 78.6%

Source: DataQuest Completion of High School Graduation Requirements Data (SARC), Class of 2009 Students in California public schools must pass both the English-Language Arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2008-09 school year in grade 12, as evidenced by that school year's October CBEDS enrollment, Table 91 displays by student group the percent of students who have passed both portions of the CAHSEE or received a local waiver. Detailed information about the CAHSEE can be found at the CAHSEE Web page at http://www.cde.ca.gov/ta/tg/hs. Note: "N/A" means that the student group is not numerically significant. Table 91 shows that 94% of our June 2009 class met the CAHSEE requirement for graduation. This was four percent higher than the LAUSD average. Our English Learner students had the lowest percentage of students who meet the CAHSEE requirement for graduation. Our English Learners CAHSEE requirement pass rate for graduation was the same as the district average. Our Special Education students had a higher percentage of students meeting the CAHSEE requirement than the LAUSD average. Our white students



had a lower percentage of students who met the CAHSEE requirement for graduation than the LAUSD average.

Table 91

Students Meeting the CAHSEE Requirement for Graduation Sub Group Graduating Class of 2009

School District All Students 94% 90% African American N/A 90% American Indian or Alaska Native

N/A 94%

Asian N/A 94% Filipino N/A 108% Hispanic or Latino 96% 89% Pacific Islander N/A 87% White (Not Hispanic) 90% 95% Socioeconomically Disadvantaged

125% 108%

English Learners 20% 20% Students with Disabilities 33% 32% Source: LAUSD MyData

Career Technical Education Participation Data (SARC), 2008-2009

Table 92 displays information about student participation in our CTE programs. There is only one year of information available. During the 2008-09 year, twenty-six percent of our students completed a Career Technical Education Program and earned a high school diploma.

Table 92

Measure CTE Program Participation Number of the pupils participating in CTE

190

Percent of the pupils completing a CTE program and earning a high school diploma

26.3%

Percent of CTE courses sequenced or articulated between a school and institutions of

postsecondary education

30.0%

LAUSD: MyData



Participation at University of California and/or California Stat e University Admission, 2008-2009 This table displays for the most recent year two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in and completion of courses required for UC/CSU admission can be found at the CDE website at http://dq.cde.ca.gov/dataquest/. Table 93 displays the percent of our tenth grade students who are enrolled in courses for University of California (UC) and/or California State University (CSU) admission at the time of the data capture.

Table 93

Indicators Percent Students Enrolled in Courses Required for UC/CSU Admission

59.8%

2010 School Experience Surveys - Results for High Schools

Process and Perception Data Process and Perception Data LAUSD conducts an annual survey that collects perception data and provides all stakeholders with the results of the survey. This survey, the School Report Card, collects responses from parents, students and staff. The student survey asked students about the level of school support, school involvement, opportunities for learning in the core areas, plans for their future, school cleanliness, school safety, and school order. The areas of the survey where there was greater than a ten percent difference between our students’ positive responses and the LAUSD average positive responses were:

School District

I am proud to be a student at this school. 71% 82% What we are learning in Social Science takes a lot of thinking. 54% 67% The cafeteria and lunch areas at my school are clean. 85% 66% The other areas of my school (field, halls) are clean. 84% 74% Graffiti/tagging is [not] a problem at my school. 59% 49% Gangs are [not] a problem at my school. 75% 65% The survey questions where at least 90% of our students responded agree or strongly agree: My ELA teacher believes I can do well. 92% My Math teacher believes I can do well. 90%



My Science teacher believes I can do well. 91% My Social Studies teacher believes I can do well. 90% I feel safe in my classroom. 92% I know what to do in an emergency (for example, a fire, an 90% earthquake, lockdown). The areas of the survey where there was greater than a ten percent difference between our parents’ positive responses and the LAUSD average positive responses were:

School District I know where the parent center is 76% 59% I feel comfortable visiting the parent center 75% 57% The parent center is open at times I can visit. 67% 56% The survey questions where at least 90% of our parents responded agree or strongly agree: The school lets me know about school rules and policies. 92% My child knows what to do if there is an emergency at the school 95% (fire, earthquake, neighborhood disturbance) The areas of the survey where there was greater than a ten percent difference between our teachers’ positive responses and the LAUSD average positive responses were: School District I am kept informed about the school’s budget. 88% 54% I have opportunities to influence what happens at this school. 88% 69% I have the technology I need at this school to do my job well. 78% 67% During PD analyzed individual students’ data 76% 59% During PD discussed instructional interventions for specific students 45% 59% Made recommendations for future professional development based 29% 42% on teachers’ needs. Worked on instructional strategies with other teachers during 29% 39% common planning time. Graffiti is [not] a problem at my school.* 58% 43% The bathrooms at my school are clean. 100% 73% The other areas of my school are clean. 94% 66% The survey questions where at least 90% of our teachers responded agree or strongly agree: I enjoy teaching at this school. 90% I know what to do during an emergency. 98% My school teaches us how to be ready for emergencies. 90% I feel safe on school grounds during the day 94% The entire survey follows this page.



65% said that the school’s professional development addresses their students n eeds.

78% said that they work with other teachers to improve their instruction.

Students 605Parents 119Employees 52

EAST VALLEY SH - 8607

Local District 2

What is the purpose of the school report?

The purpose of this report is to provide detailed information on the responses that LAUSD students, parents and employees gave to the School Experience Survey last spring. The report gives schools feedback from the entire school community to inform their planning efforts.

Who is given an opportunity to participate in the School Experience Survey?

All school employees and students in grades 3-12 from all LAUSD schools were asked to complete the survey. The majority of parents of elementary students, as well a sample of parents in middle and high schools, were also asked to participate, either by completing a survey sent home with their student or in the mail.

Students, parents, and school employees will be given another opportunity to participate in the School Experience Survey in Spring 2011.

In 2010, who completed the survey at

EAST VALLEY SH? %

Students 56%

Parents 23%

Employees 43%

Note: Parent response rate is based on the total number of parents who were sent surveys.

Number of surveys completed:

In 2009-10, what were the key findings of the survey at EAST VALLEY SH?

Students

In total, 605 students completed the survey:

72% said adults at their school know their name. 80% said their school is clean. 86% said they are safe on school grounds.

Turn to page 2 for the results of the student survey.

Parents

In total, 119 parents completed the survey:

88% said they feel welcome at their school. 37% said they talk with the teacher about their

child’s schoolwork. 76% felt their child is safe on school grounds.

Turn to page 7 for results of the parent survey.

Employees

In total, 41 teachers completed the survey:

In total, 52 employees completed the survey:

96%said that their school is clean.

94%said that they feel safe on school grounds.

Turn to page 10 for results of the employee survey. For more information on how to read this report, visit our website at

http://reportcard.lausd.net



2010 School Experience Surveys for STUDENTS

EAST VALLEY SH (8607) Local District 2

1. What was the level of SCHOOL SUPPORT reported by STUDENTS?

% of students who responded: % who agree

or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Stronglyagree

# of responses

School

LAUSD

A. Adults at this school know my name. 4% 23% 56% 16% 599 72% 70%

B. Adults at this school care if I'm absent.

7%

28%

50%

14%

595

64%

64%

C. I can go to an adult at this school if I

4%

14%

57%

24%

592

81%

87% need help with schoolwork.

D. I can go to an adult at this school if I

10%

31%

42%

16%

598

58%

66% need help with a personal problem.

E. Adults at this school are fair to people of all

7%

13%

54%

26%

597

80%

79% Backgrounds (race, religion, rich/poor, etc.).

F. Adults at this school do not allow teasing or

5%

18%

55%

23%

593

77%

73% name-calling.

G. My school provides the materials I need for school.

3%

10%

61%

26%

597

87%

83%

H. The courses at this school are helping me

4%

17%

57%

22%

594

78%

85% prepare for college.

OVERALL SCHOOL SUPPORT 6% 19% 54% 21% 602 75% 76%

Notes: Data are not reported for fewer than 10 respondents. The most frequent answer for each question is underlined. The averages for each content area are in bold. *Question re-worded to provide consistent results in this report. **Question excluded from the overall score for the content area.

EAST VALLEY SH I High



2. What was the level of SCHOOL INVOLVEMENT reported by STUDENTS?


or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. I study hard for tests and quizzes. 5% 30% 52% 14% 599 65% 71%

B. I come to class with my homework completed.

4%

18%

62%

16%

597

78%

81%

C. I am proud of my schoolwork.

3%

17%

57%

23%

597

80%

83%

D. I am proud to be a student at this school.

11%

17%

49%

22%

593

71%

82%

OVERALL SCHOOL INVOLVEMENT

6%

21%

55%

19%

597

74%

79%

3. What were the OPPORTUNITIES FOR LEARNING reported by STUDENTS in their ELA class?


or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. What we are learning takes a lot of thinking. 2% 13% 48% 25% 591 73% 80%

B. My teacher believes I can do well.

2%

5%

58%

36%

532

94%

92%

C. My teacher cares about me.

4%

12%

58%

26%

522

84%

82%

D. Students have chances to talk about what

3%

10%

62%

25%

529

86%

87% we're learning.

E. I am encouraged to ask questions.

5%

14%

57%

24%

526

81%

82%

OVERALL OPPORTUNITIES FOR LEARNING -ELA

3%

10%

56%

28%

529

84%

85%





4. What were the OPPORTUNITIES FOR LEARNING reported by STUDENTS in their MATH class?


or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD



3%

7%

55%

35%

526

90%

88%


4%

16%

58%

21%

518

79%

78%


6%

14%

54%

26%

523

79%

82% we’re learning.


8%

15%

50%

28%

522

78%

82%

OVERALL OPPORTUNITIES FOR LEARNING- MATH

4%

11%

52%

30%

520

81%

82%

5. What were the OPPORTUNITIES FOR LEARNING reported by STUDENTS in their SCIENCE class?


or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD



2%

7%

55%

35%

458

91%

88%


4%

12%

56%

29%

452

84%

79%


3%

10%

53%

34%

454

87%

84% we’re learning.


4%

11%

51%

33%

454

83%

82%

OVERALL OPPORTUNITIES FOR

3%

8%

49%

32%

454

82%

80% LEARNING-SCIENCE





6. What were the OPPORTUNITIES FOR LEARNING reported by STUDENTS in their SOCIAL SCIENCE class?


or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD



3%

7%

62%

28%

385

90%

92%


4%

13%

55%

27%

381

82%

84%

D. Students have chances to talk about what we’re

4%

9%

59%

27%

380

86%

89% learning.


6%

15%

55%

24%

377

80%

87%

OVERALL OPPORTUNITIES FOR LEARNING-

3%

9%

51%

25%

381

75%

82% SOCIAL SCIENCE

7. What were the PLANS FOR THE FUTURE reported by STUDENTS?

% of students

High Tech/ 4-year

school vocational 2-year college Graduate Unsure of Number of

SURVEY QUESTION diploma school college degree degree plans responses

What is the highest level of education that youPLAN to complete?

11% 2% 8% 31% 25% 22% 567

...attend a

4-year ...attend a

2-year work´

. join the ...do some-

Unsure of Number of

SURVEY QUESTION (SENIORS ONLY) college college full-time military thing else plans responses

Which statement best describes your plan right after you graduate.

40% 34% 7% 1% 10% 3% 73





8. What was the level of SCHOOL CLEANLINESS reported by STUDENTS?


or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. The cafeteria and lunch areas at my school are clean.

3% 11% 67% 18% 604 85% 66%

C. The other areas of my school (field, halls) are clean.

3%

13%

64%

19%

598

84%

74%

OVERALL SCHOOL CLEANLINESS

4%

15%

64%

16%

605

80%

62%

9. What was the level of SCHOOL SAFETY reported by STUDENTS?


or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. I feel safe in my classroom. 3% 5% 66% 26% 600 92% 93%

B. I feel safe on school grounds.

4%

9%

65%

22%

595

86%

84%

C. I feel safe in the neighborhood outside my school.**

5%

17%

60%

18%

601

78%

73%

D. I know what to do in an emergency (for

3%

7%

54%

36%

599

90%

92% example, a fire, an earthquake, lockdown).

OVERALL SCHOOL SAFETY

4%

7%

61%

28%

603

89%

90%

10. What was the level of SCHOOL ORDER reported by STUDENTS?


or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. Graffiti/tagging is [not] a problem at

my school.* 9% 31% 47% 12% 590 59% 49%

B. Gangs are [not] a problem at my school.*

8%

18%

59%

16%

595

75%

65%

C. Bullying is [not] a problem at my school.*

5%

15%

62%

17%

589

79%

72%

OVERALL SCHOOL ORDER

8%

24%

53%

14%

599

67%

57% Notes: Data are not reported for fewer than 10 respondents. The most frequent answer for each question is underlined. The averages for each content area are in bold. *Question re-worded to provide consistent results in this report. **Question excluded from the overall score for the content area.




EAST VALLEY SH - 8607

Local District 2

1. What were the OPPORTUNITIES FOR INVOLVEMENT reported by PARENTS?

% of parents who responded: % who agree

or strongly agree

2. How WELCOME did PARENTS feel at this school?


or strongly agree

SURVEY QUESTION

Don’t know

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. I feel welcome at this school. 3% 2% 7% 55% 33% 119 88% 92%

B. My culture is respected at this school.

13%

1%

3% 56%

27%

119

83%

90%

C. I feel that any problem I have at the

12%

5%

17% 49%

17%

118

66%

75% school will be solved quickly.

D. The office staff treats me with respect.

2%

3%

6% 62%

26%

117

89%

90%

E. Staff members at the school take my

8%

6%

14% 46%

26%

118

72%

75% complaints and suggestions seriously.

F. The school lets me know about school

2%

2%

4% 57%

36%

118

92%

93% rules and policies.

G. The school gives me enough notice about

3%

3%

4% 54%

35%

117

89%

85% things that are happening at the school.

OVERALL FEELING OF WELCOME

6%

3%

8% 54%

29%

119

83%

86%


SURVEY QUESTION

Don’t know

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. The school informs me about academic services available to help my child.

3% 5% 8% 49% 35% 118 84% 82%

B. The school offers me opportunities to

10%

3%

3%

55%

29%

119

83%

90% participate in councils/parent organizations.

C. The school offers training and

14%

3%

5%

50%

29%

119

78%

79% workshops I can use to help my child learn.

OPPORTUNITIES FOR INVOLVEMENT

9%

4%

5%

51%

31%

119

82%

84%



3. What was the level of HOME INVOLVEMENT reported by PARENTS?

% of parents who responded: % who often or

always

SURVEY QUESTION

Don’t Know Never

Some- times Often Always

# of responses School LAUSD

A. I share stories with my child about when I was in school.

0% 6% 16% 32% 45% 117 78% 73%

B. I spend time with my child on

2%

8%

30%

34%

26%

116

60%

64% educational activities.

C. I spend time with my child working on

1%

7%

38%

33%

22%

116

54%

60% creative activities.

D. I take my child to educational places

4%

13%

38%

26%

19%

117

44%

49% in the community.

E. I review my child’s schoolwork.

3%

4%

39%

34%

20%

114

54%

62%

F. I provide learning materials for my child.

0%

3%

9%

35%

53%

116

88%

85%

OVERALL HOME INVOLVEMENT

2%

7%

28%

32%

31%

118

63%

65%

4. What was the level of SCHOOL INVOLVEMENT reported by PARENTS?

% of parents who responded: % who often

or always

SURVEY QUESTION

Don’t know

Never Some- times

Often

Always

Number of responses

School

LAUSD

A. I talk with the teacher(s) about my child’s schoolwork.

0% 14% 50% 23% 14% 117 37% 36%

B. I talk with the teacher(s) about how I can

1%

17%

54%

19%

9%

117

28%

34% help my child learn at home.

C. I talk with the teacher(s) about how my

4%

30%

38%

17%

10%

115

27%

30% child gets along with his/her classmates at school.

D. I volunteer at my child’s school.

9%

61%

23%

7%

0%

118

7%

12%

E. I talk with other parents about school

7%

43%

30%

16%

5%

115

21%

21% meetings and events.

OVERALL SCHOOL INVOLVEMENT

4%

33

39

16%

8%

116

24%

27%





5. What was the level of involvement reported by PARENTS in the PARENT CENTER? % of parents who responded:

SURVEY QUESTION Not sure No Yes Number of responses

The school has a parent center. 17% 3% 80% 112

% of parents who responded:

Once or A few -any Number of SURVEY QUESTION Not at all twice times times responses

I have visited the parent center during the past year

37% 36% 15% 11% 99

% of parents who responded:

% who agree

or strongly agree

SURVEY QUESTION

Don’t know

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. I know where the parent center is. 18% 2% 4% 41% 35% 100 76% 59%

B. I feel comfortable visiting the parent center.

18%

0%

7%

47%

28%

100

75%

57%

C. The parent center is open at times I

26%

0%

7%

38%

29%

97

67%

56% can visit.

OVERALL PARENT CENTER

21%

1%

6%

42%

31%

100

73%

57%

6. To what degree did parents feel that their student was SAFE at this school?


or strongly agree



SURVEY QUESTION

Don’t know

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. My child is safe in the neighborhood

around the school. 14% 7% 10% 51% 18% 115 70% 71%

B. My child is safe on school grounds.

14%

3%

7%

53%

22%

116

76%

8 C2%

C. My child knows what to do if there is an emergency at the school(fire, earthquake,, neighborhood disturbance)

3%

1%

1%

62%

33%

117

95%

91%

10%

4%

6%

55%

25%

117

80

81%



EAST VALLEY SH - 8607 Local District 2

1. What was the level of SCHOOL SUPPORT, COMMITMENT, AND COLLABORATION reported by TEACHERS?

% of staff who responded: % who agree or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

# of responses

School

LAUSD

A. I am proud of this school. 0% 22% 54% 24% 41 78%

85%

B. At this school we treat one another with respect.

5%

15%

61%

20%

41

80

%

79%

C. People at this school care if I’m absent.

0%

18%

55%

28%

40

83

%

82%

D. I enjoy teaching at this school.

0%

10%

54%

37%

41

90

%

90%

E. This school is clear about our standards for student

2%

12%

54%

32%

41

85

84% learning.

F. My colleagues and I share information effectively at

10%

22%

46%

22%

41

68

75% this school.

G. I work with other teachers at this school to improve

2%

20%

61%

17%

41

78

85% my instruction.

H. I get the help I need to communicate with parents.

2%

15%

51%

32%

41

83

%

78%

I. I get useful feedback from my supervisors to

5%

23%

54%

18%

39

72

66% improve my performance.

J. At this school we trust one another.

7%

22%

56%

15%

41

71

%

67%

K. I am kept informed about the school’s budget.

5%

7%

59%

29%

41

88

%

54%

L. I have opportunities to influence what happens at

10%

2%

61%

27%

41

88

69% this school.

M. I have the technology I need at this school to do my

7%

15%

41%

37%

41

78

67% Job well.

OVERALL SUPPORT,

5%

16%

54%

25%

41

79

72% COMMITMENT, & COLLABORATION-TEACHERS





2. What was the level of SCHOOL SUPPORT, COMMITMENT, AND COLLABORATION reported by CLASSIFIED and OUT-OF-CLASSROOM CERTIFICATED STAFF (including PRINCIPALS)?

% of staff who responded: % who agree

or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. I am proud of this school. 0% 0% 73% 27% 11 100% 87%

B. At this school we treat one another with respect.

0%

18%

64%

18%

11

82%

80%

C. People at this school care if I’m absent.

9%

18%

36%

36%

11

73%

86%

D. At this school we trust one another.

10%

20%

40%

30%

10

70%

68%

E. My colleagues and I share information effectively at this school.

-

-

-

-

9

-

-

F. I get the help I need to communicate with parents.

0%

0%

91%

9%

11

100%

85%

G.I get useful feedback from my supervisors to

18%

9%

64%

9%

11

73%

77% improve my performance.

H. I am kept informed about the school’s budget.

9%

9%

36%

45%

11

82%

57%

I. I have opportunities to influence what happens at

18%

27%

18%

36%

11

55%

69% this school.

*. I have the technology I need at this school to do

0%

9%

64%

27%

11

91%

81% My job well.

OVERALL SUPPORT,

7%

15%

50%

27%

11

78%

77% COMMITMENT, & COLLABORATION


EAST VALLEY SH I High I



3. What were the OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT reported by TEACHERS?


or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. What I learn in our school professional development meetings addresses my students’ needs.

10% 25% 50% 15% 40 65% 56%

B. I use ideas from my professional meetings in my

8%

30%

53%

10%

40

63%

65% Classroom.

C. The professional development at this school is

12%

32%

46%

10%

41

56%

57% appropriate for my level of teaching experience.

D. I have time to plan my instruction during

22%

49%

15%

15%

41

29%

33% professional development meetings.

E. I voice my thoughts during school professional

2%

29%

46%

22%

41

68%

77% development meetings.

F. During our meetings, my ideas about instruction

2%

32%

56%

10%

41

66%

70% are taken up by other teachers.

OVERALL OPPORTUNITIES FOR PROFESSIONAL

9%

33%

44%

14%

40

58%

59% DEVELOPMENT





In your professional development meetings this year, about how frequently did you do the following?

% of teachers who responded: % who often

or always

SURVEY QUESTION Never

So Sometimes|Often Always Number of responses School LAUSD

A. Analyzed individual students’ data. 0% 24% 61% 15% 41 76% 59%

B. Made decisions about my instruction based on my

2%

29%

54%

15%

41

68%

60% students’ test data.

C. Discussed instructional interventions for specific

8%

48%

30%

15%

40

45%

59% students.

D. Used a protocol for analyzing student work (e.g.,

13%

30%

40%

18%

40

58%

64% lesson study, rubric, school-developed procedure).

E. Made recommendations for future professional

39%

32%

20%

10%

41

29%

42% development based on teachers’ needs.

F. Worked on instructional strategies with other

20%

51%

20%

10%

41

29%

39% teachers during common planning time.

G. Observed the instruction of my colleagues to get

41%

44%

7%

7%

41

15%

20% Ideas for my own instruction.

H. Helped maintain discipline in other areas of the

18%

50%

23%

10%

40

33%

36% school, not including my own classroom.

OVERALL TEACHER COLLABORATION

18%

38%

32%

12%

41

44%

47%


EAST VALLEY SH I High I



4. What was the rating of the SCHOOL ORDER & SAFETY reported by ALL EMPLOYEES?


or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. Graffiti is [not] a problem at my school.* 8% 35% 35% 23% 52 58% 43%

B. I feel safe in the neighborhood around my school.**

8%

13%

65%

13%

52

79%

75%

C. I feel safe on school grounds during the day.

2%

4%

60%

35%

52

94%

93%

D. Students [do not] threaten or bully adults at my

8%

27%

47%

18%

51

65%

73% school.*

E. My school teaches us how to be ready for

2%

8%

54%

37%

52

90%

83% Emergencies.

F. I know what to do during an emergency.

2%

0%

50%

48%

52

98%

92%

G. Gangs are [not] a problem at my school.*

8%

37%

44%

12%

52

56%

58%

OVERALL SCHOOL SAFETY

5%

18%

51%

26%

52

77%

74%

5. What was the rating of the SCHOOL CLEANLINESS reported by ALL EMPLOYEES?


or strongly agree

SURVEY QUESTION

Strongly disagree

Disagree

Agree

Strongly agree

Number of responses

School

LAUSD

A. The places where adults eat at this school are clean.

2% 6% 29% 63% 52 92% 88%

B. The bathrooms at my school are clean.

0%

0%

42%

58%

52

100%

73%

C. The other areas of my school are clean.

2%

4%

50%

44%

52

94%

66%

OVERALL SCHOOL CLEANLINESS

1%

3%

40%

55%

52

96%

76%



Chapter II: Student /Community Profile Overall Summary 105

Chapter II: Student /Community Profile Overall Summary



Student Community Profile – Overall Summary from Analysis of Profile Data Critical Findings from our analysis of our profile data:

Critical Finding #1: Our student enrollment has decreased each year since 2008.

Implication: As our enrollment decreases, it becomes difficult to offer a variety of courses to students.

Question: How can we increase student enrollment so that we will be able to offer a wider variety of courses to our students?

Figure 29

760

1109

1306 12421108

0

200

400

600

800

1000

1200

1400

2006 2007 2008 2009 2010

ST

UD

EN

TS

TOTAL ENROLLMENT



Critical Finding #2: Our student transiency rate has increased each year since 2008.

Implication: Nearly thirty-nine percent of our students do not receive an entire year of instruction at EVHS.

Question: Should we be collecting information on the reasons that students are leaving our school? Are there any programs that we can put in place to decrease our transiency rate?

Figure 30

35%

38% 38%39%

32%33%34%35%36%37%38%39%40%

2007 2008 2009 2010

Per

cent

Year

Transiency Rate



Critical Finding #3: The percentage and number of students who are identified as participants in the Special Education Program has increased each year since 2008.

Implication: There is an increase in the number of special education students who are mainstreamed into general education classes.

Question: Do general education teachers need additional training to work with our special education students?

Figure 31

8.58%

13.80%

16.91%

0%2%4%6%8%

10%12%14%16%18%

2008 2009 2010

PE

RC

EN

T

PERCENT OF STUDENTS RECEIVING SP. ED. SERVICES

Student Community Profile – Overall Summary from Analysis of Performance Data

An analysis of our school’s performance data indicates that our critical areas of need continue to be in English Language Arts and mathematics. Specifically:

• English Language Arts, with a focus on reading comprehension and writing strategies

• Mathematics, with a focus on Algebra 1 and 2. • A need to close the achievement gap of our Special Education Students and our

English Learners in ELA and mathematics.



Critical Findings from our performance data: Critical Finding #4: Our ELA CST proficiency rates are lower than the Los Angeles

Unified School District’s average and the State’s average.

Implications: Without a strong foundation in ELA our students will not be able to do well on the CAHSEE, SAT and on AP exams.

Students do not have strong English skills will not score at a high level on the Science and Social Studies CST.

We must increase our proficiency rate by 10% or our school may be selected for Public School Choice (PSC) by our District.

Questions: Are we assessing students’ mastery of standards

throughout the ELA course and are we providing interventions that meet student needs?

What strategies can we use to increase student test scores in ELA? And, do we need professional development in the use of the strategies?

Did the change in the 10th grade student schedule to include their English on a daily basis make a difference in test scores?

EVHS ELA Proficiency Level Compared to LAUSD and the State

CST SCHOOL LAUSD STATE Percent Percent Difference Percent Difference

ELA 9 36% 36% 0% 54% -18% ELA 10 21% 33% -12% 45% -24% ELA 11 21% 34% -13% 46% -22% Source: CDE



Critical Finding #5: Our Mathematics CST proficiency rates are lower than the Los Angeles Unified School District’s average and the State’s average.

Implications: Algebra 1AB is a college “gatekeeper” course.

Without a strong foundation in Algebra 1 our students will not be able to do well in higher level math courses and in chemistry. Students will also not do well on the CAHSEE and the SAT.

We must increase our proficiency rate by 10% or our District may select our school for Public School Choice (PSC).

A portion of our API calculation is tied to student performance on the CST’s. We must increase our API to 700 or our District may select our school for Public School Choice (PSC).

Questions: Are we assessing students’ mastery of standards throughout the course and are we providing interventions that meet the student needs?

What strategies can we implement to increase student achievement in mathematics?

Do we need to offer Professional Development activities to our staff on the implementation of additional strategies?

EVHS Mathematics Proficiency Level Compared to LAUSD and the State CST SCHOOL LAUSD * STATE * Percent Percent Difference Percent Difference

ALGEBRA 1 7% 10% -3% 17% -10% ALGEBRA 2 6% 16% -10% 31% -25% Source: CDE * Proficiency Rates are calculated for students in grade 9-11, only.



Critical Finding #6: Even though we have increased the percentage of students who pass the ELA and mathematics sections of the CAHSEE, our pass rate is below the State and the District pass rate.

Implications: Students need to pass the CAHSEE to receive a

diploma and be considered a graduate.

A portion of our API is tied to the CAHSEE pass rate. We must increase our API to 700 or our District may select our school for Public School Choice (PSC).

If we do not meet the AYP proficiency rate, we will progress to Program Improvement Year 4.

Questions: What other interventions can we develop to assist our students in passing CAHSEE the first time they take the exam?

CAHSEE ELA PASS RATE

0

10

20

30

40

50

60

70

80

90

ELA ELA ELA

2007-08 2008-09 2009-10

PE

RC

EN

T

EAST VALLEY

LAUSD

STATE

MATH CAHSEE PASS RATE

0102030405060708090

MATH MATH MATH

2007-08 2008-09 2009-10

PE

RC

EN

T

EAST VALLEY

LAUSD

STATE



Critical Finding #7: Our average SAT score for the 2008-09 year was 333 points lower than the state and 147 points lower than the LAUSD.

Implications: Low SAT scores will limit student access to

competitive colleges and universities.

Questions: How effective are our after-school SAT preparation classes? Can we implement classes during the school day? How can we embed SAT items in our present curriculum?

SAT Data 2008-09

Number Tested

Percent Tested

Critical Reading Average

Math Average

Writing Average

Total >= 1,500

Number

Total >= 1,500

Percent

East Valley HS 75 35.7% 395 383 391 7 9.3% LAUSD 43.7% 439 438 439 25.9% State 24.7% 495 513 494 48.9%

Source: DataQuest

Critical Finding #8: Our AP Pass Rate is lower than the LAUSD’s pass rate in five

of the eight AP course exams that were taken in 2009-10.

Implications: Students are not able to receive college credit for taking the Advanced Placement class because of they do not score a 3 or above.

Questions: What actions can we take to strengthen the Pre-Advanced Placement pathway?

Advanced Placement (AP) Tests 2009-10 Pass Rates

AP EXAM # Tests Given

EVHS Pass Rate

LAUSD Pass Rate

Biology 5 0% 35.2% Calculus 5 20% 33.7% English Language & Composition

41 7.3% 32.7%


40 30% 29.2%

US Govern & Politics 36 41.7% 27.7% Spanish Language 47 91.4% 83% US History 36 0% 37.2% World History 30 23.3% 39.7%


Chapter III: Progress Report

113




114

Progress Report A. Significant Developments

Every stakeholder continues to serve a growing and vibrant East Valley High School community. During the past five years, our school has been “On the Move” to meet the needs of our students. Increasing student achievement and closing the achievement gap has been our main focus. We continue to work and build the leadership capacity of all stakeholders, and creating a positive school climate and culture. 2006-2007: In October 2006, East Valley High School opened its doors to 9th and 10 grade students. 2007-2008: East Valley expanded to include eleventh grade students and as a result hired additional teaching staff. Our API increased by 8 points. 2008-2009: East Valley HS served 9-12th grade students and again hired additional teaching staff. Our leadership also changed in August. We welcomed a new principal, Mr. Paul Del Rosario. Mr. Del Rosario brought a wealth of knowledge, training and experience to our campus. He has spent 30 years in Los Angeles Unified School District, first as a science teacher, coordinator, assistant principal, and most recently, serving as Principal of Pacoima Middle School. His overall vision was to drive student achievement using available student data. Under Mr. Del Rosario’s leadership, East Valley High School has raised its API score by 49 points during the past two years. East Valley High School also welcomed a new Assistant Principal, Mr. Jose Loza. Mr. Loza arrived from Polytechnic High School where he served as an Advanced Placement teacher in the Social Studies Department, Dean, and Coordinator of the Freshman and Tenth Grade Academies. At East Valley High School, Mr. Loza administers our Student Discipline, Athletics and the Freshman and Tenth Grade Academies. He puts a strong emphasis on maintaining a safe, secure and clean learning environment. Another significant change since the last accreditation is the sun setting of the Talent Development Grant with John Hopkins University. Our Talent Development Grant added a number of extra staff members: A Literacy Coach, a Mathematics Coach, and an Organizational Facilitator. The grant also provided professional development funds for teachers and supplemental curriculum. With the current budget restrictions, EVHS has not been able to fund any of the Talent Development Staff and was only able to minimally fund some of the supplemental materials. However, the Talent Development Grant did not expend all of its grant monies and they were able to support EVHS by funding supplemental materials for the 2010-2011 school year.



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2009-2010: After reviewing the March 2008 California High School Exit Exam (CAHSEE) results for 10th grade, East Valley High School began an exploratory discussion of creating a Tenth Grade Academy (TGA). After an extensive discussion with all stakeholders, EVHS decided that a Tenth Grade Academy would strongly benefit our students. The staff believed that they could better focus on the CAHSEE and provide a more structured and nurturing environment for 10th grade students. The Performing Arts Academy was converted to the Tenth Grade Academy. Students in the Tenth Grade Academy are on an alternating day schedule to ensure that they have English, Science, Social Studies, and Physical Education all year long. Students in the TGA also have four mesters of mathematics. Since the last WASC visit, the grounds at East Valley High School have also dramatically changed. We opened the baseball field in the 2008-2009 school year and thus we were able to add a baseball and softball program. Additionally, in the summer of 2010, the pool was completed and now we also have an after-school swimming program for our students. Finally, in the Fall of 2010, EVHS fielded its first eight-man football team. Even though East Valley High School made gains in student achievement for the past three years, the school was identified by the state of California as one of its 188 Underperforming Schools. However, Mr. Ramon Cortines, Superintendent of the Los Angeles Unified School District disagreed with the state’s classification and did not choose to name East Valley High School as one of the Public School Choice schools. For this purpose, he wrote a letter to the state disputing EVHS’s underperforming status classification because the criteria in identifying the school was an API score of less than 600 with less than 50 points gain in the API score for the past 5 years. In contrast, EVHS had only 2 years of data since the school only opened in 2006. Despite the above variables, that state did not modify its ruling. Superintendent Cortines did not select East Valley HS as one of the fourteen LAUSD schools that the district instituted one of the four intervention models required by the State.

B. What Our Collective Efforts Have Meant

Our largest gain in our Academic Performance Index (API) score occurred in 2009-10 when we gained 27 points. Overall, since the opening of our school, we have seen a steady growth in our API scores. For the 2008-2009 school year, we grew by 22 points. We have seen an increase of 57 points since 2006. East Valley High School’s first graduating class (2008-09) had a graduation rate of 87.2%. This rate was seventeen percent higher than the LAUSD and eight percent higher than the State. In 2008-09 EVHS met all of its API growth targets. In 2009-10 EVHS met all API growth targets with the exception of the Special Education Students subgroup. In 2009-2010, we met 12 of the 18 Average Yearly Progress (AYP) criteria under the NCLB mandate. Currently, we are working on meeting the other six criteria. The six criteria are: Proficiency Rates in ELA for all subgroups and Proficiency Rates in Math for Socio-Economically Disadvantaged Students and English Learners.



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At the start of the 2010-2011 school year we examined all available data and reflected on these questions: What do we see when we examine the data? So what does the data mean? Now, what do we need to do to address the data? The answers to these questions guided our work at East Valley High School. Many of our professional development activities are on-going and allow for reflection, review and refinement of strategies. They are multi-leveled and have included:

• Using data from the high-stakes testing to plan and guide instruction. • Departmental summer institutes that focused on critical needs and the

development of curriculum maps and lesson planning. • Summer Institutes for Advanced Placements Classes. • Continued training and refinement of lesson design during department or

content area meetings. • Standards-based classrooms: What do they look like for the content area? • Collaboration between content areas to support the ELL students at all levels. • Using SDAIE strategies to assist students to achieve grade level proficiency.

EVHS strives to raise student achievement by examining the data and providing programs and interventions that meet the students’ unique needs. These include:

• Support ELA and mathematics courses for ninth grade students have increased

the percentage of students scoring proficient and advanced in ELA and mathematics.

• The creation of the Tenth Grade Academy that focuses on the unique needs of our tenth grade students and continues to offer additional support classes to increase student achievement. Our Tenth Grade Academy has implemented a mandatory after-school Tutoring Program where the tenth grade students receive assistance from their academy teachers.

• A Before and After-school Tutoring Program is available for all students. • Collaboration between the English and ELD departments has improved

support of ELL students of all levels. ELL student levels are indicated on teachers’ class information rosters for each section and teachers are encouraged to use SDAIE strategies to help our students to access text and content.

Student motivation, often identified as a challenge, is being addressed through:

• Academy Honor Roll assemblies to acknowledge students’ academic achievement.

• Public acknowledgement of students who have made academic gains. • Extra-curricular activities to connect students with the school.

Our collected efforts have been validated by the results of the School Satisfaction Survey, conducted by the LAUSD, where 75% of our students feel supported by their school.

Another major goal of East Valley High School has been to increase the number of college eligible and college bound students. To work towards this goal, the following



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activities have been implemented, and are influencing the number of students applying for and being accepted into college:

• Academic Support to pass A-G courses • SAT preparation classes are offered free to students. • Increased Advanced Placement (AP) Courses offered to students. • College Awareness

•Counselors meet with students annually to review their Individual Graduation Plan (IGP). The IGP includes:

• Yearly planning modules for all students • Parent, student, counselor conferences to inform and monitor

students’ placement and progress to ensure that A-G Requirements that are being completed.

• Career and College Modular presentations in 10th and 11th grade classes (Advisory Period)

•The GEAR-UP program supports the class of 2012 with setting post-secondary goals, college visits, assemblies, speakers, family conferences, parent education classes (PIQUE), classroom presentations and student monitoring.

•Our Parent Center helps to educate parents about the college application process and financial aid opportunities. These workshops have contributed to the engagement of parents in our school community.

•The College Center provides crucial information to parents and students about going to college. College representatives are available in the College Center to answer questions, provide information, and support students and their families with hirer educational opportunities.

C. Critical Areas of Follow-up Identified in 2007

Critical Areas for Follow-up:

1. The local district needs to support the site administration and work together to resolve the many facility issues at the school. These include;

• Cracked windows • Exterior shelves for the student store • Completion of athletic field and pool on time • Develop a second method of exit and entrance to the facility

Response: The cracked windows, exterior shelving, and the athletic fields have been completed. A second entrance to the facility is not possible because of the CEQA and EIR requirements.



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2. The site administration, supported by the local district, need to expand the current support provided to new teachers.

Response: The school has BTSA support providers and NBC teachers to support new teachers. With the reduction in force we do not have new teachers.

3. A technology plan needs to be devised to deal with issues related to repair,

replacement, professional development and funding sources identified.

Response: Because we are a new school all of our technology is new or is still under warranty. There is not a need to replace technology at this time. Currently, when funding is available, the SSC is consulted and included in all technological purchases. When staff is interested in new technology, they are asked to make a presentation to the SSC. The presentation includes a demonstration of the technology and an explanation of how this technology will benefit student learning. The SSC then makes a recommendation about whether the technology will be purchased. Staff is encouraged to utilize new technology.

4. There are major decisions that need to be made in the areas of foreign language

and advanced placement classes Response:

The Foreign Language pathway has been completed by offering Spanish 1,2,3, Spanish for Spanish Speakers 1 and 2 and AP Spanish Language and AP Spanish Literature. The Advanced Placement (AP) Program has developed from offering three AP courses in 2007 to ten courses in 2010.

5. The district and site administration need to identify additional resources to maintain the current programs when outside funding ends.

There have been limited resources to maintain the positions that were funded through the Talent Development Grant. However, we have built organizational capacity in our current staff to provide some of the services that were lost when the Talent Development Grant ended. We have been able to sustain the core supplemental courses for ninth grade English and the ninth and tenth grade math classes.

6. The Advisory Class needs more consistency and structure. Response:

An advisory period plan has been developed by each academy to meet the specific needs of their students.



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The East Valley High School Freshman Academy advisories engage in a variety of academic and character building activities. The unifying strength of all advisories is the commitment to building a stronger student. Most advisories engage in sustained silent reading in order to improve students’ overall comprehension and writing abilities. In addition to independent reading, Freshman Academy advisories also enhance student literacy with an article of the week. By reading, responding, and analyzing an interesting, current article from such sources as Newsweek, Time, the L.A. Times, Science for Kids, or The Week, students gain an additional academic currency in the form of context. Ideally, when students face the CSTs in May they will have built a wealth of background knowledge to help them understand the texts used on the standardized tests. Also, during advisory, students are encouraged to seek information and knowledge while completing troublesome elements of their homework. Finally, the focus on study skills and academic achievement is addressed in various ways such as reflections, report card conferences, analysis of grades and credits, and tutorial time. Teachers in the Ninth Grade Academy retain the autonomy to choose their schedule of which days activities are engaged in, and the freedom to plan accordingly. However, by the end of the week, most teachers have completed independent reading, an article of the week, student support activities, and reflections. Students within the Tenth Grade Academy begin school on a daily basis with an advisory class specifically structured to their grade level learning needs. The primary goal of the advisory curriculum is to improve students’ test scores through literacy development. During advisory, students are either reading their own personal book or a book shared by the entire class for twenty minutes each day. Students undergo sustained silent reading on certain days as well as in some classrooms, the teacher models reading by reading aloud. Students complete a textual detail and commentary analysis of the section they read each day. In addition to reading each morning students also engage in CAHSEE preparatory strategies and practice problems several times a week. Students answer the question or questions each day on a formatted worksheet providing a rationale explaining why the answer they chose is correct and identifying the skill the question assessed. During the time when students are working on practice questions, some teachers circulate the room and review agendas to see how students are organizing and completing their homework. Students in the Tenth Grade Academy advisories are evaluated based on their completion and thoroughness of their daily reading logs and CAHSEE practice problems as well as the organization of their agenda.

Business, Finance and Marketing Academy

The Business, Finance and Marketing Academy strive to incorporate advisory activities that enhance our students’ literacy skills, communication skills, and



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critical thinking skills. Students work on their literacy skills through sustained silent reading, literacy activities, and the article of the week activity. Communication skills are enhanced by the presentation of a current event and in the presentation of a business project. Problem solving activities are incorporated in advisories to enhance critical thinking skills. Students also work on their senior portfolio.

MaC

The Media and Communications Academy connects their advisory class to the ESLRs. Their advisory activities are logged in on the Advisory Weekly Activities Summary sheet that lists the activity and the ESLR that the activity addresses. Students also work on their senior portfolio during advisory. The students make connections to the ESLRs through the use of the Portfolio Entries Log that is provided to their advisory students.

However, when specific students’ needs arise, administration works with specific teachers to modify a limited number of advisory classes to meet the student needs. Most recently, seniors who were in need of passing the CAHSEE were grouped by ELA, Math or special education to work on specific strands to prepare the students for the next CAHSEE.


Chapter IV: Self-Study Findings

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Chapter IV Self-Study Findings

Organization, Vision and Purpose, Governance, Leadership, Staff and Resources

Category A Organization, Vision and Purpose, Governance,

Leadership, Staff and Resources

Focus Group Facilitators

Teresa L. Olsen, Physical Education-Depratment Chair Dana Carli Brooks, J.D., Social Studies Teacher

Dr. Conrad Ulpindo, Categorical Programs Advisor &WASC Chair

Focus Group Members Josselyn Alvarado, Student

Soo Baik, Mathematics Teacher Steven Camarillo, Campus Aide

Ian N. DeHerrera, Science Teacher Narmeen ElFarra, Counselor

Kathryn E. Gullo, English Teacher, NBCT Ivan Hernandez, Student

Lisa Huerta, Student Michael Mayer, Special Education Teacher

Victoria Mendoza, Parent Kimberly C. Meyer, M.A., Special Education

Berenice Pena, Student Gonzalo Perez, Campus Aide

Marixa A. Pleitez, Science Teacher Carlos Polanco, Social Studies Teacher Lillybeth Reveles, Parent Center Liaison

Daisy Rodriguez, Student Nancy Rosales, Special Education Teacher

Ted Schiltz, Special Education Aide Peter Shafir, Mathematics Teacher & UTLA Chair

Cynthia Sherriel, Special Education Assistant Jeffrey A. Sill, Physical Education

Catherine E. Underwood, English Teacher



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

A1. Vision and Purpose

To what extent a) does the school has a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve at high academic levels. b) Is the school’s purpose supported by the governing board and the central administration, the school’s purpose is defined further by expected school wide learning result and the academic standards?

Summary of Findings Our vision at East Valley High School reflects a commitment by all stakeholders for an instructional program that prepare all students for college, careers and beyond. Our teachers, administrators, and staff believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential. Our expected school wide learning results, school vision and mission statement articulate shared vision and a collaborative spirit, including all of our stakeholders in working together towards student success. Here, we use data to drive our academic instruction, make decisions about allocation of resources by governing, advisory, and leadership committees and support where they are needed to facilitate student achievement. All of our efforts and other activities have been designed to help us achieve our vision and accomplish our collaborative mission: to produce competent and capable young adults.

Findings Evidence Vision Statement East Valley High School is committed to providing a high-quality educational experience that enables all students to become contributing members of society empowered with the skills, knowledge and values necessary go to college, choose a career and meet the challenges of life. We strive to provide a rigorous college-preparatory program that is personalized and is connected to real world career paths. We support our diverse student population by reinforcing a desire for excellence in education, provide access to knowledge, and contribute to the quality of life in a democratic society.

• ESLRs • Instructional Cabinet Plan • School Governance Plan • Student Leadership

Bylaws • Single Plan for Student

Achievement • Vision Statement

Mission Statement East Valley High School has a clear vision and mission based on the values of our school community. Our purpose is to create a supportive and intellectually-challenging learning environment where all students can learn and achieve their goals. The development of our mission has been an on-going process, driven by the use of available data, and shaped by our collective belief of student success. Our school community has met in home groups, small learning communities, shared-leadership advisory and governance committees and collaborative teams, to analyze data on student achievement including standardized test scores, attendance, tardy and suspension rates, graduation rates and completed Senior Portfolios, in

•CEAC/ELAC/SSC Bylaws • English Learners

Advisory Council (ELAC) District Bylaws

• Meeting Agendas • Mission/Vision

Statements • Parent Involvement

Policy • Parent Compact • Student Leadership

Bylaws • Single Plan for Student



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order to shape a comprehensive vision, for all our students. We envision that students who graduate from East Valley High School will have mastered the California State Standards, as well as met or exceeded the standards on all required state and district assessments. In our effort to accomplish this stated vision, we have adopted the A-G requirements for all students. Although we recognize that some of our students may need intervention (provided through before and after-school tutoring), our teachers collaborate at the department, academy, and grade-level teams to reflect and make decisions about our students. The KYDS program provides both an academic and recreational enrichment activities after school. We also conduct CAHSEE boot camps in some of our advisory classes, use Title I funds for after school tutoring including some test preparation on Saturdays for 9th and 10th grade students, not only to help them pass CAHSEE but also at the proficiency level. All of our efforts and other activities are designed to help us achieve our vision, as a learning center of the community and accomplish our collaborative mission, to produce competent and capable young adults. Our school leadership and advisory committees, the ELAC and CEAC (advisory committees), School Site Council (governance), Local School Leadership Council (LSLC) Instructional Cabinet and staff, collectively supports the school’s vision and mission. Our School Site Council (SSC), who is responsible in making critical decisions, especially the allocation of our Title I financial resources, believes in our shared values of focusing all our effort for student achievement. The SSC meets monthly to strategically allocate funds to programs, such as faculty professional development, supplemental classroom materials and equipment, before and after-school tutoring, school-wide PSAT testing for all 10th and 11th graders, school psychologist, five (5) Bilingual Teacher Assistants, and two (2) Education Aides, one (1) Clerical Support staff, five (5) Class Size Reduction Teachers and one (1) school nurse.

Achievement • School Site Council

(SSC) Bylaws • Title I Assurances and

Budget Justification • CAHSEE Boot Camp

Attendance Logs



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Student Needs Our East Valley High School Leadership Council, department chairs, academy leads and the Instructional Cabinet collaboratively work to promote the vision of a rigorous and standards-based instructional program. The CEAC and ELAC advisory councils make recommendations to the School Site Council to approve the allocation of our categorical funds to fund resources, intervention and support including bilingual teacher assistants that targets student achievement while the leadership teams and academies oversee instruction, curriculum and assessment. Our Talent Development High School grant under the John Hopkins University and The Bill Melinda Gates Foundation has trained our staff to incorporate anticipatory strategies such as Cornell Notes, Reciprocal Teaching, vocabulary strategies and Thinking Maps in our instructional program. Our teachers use Specially Designed Academic Instruction in English (SDAIE). We also use the High Point curriculum in our ELD classes to facilitate our English Language Learners students to re-designate.

• AP workshop agendas • Bulletin 1600 • CAHSEE Test Data • CAHSEE Prep Courses • CA State Standards • CST Data • D2 Academic Focus • Instructional Cabinet

Agendas • KYDS Program Master

Schedule • Master Schedule • Single Plan for Student

Achievement • Professional Development

Plan and Agendas • SLC meeting agendas

Revision of our ESLRs After much reflection and discussion, the school community decided to revise our ESLRs to reflect our mission and vision. In Spring 2010, the staff and faculty of EVHS recognized that our ESLRs were no longer relevant to our prevailing school goals. Further, we also realized, that it no longer adequately addresses the skills our students needed for a career and beyond. Hence, we collectively reflected and studied each component and modified our ESLRs. We identified various types of evidence, activities, work or projects and other outcome-based data needed to reference every relevant aspect of the ESLRs. As we studied the information provided by the staff, we discovered that the Competent Worker component was particularly difficult to quantify and did not reflect our expectations. Therefore, the Instructional Cabinet and Lead Teacher committees led the revision of the ESLRs. The overarching question by the members of various committees was, “What skills are truly relevant for 21st century graduates?” During the process of reflection, we compared our ESLRs to five (5) samples from other schools. The leadership team used the collaborative work of various groups during many professional development sessions, to create responsive and outcome-driven ESLRs. Parents and other stakeholders also reviewed these ESLRs during regularly scheduled group meetings in School Leadership Council, Instructional Cabinet, Small Learning Communities (SLC), academic

•Collaborative Teams

•Copies of handouts/posters

•Copies of teacher quizzes

•Department Chair Notes

•Lesson Plans

•Lead Teacher’s Notes

•Peer Observation Sheets

•PD Minutes

•Syllabi

•WASC documents



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departments and other advisory committees (ELAC and CEAC) meetings. We made every effort to involve our parents and community during the process. Here we used the District’s automated phone system to invite stakeholders to attend our meetings. In Fall 2010, the new ESLRs were distributed to staff, parents and students. Teachers heralded the new work in a variety of ways: some advisory teachers laminated their ESLRs for students, while others integrated the ESLRs as part of their ongoing in-class portfolio. Many of our teachers discussed the ESLRs in class and held students accountable, by quizzing them or creating puzzles, games and other interactive activities. Today, ESLRs are present in all our classrooms, and teachers have begun to integrate the language of the ESLRs, in their lessons as well as their assessments. Overall, our ESLRs have grown to be a measure of how we teach our students for the future and also remind ourselves about how an East Valley Senior High School student should look like when he/she leaves our school.



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A2. Governance

To what extent does the governing board a) have policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected school wide learning results and academic standards based on data-driven instructional decisions for the school; b) delegate implementation of these policies to the professional staff; and c) regularly monitor results and approve the single school wide action plan and its relationship to the Educational Association (LEA) plan?

Summary of Findings East Valley High School’s governing board (SSC and Local School Leadership Council) collaborates with all stakeholders to implement governance policies and bylaws that reflect federal, state, local district, including collective bargaining union mandates. Our advisory committees (CEAC, ELAC) make recommendations to the School Site Council and Local Leadership Council for approval of policies and allocation of Title I funds to target student success. The Instructional Cabinet makes suggestions and recommendations of our professional development topics, testing schedule, dates and other operational protocols aimed at improving instruction in all disciplines. However, we accomplish all our goals through collaboration, reflection, in-depth analysis of student work and use of available data. From here, we make decisions that put student success as our main priority. Overall, our governing councils implement these policies to ensure alignment of our school-wide vision and mission to existing federal, state and district policies and guidelines.

Findings Evidence Policies and Programs Supporting Academic Achievement of Academic Standards and ESLRs All stakeholders review our Single Plan for Student Achievement annually. Here, we analyze available data, identify our areas of strengths and weaknesses and make decisions for student success. We also administer a variety of assessment tests as mandated by the NCLB, state and district to measure the progress and overall learning of our students. These include the California High School Exit Exam (CAHSEE), California Standards Test (CST), California English Language Development Test (CELDT), and Periodic Assessments in Math, Science, and English. We use this data to implement our Response to Intervention and Instruction (RTI2) plan that includes good first instruction, re-teaching, intervention, and tutoring. Further, the information from these tests also assists the Categorical Programs Advisor and advisory committees (CEAC and ELAC) and governing councils (SSC, LSLC and Instructional Cabinet) to make decisions in the allocation of resources such as: Before and after-school tutoring, Beyond-

• Attendance, Dress code

Policy • Bulletin 1600 • CELDT/CST/CAHSEE

Testing • CEAC/ELAC/SSC

Agendas • Instructional Cabinet

Agendas • Instructional Guides and

Subject Standards • Leadership Council

Agendas • Parent-Student Compact • Parent Involvement Policy • PD Plan/Agendas • Periodic Assessments

Data • SLC Plans • Use of Title I funds • School Site Council

Agendas



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the-Bell CAHSEE Preparation, Essential Standards Math and English Courses, Keep Youth Doing Something (KYDS) after school classes and intervention. To this end, we have also implemented a special attendance policy for our Seniors to encourage more accountability and to increase graduation rates. For example, if they have more than 16 absences, he/she loses the privilege to participate in some 12th grade activities. Additionally, student athletes must maintain a minimum of a 2.0 G.P.A. to be eligible to participate in any team sport. A minimum 2.0 G.P.A. is also needed for students to participate in other extra-curricular activities. Work Permits are not issued unless students maintain a minimum of a 2.0 GPA.

• Single Plan for Student Achievement

• Use of Title 3 funds • WASC Group Meetings

Agendas

Delegation of Program Implementation To Staff The Los Angeles Unified School District through Local District 2 provides curriculum and instructional guidance to school sites. We implement the mandated programs and work with the guidance of our local district Principal Leader, Manuel Diaz, to create effective programs guided by the Single Plan for Student Achievement. The Instructional Cabinet discusses the implementation of new instructional strategies and pedagogies by analyzing test results and other available data. All of their work is accomplished through collaboration, reflection, analysis of student work and data, and a review of pedagogical practices. The Instructional Cabinet then makes data-driven decisions which are presented to the staff during a variety of professional development programs and are then subsequently implemented.

• Administrator’s Notes • Bulletin 1600 • CEAC/ELAC/SSC

Minutes • Coffee with The

Principal Notes • Faculty Meetings

Agendas • Instructional Cabinet

Agendas/Minutes • School Site Council

Agendas • Principal’s Notes • PD Plan and Agendas • Single Plan for Student

Achievement • WASC Groups Meetings

Agendas

Implementation, Monitoring of the Single Plan for Student Achievement Our Single Plan for Student Achievement is reviewed, reflected, and revised by all stakeholders annually. By analyzing available data, we identify our areas of strengths and weaknesses and make decisions for student success. Many of our stakeholders (parents, students, staff, administrators and the community) actively participate in many of our discussions and consultation opportunities. We make every effort to consult and engage the school community in our school activities before decisions are made.

• CEAC/ ELAC/SSC

Agendas • Instructional

Cabinet/LSLC Agendas • School Site Council

Agendas • Single Plan for Student

Achievement • WASC Action Plan



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A3. Leadership and Staff a) To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected school wide learning results and academic standards? b) To what extent does the school leadership and staff annually monitor and refine the single school wide action plan based on analysis of data to ensure alignment with student needs?

Summary of Findings

East Valley High School reviews and revises our Single Plan for Student Achievement once a year. These revisions are driven bsy an extensive analysis of our data. Our governing bodies such as: CEAC, ELAC, School Site Council, Department Chairs, Administrators, Lead Teachers, and Coordinators, adopt policies and make decisions that are consistent with our vision and mission, expected school wide learning results and outcome-driven goals.

Findings Evidence Data-driven Decisions for Student Success Our school leadership and staff members make decisions and initiate activities that focus on all students towards achieving the academic standards. For example, senior portfolios were used to determine the degree to which the learning environment facilitated the students’ abilities to achieve the expected school wide learning results. Furthermore, each of our Small Learning Communities has a specific format that students will have to follow, throughout their high school career at EVHS. Each SLC share some similar items that are common with other SLCs, as well as specific items, which integrate student’s uniqueness and individuality, to the mission of that SLC. While each student works from the same table of contents, the results are as distinctive of the student’s unique abilities and talents. While some are very straightforward and businesslike, others reveal the creative power within the student. In the end, the finished portfolio provides a clear picture of student achievement, accomplishments, skills, and interests. These skills gained by the process also provide prospective college and employers with a comprehensive representation of the student. Our administrators and the data coordinator share district assessment data with staff but our content-level departments, assume more active leadership, in meeting the mandates of content-specific outcomes. Performance indicators and

•A-G completion rates •SPSA Assurances and

Justifications Pages •Attendance Data •CAHSEE Assemblies •Categorical Program

Budgets/Notes •CDE Websites •CEAC/ELAC/SSC Minutes

and Agendas •CST Assemblies • Data Coordinator Logs • MyData Notes/Student

Data • Data Results -

CAHSEE, CST, LAUSD Periodic Assessments, SAT, AP, Reclassification Rates

• ESLRs • ISIS Data • Leadership Council

Agendas/Minutes • Master Schedule • Parent Conferences • PD Agendas • Report Cards •Rubrics •School Spirit buttons •Science department Planning conference •Single Plan for Student

Achievement •Student Information



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assessment results are presented school-wide, and monitored by our administrators. Here they meet with departments to provide and discuss standardized test scores and other data from the previous year. Specific student data unique to every teacher is also provided to teachers. Aggregate information is also used in departments and academies, as a reflective piece, in order to devise strategies, to target specific instructional, curricular, and intervention needs. Teachers use this information to modify instructional practices and make adjustments for re-teaching and differentiation. Our school leadership team consistently initiates activities that focus on student achievement based on the school-wide action plan. For the last three years, school-wide campaigns were held to share CAHSEE and CST achievement data with students, in an effort to instill the importance of demonstrating what they have learned in class, what they need to do to improve and what resources are available to support them. Assemblies were held to explain the significance of AYP and API scores to the school, in order to provide awareness and achieve buy-in.

Systems (SIS) Data •SLC Portfolio Table of

Contents •Teacher’s Report Cards •World History CST

preparation package

School Site Council (SSC) Our School Site Council acts as the decision making body as mandated by California law to manage categorical budgets such as Title I and Bilingual and other Categorical funds. The SSC is composed duly-elected representative members of the faculty, staff, students and parent representatives from the school community. The committee provides an opportunity for all stakeholders to work collaboratively to improve student achievement. They meet once a month to oversee Title I and Bilingual compensatory budgets and makes appropriate decisions of the recommendations from the two advisory committees: CEAC and ELAC.

• Assurances and

Justifications Pages • Categorical Budgets • Categorical Program

Notes Single Plan for Student Achievement

• CEAC/ELAC/SSC Agenda/Minutes

• Title I Mandates • Fiscal Specialists Report • Meeting

Minutes/Agendas • Program Improvement

Data

Compensatory Education Advisory Council (CEAC) This advisory council is composed of the parents of students receiving Title I support, and it provides parents opportunities to work collaboratively with our school to improve student’s achievement. East Valley Senior High School is currently a school wide Title I school. The council meets once a month to oversee the Title I compensatory budgets and makes appropriate decisions and recommendations to the School Site Council.

• SPSA Assurances and

Justifications Pages • CEAC Agendas/Minutes • Categorical Program

Notes • D2 Minutes/Workshops • Fiscal Specialists Report • Title I Mandates • Program Improvement

Data • SSC Agenda/Minutes

English Language Advisory Council (ELAC)

• ELAC/SSC Agenda



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This advisory council is composed of the parents of students who are classified as English Learners. They work collaboratively with our school to improve student’s achievement. The council meets once a month to oversee the Bilingual budgets and makes appropriate decisions and recommendations to the School Site Council for consideration and approval.

Minutes/Agendas • Categorical Program

Budgets • Program Improvement

Data • Single Plan for Student

Achievement

The Instructional Cabinet The Instructional Cabinet is open to all staff and any other stakeholder who wish to attend and participate: administrators, coordinators, department chairs, and lead teachers who review school wide needs related to standards-based teaching, learning and professional development. Discussions and/or recommendations from this cabinet are reflected in our ongoing operational decisions. Additionally, this cabinet further develops and leads professional development aimed at improving instruction in all disciplines. All of their work is accomplished through collaboration, reflection, analysis of student work and data, and a review of pedagogical practices. Professional development is monitored and assessed regularly for effectiveness and is implemented to reflect the evolving needs of students and to ensure continuous school improvement. The Instructional Cabinet also remains as a sounding board for current issues and/or challenges on campus, and serves as a vehicle for communicating to and receiving feedback from all staff.

•Principal’s Notes •Data Coordinator’s Notes •Instructional Cabinet

Agenda/Minutes •PD Agenda/Activities •Single Plan for

Student Achievement

The School Leadership Council The School Leadership Council meets once a month on Tuesdays. It is composed of the principal, UTLA Chapter Chair, staff, and parents. The council makes collaborative decisions in five areas of the school program: staff development, student discipline, scheduling school activities and events, school equipment, and various budgetary matters. Any interested parent/community member is invited to attend these meetings.

•Meeting Agenda/Minutes •Master Calendar •PD Agenda •Principal’s Notes •Single Plan for Student

Achievement

Resource Specialist Program (RSP) Our RSP teachers use a co-teaching model in the general education classrooms. Both general and special education teachers are trained in Mathematics and English on co-teaching pedagogies. In the classroom, the content teacher articulates the subject-matter component while the RSP teacher provides accommodations and other instructional

• Content Teacher Lesson

Plans • Co-teaching Curriculum

Lesson Plans • RSP Teacher Lesson

Plans • Special Education

Department Meeting



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support in the classroom. The resource teachers co-teach with the general education teachers and provide various modalities of instruction to support not only resource students but also all students in the classroom. Our Special Education department provides a learning center for students that need further additional academic support.

Minutes

Single Plan for Student Achievement Our Single Plan for Student Achievement (SPSA) identifies and addresses the instructional needs of students and specifies how categorical funds will be used to accomplish the goals outlined in the plan. We update our School-wide Single Action Plan is annually. All staff reviews our data to identify areas of strengths and weaknesses and then modify action plans, as needed.

• Categorical/grant/district

budgets • CEAC/ELAC/SSC

Minutes/Agenda • Single Plan for Student

Achievement • WASC Action Plan



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A4. Leadership and Staff To what extent does a qualified staff facilitate achievement of the academic standards and the expected school-wide learning results through a system of preparation, induction, and ongoing professional development?

Summary of Findings Ninety-one percent of our certificated staff at EVHS meets or exceeds the requirements of the state and national standards as highly qualified professionals. EVHS has qualified BTSA support providers and ninety-four percent of our staff has CLAD or BCLAD certification.

Findings Evidence NCLB Teacher Qualifications Our certificated staff at EVHS meets or exceeds the requirements of the state and national standards as highly qualified professionals under LAUSD state requirements and NCLB mandates. Ninety-one percent of our teachers meet or exceeds the requirements of the No Child Left Behind mandates for highly qualified teachers. However, some of our miss-assignments are primarily due to our difficulty, in finding special education teachers, who have the Special Education Credential and subject matter certification, as mandated by NCLB. While all our EVHS teachers meet or exceeds state requirements for teaching, the District also identifies teachers who do not meet No Child Left Behind (NCLB) requirements through a miss-assignment letter that it sends to EVHS site administrators. In the 2007-2008 school year, EVHS had 40 miss-assignments. After rigorous efforts on the part of administration and teachers, EVHS has reduced the number of miss-assignments to only seven (7) miss-assigned teachers. These miss-assignments are primarily due to the NCLB requirement for Special Education credentialed teachers, to have specific credentials in their subject area.

• District mis-

assignment letters

• 89% of teachers are Highly Qualified.

• Human Resources/Personnel Reports

• Fiscal Specialist Notes

• The Principal and Administrators monitor teacher qualifications.

• WASC Staff Survey

National Board Certified Teachers East Valley High School has two NCLB teachers who provide support to staff and to new teachers who are in the BTSA Program. We currently have three more teachers who are going through the rigorous process of obtaining National Board Certification.

•Faculty certification rosters

•School personnel files

• WASC Faculty Surveys

CLAD/CTEL English Learner Certifications Ninety-Four percent of EVHS teachers have CLAD of BCLAD Certification. The three teachers who do not currently hold a CLAD Certification are currently working toward certification. Through

•Categorical Program

Mandates •HR Files •Faculty certification

rosters



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professional development and department meetings, EVHS provides all teachers training in SDAIE strategies to assist second language learners in accessing the standards-based curriculum.

•School personnel files

Staff Organizational Practices Our faculty receives information regarding district mandates and professional expectations at the beginning of each year. The Faculty handbook is provided to each staff member in CD format. The handbook details overarching professional mandates and expectations about the teaching profession. EVHS engages in a collaborative system of decision-making and practices. School-wide groups such as our School Leadership Council, ELAC and CEAC (advisory committees, membership is elected annually), SSC (decision-making committee, membership is elected annually), Instructional Cabinet (open to all), and departments meet on a regular basis to participate in decision-making.

•CEAC/ELAC

Agenda/Minutes •Faculty handbook •Instructional

Cabinet Agendas •LSLC Agendas •Meeting Agendas •WASC Self-study

Report, Chapter 1

•PD Agendas

Hiring of Personnel/Staff All teachers hired at EVHS are fully credentialed. Whenever possible, there is a committee that interviews new hires to our school.

• A generic

interview protocol is used for all prospective applicants.

• Hiring is based on the needs of the school and the departments.



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A5. Leadership and Staff To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that is focused on identified student learning needs?

Summary of Findings Our Instructional Cabinet analyze data such as: CST scores, CELDT results, Reclassification rates, graduation rates, CAHSEE pass rates, periodic assessment results, and grade-level data and suggests the PD topics that would best target student success. Here, professional development activities are aimed at analyzing data results and making plans that will help teachers become even more competent at intervention strategies. For example, our Science Department’s collaborative instructional model directly targets student-learning needs.

Findings Evidence Professional Development Plans The Instructional Cabinet analyze data such as CST scores, CELDT results, Reclassification rates, graduation rates, CAHSEE pass rates, periodic assessment results, grade-level data and suggests the PD topics that would best target student success. Our PD topics are not just data-driven but also determined by the school’s ESLRs, mission, and vision. Data is also presented to staff to further analyze the school’s progress and the staff is surveyed regarding which PD topic would best help them improve student test performance based on every available data analyzed. In all, the staff is actively involved in deciding which PD’s would best benefit our school. To ensure that the PD’s are relevant to staff needs, the Instructional Cabinet reviews the PD activities that are identified on the staff interest survey. Our Professional Development activities are aimed at analyzing our data results and making plans that will help teachers become even more competent at intervention strategies (RTI2). In fact, when asked what would best benefit their classrooms, teachers requested more PD’s that allows time for common assessment including writing and planning. They also asked for more instructional and intervention strategies that could best be implemented in a block schedule. The faculty at East Valley High School is always encouraged to dedicate time, to plan and implement activities learned through our PD programs. Our administrators, department chairs and other peers, using a variety of ways such as peer observations, conferences, department and academy meetings to monitoring of our PD implementation in the classroom. The staff has access to My Data and utilizes this information to

• API/AYP Data • BTSA Program • Cadre

Records/Instructional Coaches (Math, English, Science and Social Studies)

• Class Agenda • Conference Attendance

agendas • CST/CAHSEE Results • Departmental Pacing

and Lesson Plans • Faculty, Departmental,

and SLC Agendas • Instructional Cabinet

Agendas/Minutes • Last three years of

professional Samples of student work

• Math Department quarterly assessment for algebra

• Professional Development Calendars

• Faculty feedback on Professional Development

• RTI workshops • Staff meeting agendas • SSC Agenda/Minutes



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look at student’s weaknesses and strengths. Each faculty member has been trained in creating reports that will allow them to further understand their students. My Data also allows teachers to review the student progress through the years and also able to compare school-wide results. Our goal is to identify students that are scoring at below the basic proficiency level and provide instruction that will help them score in the basic to proficient levels and beyond. The ability of our teachers to understand how an entire class is perform, will allow us to modify lesson plans and plan accordingly. Our teachers are trained to understand the different strands of collected data. The Instructional Cabinet develops an annual PD plan based on Data results, staff input and school goals. Follow up of the PD plan is monitored by administration, School site Council and the Instructional Cabinet. The plan is developed in the spring of the previous school year as a result some modifications sometimes need to be made depending on data results received over the summer. Our data results allow the Instructional Cabinet to set certain priorities and needs in our Professional Development goals with the guidance of the local district and district-wide support units. Our staff members are encouraged to attend various conferences that will allow them to learn new and innovative strategies which can be implemented in the classroom, shared with colleagues and presented to the entire staff. Faculty members are also trained in the use of thinking maps, instructional strategies, higher-order thinking questions and 4 X 4 instructional methodologies. We have been incorporating certain elements of RTI2 into the school curriculum and we are currently working on furthering the implementation of RTI2 strategies to improve overall student academic performance.

Content-based/Department Professional Development The Science Department developed a collaborative process to support student success. Throughout the 2009-2010 school year the Science Department met during professional development as well as days during the summer to analyze data to prepare and plan common syllabi, classroom procedures and a common format of assessments. The Department developed vertically aligned instruction for each grade level. They used the CST blue prints and mapped out power standards to drive instruction. Classroom instructional procedures are similar via

• Departmental, and SLC Agendas

• Departmental Pacing and Lesson Plans

• Periodic Assessments and Data



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notebooks/composition books and three of the five teachers have websites for students to access instructional material. The Instructional Cabinet has adopted this model for all other departments for the next school year. In addition, the core content departments administer the LAUSD Periodic Assessments. The data is reviewed and discussed on a department level and then on individual classroom levels. New Teacher Support Our two new teachers are receiving support from their department mentors. We also have three BTSA support providers in the event we have any new teachers in the future.

• PD Plans • Principal’s Notes • Mission and Vision • ESLRs • SLC/Academy Mission and

Vision • Lead Teacher’s Logs • New Teacher Notes • Instructional Cabinet

Minutes/Agendas



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A6. Resources To what extent are the human, materials, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected school wide learning results?

Summary of Findings East Valley High School provides a rigorous and an academic standards-based curriculum in a safe, secure and caring teaching and learning environment. Every strand of our ESLRs is embedded in every aspect of our school goals. All our students benefit from a quality curriculum that is culturally relevant and responsive to their unique learning needs. We use our financial resources to supplement and enhance instruction. The allocation of all categorical funds, including Title I, EIA-LEP and other grants, must be supported by the School-wide Action Plan and in compliance with required mandates from federal, state and district funding sources. Expenditures are recommended by ELAC and CEAC and approved by the SSC. Our 2010 – 11 Federal Stimulus Funds allowed us to provide the same level of supplementary services to our students. The administrative team, Categorical Programs Advisor, Data Coordinator and the Local School Leadership Council also reviews the strategic allocation of our general funds in consultation with stakeholders. Every aspect of our decisions are data-driven and targets student success therefore we make every opportunity to allocate our funds and resources to support instruction and maintain our school environment to provide, a safe, clean and secure environment for our staff and students.

Findings Evidence Fiscal and Human Resource Allocation for Student Success In collaboration with all stakeholders, our school effectively and efficiently utilizes all human, material, physical and financial resources in accordance with legal and District guidelines to support the academic standards and integration of the Expected School-wide Learning Results (ESLRs), in everything that we do. All decisions about these resources are made openly and stakeholders take the lead in advising and providing recommendations for the allocation of resources. Our full-time Categorical Programs Advisor facilitates the implementation and monitoring of Title I funds, EL funds and other resources. Proper audit procedures and accountability procedures are in place to monitor the expenditures. The school administrators and interview teams make every effort to hire incoming qualified team of education

•Beyond the Bell –Saturday

School (CAHSEE preparation, Math/English) logs

•Health and Parent workshop agendas

•Interviews with Administration, Site Engineer, Faculty, Office Staff and Student Store personnel; as well as a review of the records and procedures used by these personnel.

•KYDS logs •Observation of school

events and meetings and the day-to-day management decisions



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professionals. Faculty and Staff are regularly evaluated according to the Collective Bargaining Agreement and district policies. This collaborative process is conducted to ensure that teachers and administrators work toward student success. Our school values the role of Professional Development as a critical component of teaching and learning. Currently, 10% of our categorical school funds are used for professional development, with emphasis on vocabulary development strategies, Thinking Maps, Clear Expectations, Accountable Talk, Academic Rigor, Note taking, Reciprocal Teaching and Anticipatory Strategies. The Parent Center offers technology and parenting classes to all parents. The Parent Center assists and supports a variety of school programs and activities such as the blood drive, sporting events, KYDS program activities, before school library services and many student-led lunch meetings. Our parent representatives attend Local District 2 meetings, meet with the Superintendent and other coordinators/leaders and share this information to various advisory and governance committees.

over the last three (3) years.

•Parent Center logs

Material Resources Allocation for Student Success East Valley High School follows State and District guidelines in the allocation of funds and resources. We strategically use these resources under the guidance of the different advisory, leadership and governance councils and committees: School Site Council, Local School Leadership Council, Departments, Academies, Instructional Cabinet, Title I, CEAC, ELAC and the community. Our textbooks, learning and teaching manipulatives, computers and lab equipments and supplies are tracked with adequate controls in place to safeguard these valuable resources and maximize their use toward student success.

•Budget narratives included

in Single Plan •Categorical Program

Advisor Notes/Logs •Federal, California State,

District resource narratives

•Grant Budget narratives •Interviews with

Administration, Faculty, Office Staff; as well as a review of the records and procedures used by these personnel in the labs, textbook room and Library.

•Observation of school procedures over 3 years

Physical Maintenance Support Our Custodial/Maintenance Teams (i.e., Custodial Staff, Plant Manager, Athletic Director, and Coaches) and staff collaboratively work together to create a clean, safe and secure learning and teaching environment. To this end, all staff makes every effort to help clean the school including students who participate in Campus Beautification and Character Building

•Health and Parent workshop agendas

•Interviews with Administration, Site Engineer, Faculty and Office Staff.

•LAUSD Maintenance and



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Teams. These groups help our maintenance personnel ensure a clean campus. Recently, our school opened a new swimming pool, one of a few facilities available in the district. We also have a multi-use field, which is also maintained adequately by our custodial teams despite recent reduction of personnel/work hours, including furloughs.

Operations logs and computer reports

•Parent Center logs •Custodial Observation in

the last three years •Teacher & Staff Survey

Community Resources for Student Support Our school has several partnerships with the community such as: KYDS Program, Project Steps/GEAR UP, Junior Achievement, Key Club with Kiwanis International, National Honor Society and the Black Students’ Union. We also provide work permits and collaborate with local merchants and organizations with the community, to provide work and services to our students. Our Parent Center serves as the core center of community collaboration and takes the lead in facilitating the provision of resources and material support to parents. The Categorical Program Advisor writes grants to support the goals of the Parent Center. The Parent Center Liaison communicates with all parents through our Connect Ed Phone System. Parents are informed of programs, activities, and our advisory, governance and leadership meetings. The Principal also hosts the monthly Coffee With The Principal to listen to parents and the community for concerns and issues affecting the school community.

•Beyond the Bell –Saturday

School (CAHSEE preparation, Math/English) logs

•Categorical Program Logs •CEAC/ELAC/SSC/LSLC

and Instructional Cabinet Agendas/Minutes/Logs

•Community College Course Offerings

•KYDS logs •Health and Parent

Workshop Agendas •Observation of school

activities over 3 years and interviews with Parents and the community

•Parent Center logs •PD Agendas •Volunteer Center

participation logs

Charting Our Future We value collaboration and partnership with all our stakeholders and the community. Our school leadership teams are well-seasoned educators experienced in District and State policies that steers the school extremely well, in these difficult economic times, to higher levels of achievement in the future. It is our goal to continue to partner with parent leaders, students, teachers and staff to increase their participation and work toward a common goal for student success.

•Categorical Program Logs •Interviews with

Administration, Faculty and Staff.

•Observation of school events, evaluations and meetings and the day-to-day management decisions over 3 years.

•PD Agendas •Parent Center Logs



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Category A - Organization: Vision & Purpose, Governance, Leadership & Staff, &

Resources

Category A - Areas of Strength

1. Faculty is highly qualified for their assignments based on California state law requirements.

2. Faculty and staff are supportive and involved in extra-curricular and co-curricular student activities. Students are well-known by the teachers and comment, “it feels like home here.”

3. Faculty undertook a review and revision of the ESLRs when it was determined that they did not adequately address the skills a graduate would need for life after high school.

4. The Instructional Cabinet updates information from a variety of sources to all faculty members and serves as an advocate for a coherent and consistent school plan.

5. Our advisory (CEAC/ELAC) and governance (SSC/LSLC/Instructional Cabinet) committees has a good working and collaborative relationship which facilitates the allocation of funds and resources for student success.

6. Our Parent Center has a collaborative relationship with all stakeholders. Here, the Parent Center maintains effective communication with all parents using our Connect Ed system to inform them of programs and activities of the school including our advisory, governance and leadership meetings.

Category A - Areas of Growth

1. Develop more effective ways of involving parents and stakeholders in the

organization and vision of the school including decision-making and student achievement of the ESLRs.

2. The language of the ESLRs needs to be more explicitly integrated into instruction. 3. Department should continue to consider using common assessments, and related data,

in a more collaborative fashion to support student success, using the Science department as a model.

4. Time needs to be allocated to implement research-based professional development to plan instructional activities, enrichment, intervention and assessments that address both standards-based content and our ESLRs.



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Category B Standards-Based Student Learning: Curriculum


Daniel Campos, English Teacher Michael Wallack, Math Teacher

Karen Williams, Assistant Principal

Focus Group Members

Mary Amelsberg, Art Teacher Sandra Ardry, Classified Staff

Ana Bojorquez, Parent Edwin Bran-Student

Billy Brewer, Special Education Assistant Elba Bugarin, 9th and 10th Grade Counselor

Ana Estrada, Parent Ambroji Garcia Aguirre, Special Education Teacher Assistant

Marilyn Gunn, History James Gutierrez, Special Education Assistant

Carolyn Martinez, Bilingual Teacher Assistant Lucia Martinez, Student

Harry Meneshian, Special Education Teacher Assistant Deanna McNally, Special Education Assistant

Mohammad Rafii, Spanish Teacher Bianca Ramirez, Special Education

Anahit Semergyan, Student Valary White, Librarian



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Category B—Standards-based Student Learning: Curriculum B1. Curriculum Criterion

To what extent do students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic school-wide learning results?

Summary of Findings The East Valley High School staff is committed to implementing a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic school wide learning results throughout all the academic subjects and Small Learning Communities. We integrate our ESLRs in making outcome-based decisions about the teaching and learning process. For example, our teachers design their lessons with the ESLRs in mind. Teachers provide a class syllabus for students and parents, which outline class requirements, grading policies, homework, and behavior expectations. Our 4x4 block schedules allows our students to access, and participate in a variety of academic opportunities that prepares them for college and beyond. The Small Learning Communities’ vision statements include how they support rigorous, standards-based academic instruction. They have also designed advisory portfolios as a requirement for each academy. These portfolio requirements are aligned with our ESLRs and California State Standards. Each of our academies and departments has also integrated our ESLRs in planning and setting their goals.

Findings Evidence EVHS’ Standards-based Curriculum Implementation East Valley High School students follow a standards-based curriculum that is set by LAUSD and the CDE. From these standards, teachers have collaborated to integrate our ESLRs as they design and implement their lessons in the classrooms. The Small Learning Communities’ vision statements include how they support rigorous standards-based instruction. The Advisory portfolios for each academy are aligned with ESLRs and each academy has a checklist of required elements for graduation. Further, teachers provide a class syllabus for students and parents, which outline class requirements, grading policies, homework, and behavior expectations. Our teachers and school leaders read professional articles and books and receive professional development in order to be aware of the current educational research and thinking. The effective delivery of the curriculum is discussed at department meetings, and content area meetings. Several departments use standards-based common assessments to evaluate ongoing student progress toward meeting the standards.

• Articulation Notes • Categorical Program Logs • CDE State Standards • Common English and Math Curricula • Community College course

enrollment • Course Syllabi • Department Agendas • Freshman Orientation sign-in

sheets • LAUSD Periodic

Assessments • Math Concept Lessons • PD Agendas • SLC Agenda/Minutes • Teacher Collaboration agendas • Thematic Unit development • Tutoring Attendance Sign

Ups • Read 180 logs



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Findings Evidence Through a variety of instructional tasks and they require students to write and present oral reports. Technology is used by teachers and students to implement power point presentations, and computer related assignments. Organizational skills are implemented through the use of the EVHS Planners, Cornell note taking strategies, portfolios, and notebooks. Critical thinking skills are encouraged by conducting open discussions on various topics that relate to content curriculum. Teachers provide activities for students to analyze written text and generating discussion. Some departments engage in ongoing LASW (Looking At Student Work) analysis to monitor student learning and identify next steps. This process evaluates proficient, basic, and below basic work samples from a common assessment, identifying what students are doing well, what they are on the verge of doing, and what the next instructional steps would be to support growth in line with the standards. This process has also facilitated both horizontal planning within a specific curriculum, and vertical planning across grade or language levels. In departments which have developed common unit assessments, the examination of item analysis data has guided next steps or indicated when a standard needs to be re-taught. Students are encouraged to participate in our tutoring program and our intervention classes. Twilight school will also be offered in the spring semester (after school), to help students recover credits needed for graduation and allow students extra time to learn the state standards. The Small Learning Communities’ Role Our Small Learning Communities’ vision statements include how they support rigorous, standards-based academic instruction. They have also designed advisory portfolios as a requirement for each academy. These portfolio requirements are aligned with our ESLRs and California State Standards. Each of our academies has also created a checklist of all the required portfolio elements for graduation. The SLC practices have made a positive impact on our students. In the past three years there has been an increase in student achievement on the CST, CAHSEE, and the CELDT. The number

• Categorical Program Logs • Course Syllabi • Department Agendas • Freshman Orientation sign-in

sheets • LAUSD Periodic

Assessments • Math Concept Lessons • PD Agendas • Senior Portfolios • SLC Agenda/Minutes • Teacher Collaboration agendas • Tutoring Attendance Sign

Ups



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Findings Evidence of students going to a four-year college has increased. Our SAT scores have also improved and more students are taking the SAT and ACT, which indicates a higher academic interest and increased desire, to attend college. EL Student Success and Support Programs EL students have an exposure to a rigorous core curriculum which is aligned to state standards and our ESLRs. The 4 x 4 schedule in our English Language development classes allows the teacher to provide differentiation, support, enrichment and intervention, according to their needs. English Learners are placed in the appropriate ESL level based on district and state testing and teacher recommendation. ESL 1, 2, and 3 use the High Point curriculum. The ESL 4 curriculum is aligned with English 9AB, so students receive A-G credit. ESL 3 and 4 students are placed in SDAIE core classes to build academic English while receiving required content classes. SDAIE strategies are imbedded in their particular content class so course work is aligned with all other grade level students. The master schedule has been developed to allow ELL students to move into more rigorous classes as they progress. CELDT tests are administered to new students upon admission and for all EL students annually. Our main goal for all EL students is to become Reclassified Fluent English Proficient students. We use a variety of support strategies to accomplish this task, such as: group work, assistance by Bilingual Teacher Assistants, use of SDAIE strategies, after-school “tuteria”, to help students accomplish their academic and social goals. We also provide English Learner support programs for identified students and others who struggle in their academic classes such as: Enhancing Literacy with 9th graders, the Read 180 program, ELS class for students who have not re-designated, CAHSEE prep English course for students who have not yet passed the test, as well as CAHSEE prep in Advisory, throughout the 10th Grade academy. Math support includes tutoring provided by different teachers (before and after school tutoring funded by Title I and external intervention from LAUSD’s Beyond The Bell), providing a math support class prior to taking Algebra 1AB, Geometry or Algebra

• A-G Requirements • Articulation Notes • Categorical Program Logs • CDE State Standards • Course Syllabi • Department Agendas • High Point Curriculum • LAUSD Periodic

Assessments • PD Agendas • Teacher Collaboration agendas • Thematic Unit development • Tutoring Attendance Sign

Ups • Read 180 logs • Reclassification Logs



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Findings Evidence 2AB (Transitions to Advanced Math, Geometry Foundations, and Math Tutoring Lab). Some advisory classes also offer math homework help and peer assistance. The Special Education Program Special Education students have complete access to the core content curriculum. Special Day Program students receive core content classes in either a special education classroom or a general education classroom, if appropriate, Our RSP students are mainstreamed in the general education classes and they receive support through either a resource teacher, special education assistant, or through the Learning Lab. Students learn study skills and organizational skills, and receive academic tutoring.

• IEP’s • RSP Logs • SIS Notes • Special Education Notes • Special Education

Department Chair/Administrator Meetings

• Tutoring Attendance Sign Ups



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B2. Curriculum Criterion To what extent do all students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals?

Summary of Findings

We encourage all of our students to complete the A-G requirements. The LAUSD requires that each student completes an Individualized Graduation Plan with their counselor. Our students receive counseling services through their academy counselor. Such services are readily available on weekday afternoons and Saturdays in order to serve parents who work. Each academy counselor meets with every 12th grade student in October to discuss graduation requirements. Our counselors also present path to high school graduation modules to 9th, 10th, and 11th grade students to prepare them for their journey to graduation. These presentations includes A-G requirements, and options for career and other post-secondary plans. Some students are monitored with a weekly or biweekly grade checks which are then signed by their parents.

Findings Evidence EVHS Curricula and Support Programs for Students East Valley High School offers a wide array of programs and coursework, as well as general academic counseling which are designed to prepare each student for the pursuit of his or her particular academic, personal and school-to-career goals. All students are encouraged to complete the A-G requirements so they will have options upon graduation. These programs are started when our students enter the school as freshmen, and are continued through their sophomore year, as well as through the upper grades as they work in academies. Students receive the strong support of the counseling staff, and supplemented by many extra-curricular activities, which are offered to students at all grade levels. Beginning with our Freshman Academy, students receive individualized attention from the teachers, who have all of the students in common, so that teachers can share information about students’ successes or needs for additional academic work or intervention. In the Freshman Academy, the advisory class includes report card conferencing, post-high school career plans, CAHSEE and CST preparation, portfolio preparation, sustained silent reading, homework completion and study hall time. The Freshman Seminar course covers life skills, career research and assessments, job application completion, and cover letter writing. The 10th Grade Academy has a similar configuration to the 9th grade academy. The decision to create this academy has been

• Articulation Notes • Categorical Program Logs • CDE State Standards • Common English/ Math Curricula • Community College course

enrollment • Course Syllabi • Data Coordinator’s Logs • Department Agendas • ESLRs • LAUSD Periodic Assessments • Math Concept Lessons • PD Agendas • SLC Agenda/Minutes • Teacher Collaboration agendas • Thematic Unit development • Tutoring Attendance Sign Ups



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Findings Evidence borne out of the successes of the 9th Grade Academy. The 10th grade advisory classes support literacy through their silent reading program and the completion of a required reading log. The tenth grade academy offers support to their students through their “5th Period” tutoring class. Our junior and senior students are offered of choice of two career path academies, the Media and Communication Arts Academy and the Business, Finance and Marketing Academy. Both academies offer the A-G required coursework, the school district-required coursework, as well as courses specific and unique to each academy. The Media and Communication Arts Academy provides many opportunities for the students to learn about and participate in the world of media and communication arts. Their field trips take them to sites that are related to media, such as: studios, The American Film Institute, college/university tours, ITT, Fashion Institute of Design and Management, and Columbia College. The MaC Academy offers courses in Advanced Placement Art, Painting, Calligraphy, Video Production, and Animation Art. The Business, Finance and Marketing Academy (BFMA) has a partnership with Junior Achievement. Junior Achievement Mentors work with students to provide them real-world experiences in building a business. The BFMA offers specialized coursework in Accounting, Travel and Tourism, and Business Communication. Counseling Support Ninth grade students attend a Freshman Orientation where our counselors review the graduation requirements and the a-g requirements. Students meet with their counselors in their ninth grade year to create an individualized graduation plan. The IGP includes the graduation requirements, the a-g requirements, and the student’s post secondary plans. When students need extra support, counselors also monitor student academic and behavioral progress with daily and weekly reports. The counselors also recommend tutoring and intervention opportunities for students who may need some support.

• Categorical Program Logs • College Center Logs • College Counselor Notes • Counselor Logs • 12th Grade A-G Notes • Graduation Requirements • Parent Center Logs • Tutoring Attendance Sign Ups



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Findings Evidence Extra Curricular Activities East Valley High School offers several extracurricular activities that complement their courses, enhance their learning experience, and further aid them in their preparation towards graduation. For example, the KYDS program includes a diverse collection of clubs for the students, such as: swimming, drivers education, cheer, Spanish Literature, G2C “Go to College”, Musical Minds, Just Dance, EL “English Language” tutoring, debate club, journalism, drill team, and an art club. These opportunities provide students the opportunity to try programs that they don’t get through their normal course of study or may not have an opportunity to participate in otherwise away from the school setting. The programs not only help to expand the students educationally, but they offer them the chance to try things that they have an interest in. Additional extracurricular courses outside of the KYDS program include: BSU (Black Student Union), school athletics, leadership, NHS (National Honors Society), Key Club, and blood drive team. Our campus also has a California Scholarship Federation chapter, which promotes the education of academically motivated students. The chapter also encourages these students to get involved in volunteer opportunities within the community. The extracurricular programs through the KYDS program, as well as those sponsored by the school, offers our students a chance to participate in team-building or community service opportunities. These programs provide students an opportunity to demonstrate their service oriented values of sharing their time with others. The experiences and skills that they gain from participating in these team-building or community-volunteering programs allow them to showcase their marketability to universities and the work force. The College-Going Culture We have some college and career-oriented programs such as GEAR-UP, and a variety of workshops and services offered by the College Center that promotes a college-going culture. These include: speakers, college counselors, college field trips, on campus college fairs and the development of post secondary plans. Our college counselor helps students prepare their college applications; guide them in applying for

• BSU Notes • Categorical Program Logs • CSF Notes • College Center Logs • College Counselor Notes • Counselor Logs • 12th Grade A-G Notes • Graduation Requirements • Key Club Agenda • KYDS Program Logs • NHS Agenda/Minutes • Parent Center Logs • Tutoring Attendance Sign Ups

• Categorical Program Logs • CEAC/ELAC/SSC

Agenda/Minutes • College Center Logs • Counselor Logs • Data Coordinator’s Notes



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Findings Evidence scholarships and making decisions about career or college. Since every SLC has an assigned counselor, student progress is also monitored and they make every effort to meet with parents to ensure that the goals are met. The Parent Center and Parent Institute collaborate to provide workshops to parents about college. Parents are also part of the CEAC, ELAC and SSC advisory and governance committees to make decisions in the allocation of resources. Access to AP classes has been greatly increased through pre-AP articulation and the annual AP Fair. Ongoing support is provided for AP students to gain the skills necessary to be successful. The number of students accessing materials and services in the College Center has increased dramatically over the last few years. Several programs, including GEAR-UP, and a variety of workshops and services offered by the College Center, promotes a ‘College Going Culture’ through speakers, college counselors, college field trips, on campus college fairs and the development of post secondary plans. Our college counselor helps students prepare their college applications; guide them in applying for scholarships and making decisions about career or college. Since every SLC has an assigned counselor, student progress is also monitored and they make every effort to meet with parents to ensure that goals are met. The Parent Center and Parent Institute collaborate to provide workshops to parents about college. Parents are also part of the CEAC, ELAC and SSC advisory and governance committees to make decisions in the allocation of resources. Access to AP classes has been greatly increased through pre-AP articulation and the annual AP Fair. Ongoing support is provided for AP students to gain the skills necessary to be successful. The number of students accessing materials and services in the College Center has increased dramatically over the last few years. The Parent Center At the heart of our parent involvement and participation is our parent center. We have a dedicated Parent Liaison who is at the forefront on building positive relationships with our parents and the community. The Parent Center provides workshops, trainings and governance opportunities to all parents and stimulates parent’s involvement in every aspect of their child’s education up to college admission and beyond. Parents are involved as members of our advisory, leadership and governance committees such as the CEAC

• KYDS Program Agenda/Minutes • Local School Leadership Council

Agenda/Minutes • Parent Center Logs • Principal’s Notes • Tutoring Attendance Sign Ups

• Categorical Program Notes • Parent Center Logs • CEAC/ELAC/SSC Notes/Logs • Parent Center Liaison Note



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Findings Evidence (Compensatory Educational Advisory Committee), ELAC) English Learner Advisory Committee), SSC (School Site Council) and Local School Leadership Committee (SDM) meetings, which are held each month. These meetings aim to solicit input from parents, community members and all stakeholders, on the allocation of Title I and EL resources. Here, parents are partners in planning and making decisions on many issues that affect learning and teaching. This parent partnership is also mandated by federal and state agencies. Parents at these meetings advised the staff on a variety of topics, including school data, allocation of funds, and other school policies. Translation is Spanish is provided by the district. Many of our parents attend these meetings throughout the year. A monthly Coffee with the Principal is also hosted by Mr. Paul Del Rosario, to hear parent concerns and issues, if there are, or just to keep the communication lines open, to collaboratively solve any challenges that the school may have. Our new principal has made every effort to collaborate with stakeholders. The Parent Institute Parents also receive information through participation in the nine-week Parent Institute for Quality Education (PIQE) program, and parent information nights held throughout the year. Here, parents participate in workshops and training about a variety of topics focusing on student achievement and college attendance.



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B3. Curriculum Criterion To what extent are students able to meet all the requirements of graduation upon

completion of the high school program?

Summary of Findings East Valley High School offers a variety of programs and resources that help our students meet all requirements for graduation. Our teachers and counselors provide ample opportunities for parent involvement and strategically provide resources and information to target student success. Our 80-minute block system is intended not only to raise the percentage of students who are passing these assessments with proficient and advanced scores but also, to ensure, that all students will have the opportunity to succeed through intervention, or credit recovery. Our faculty and administration make every effort to involve the parents in their children’s journey towards graduation. From parent-teacher-student conferences, SLC assemblies, Coffee with the Principal, Connect-Ed announcement, IEP, LAT, and letters to parents. Parents also receive data during their participation in CEAC, ELAC, Local Leadership Council and SSC (advisory and governance meetings). Here, the Principal and Categorical Programs Coordinator share school data and information about A-G and also inform parents about graduation requirements.

Findings Evidence The Block Schedule Structure Our 80-minute block schedule provides students with more learning time that is broken up into smaller sections ranging from ten (10) to thirty (30) minutes. Here, teachers start their classes with dispatches (or warm ups), as one of the subsections of their course in the beginning of the period. These are usually followed by another subsection in which the teacher may either provide a lecture or guided instruction. The remaining 30 to 40 minutes of instructional time is usually divided into smaller subsections that are used to reinforce the standards-based lessons for the day, the week, and the unit. From the dispatch at the beginning of the class, to the independent instruction session at the end, each subsection of the 80-minute block period, builds upon the other, constantly reinforcing the essential components of the lesson. This extended instructional time for each class, is ultimately designed, to better prepare the students for evaluations that assess their proficiency in the California State Standards. In doing so, our 80-minute block system is intended not only to raise the percentage of students who are passing these assessments with proficient and advanced scores but also, to ensure, that even if some of the students are still scoring at basic levels, they have nonetheless, demonstrated the required mastery of the standards to receive a high school diploma.

• Articulation Notes • AP SCS Notes • Categorical Program Logs • CDE State Standards • Common English/ Math Curricula • Community College course

enrollment • Course Syllabi • Data Coordinator’s Logs • Department Agendas • ESLRs • LAUSD Periodic

Assessments • Math Concept Lessons • PD Agendas • SLC Agenda/Minutes • Talent Development Notes • Teacher Collaboration agendas • Thematic Unit development • Tutoring Attendance Sign

Ups



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Findings Evidence Despite this extended learning class time provided by the block system, we realize that some students will have academic challenges. However, our block system is structured, in such a way that students, who failed a course the first time, can make it up (credit recovery) the second half of the year. That way, students have a chance to make up deficiencies so that they can graduate on time. Moreover, our school provides additional opportunities for those students who, despite these “second chances,” are still not able to meet graduation requirements before their four years at East Valley High School are completed. These include our school’s fifth year program, courses at the local community college, and summer school. Finally, for those students who could not participate in the graduation ceremonies, because they were a few units short of meeting the A-G requirements, a second graduation ceremony in August, through the local district is available, provided those final units are completed, during summer school session. Our Counselor Support Our counselors work closely with students to make sure that the students are aware of their A-G requirements. Students interviewed by faculty at professional development sessions have attested to meeting with counselors at least “a couple of times each year” to review their individual progress towards graduation. Counselors also work closely with special education advisors and teachers to ensure that students with special learning needs also have individual graduation plan that takes into account accommodations per their IEP reports. Along with advisory teachers and the principal, counselors emphasize the importance of achieving proficient scores on CST’s, CELDT and CAHSEE, and especially making it clear to them that they need to pass the latter, in order to graduate. Counselors play one of the most important roles in creating individual graduation plans for their students. They maintain records of the students’ CST and CAHSEE scores, counselors place students in courses with curriculum that meet the specific needs of that student. For example, students who score below basic and or have not passed the CAHSEE, they are assigned classes, specifically designed to help them pass these tests in the next tests. Counselors also program incoming freshman with low scores in classes such as Enhancing Literacy, Read 180 or English Language Skills, each course offering a curriculum catered to the



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Findings Evidence particular needs and literacy levels of the students in the class. Conversely, incoming freshman who score at advanced levels are also placed in courses with curriculum catered to meet their academic needs. It is the counselors who not only aid the students in their individual graduation plans, but also inform them of the resources available – such as the continuation programs previously mentioned - to help them meet graduation requirements. They also recommend struggling students to before and after-school tutoring or Beyond-the-Bell Intervention Programs, to further assist them in meeting graduation requirements or passing a class. Finally, counselors confer with students in groups (assemblies or small group/class meetings) during advisories or in the auditorium, to go over additional items, related to graduation such as requirements for college admissions, SAT or ACT registration, and financial aid applications. Our Parental Involvement The faculty and administration at East Valley High School make every effort to involve the parents in their children’s journey towards graduation. We host an Open House in October and two (2) Parent Conference Nights (Fall and Spring). During these parent-teacher conferences, parents receive information about the progress of their children’s class and collaborate with the teachers on intervention opportunities, as needed. Moreover, we also conduct parent-teacher-student conferences, SLC assemblies, Coffee with the Principal, Connect-Ed announcement, IEP, LAT, and letters to parents. Parents also receive data during their participation in CEAC, ELAC, SSC, Local Leadership Council (advisory and governance meetings). Here, the Principal and Categorical Programs Coordinator share school data and information about A-G and graduation requirements with parents and other stakeholders from the community. A monthly Coffee with the Principal is another opportunity, where parents meet and work with the administrators and coordinators about graduation requirements and other issues. For the parents of incoming ninth (9th) graders and returning tenth (10th) graders, the school hosts an orientation session with parents at the beginning of the school year, familiarizing them with the A-

• Beyond the Bell Program

Notes • Categorical Program Logs • CEAC/ELAC/SSC

Agenda/Minutes • Coffee with the Principal

Agenda • ESLRs • Instructional Cabinet

Agenda/Minutes • Local School Leadership

Council Agenda • LAUSD Periodic

Assessments • Parent Center Log • Parent Institute Agenda • Parent Teacher Conference Notes • Periodic Assessments • SLC Agenda/Minutes • Tutoring Attendance Sign

Ups



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Findings Evidence G requirements along with the expected goals for the current grade level. In addition, counselors mail out letters inviting parents to meet with them so that they, too, can be active participants in developing their child’s individual graduation plan. Our counseling staff continues to be proactive throughout the year in striving to include parents as influential stakeholders in their child’s academic progress, calling home when a student is on academic probation, and requiring such students to fill out a daily progress report to present to parents each day with the hopes that the student will improve his or her grades with more stakeholders involved. College Preparation Programs Support Our counselors provides counseling, guidance and also monitor the progress of how students in meeting all the requirements of high school graduation. During this process, students and parents are constantly updated about their status, and given many opportunities to comply with any requirements they need. A part-time college counselor is also available who prepares students to complete all the requirements for college admission. Our college counselor also publishes a monthly scholarship list for students, teachers and parents. She also collaborate with the Gear Up program staff in hosting assemblies, field trips to colleges and universities, Cash for College trips, parent workshops and informational assemblies. Entering in our fifth year of existence and having started its first year with just ninth (9th) and tenth (10th) grade classes, East Valley High School has only two (2) graduations since we opened. Post high school data that has been gathered the last two years is impressive, particularly with the last graduating class, with more than 80% of the alumni of 2010 continuing their education at a community college, technical school, or a four-year university. Moreover, this latter graduating class, compared to the class of 2009, had a larger number of students attending or being accepted into CSU and UC schools, including schools in northern California such as Humboldt State and University of California, Berkeley. East Valley High School has achieved these feats by raising the academic bar, encouraging its student body not only to meet the basic requirements for graduation, but inspiring them to continue with their academics by exposing them to the merits and excitement of going to college. Working with partners such as Families in School and KYDS (Keep Youth Doing Something),

• Articulation Notes • Beyond the Bell Program

Notes • Categorical Program Logs • Community College course

enrollment • CST/CELADT/CAHSEE

Test Results • College Center Notes • ELS Class Notes • ESLRs • LAUSD Periodic

Assessments • Parent Center Logs • PD Agendas • Periodic Assessments • SLC Agenda/Minutes • Read 180 Notes • SIS Entries, Logs • Teacher Collaboration agendas • Thematic Unit development • Tutoring Attendance Sign

Ups



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Findings Evidence our school has programs such as the G2C (Going 2 College) Club and events such as field trips, college fairs, and guest speakers to inform students of the benefits and requirements for colleges and career institutes. In the past two years, EVHS has conducted field trips to local colleges such as Northridge and UCLA, and even colleges farther away like UCSB and the San Diego schools (UCSB, SDSU, and USD). In addition, last year our school sponsored a college fair inviting representatives from a variety of local colleges and career institutes to set up booths for students to receive information on the schools. Students either talked to the representatives, read brochures, or provided contact information to receive additional information via email. Undoubtedly, all of these efforts in exposing students to the myriad of academic opportunities immensely contributed to the increased interest in post-secondary education at East Valley High School. Hence, we continue to motivate our student body, not only to meet the A-G requirements, but to excel, so that they can also meet the requirements for college/university admission.



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Category B Standards-Based Student Learning: Curriculum

Category B - Areas of Strength

1. Our 4x4 block schedule allows our students to participate in a variety of

academic and intervention opportunities to succeed at school. Moreover, it also gives them an easier time to participate in credit recovery than a traditional structure.

2. Our teachers have integrated the use of data in making decisions about teaching and learning. This practice has helped teachers to design their lessons based on new goals brought about by their careful analysis of data.

3. Some departments engage in ongoing LASW (Looking at Student Work) analysis to monitor student learning and identify next steps. This process has also facilitated both horizontal planning within a specific curriculum, and vertical planning across grade or language levels.

4. Each academy has an assigned counselor. Here, each counselor has more time to individualize support and guidance with each student. For example, the counselors go over the A-G requirements for all students. These include an assessment of the credits they need to move from grade to grade, as well as the class structure for the incoming students.

Category B - Areas of Growth

1. Our four (4) academies have fully integrated the ESLRs in their instructional

programs. Alignment and articulation needs to be more refined at the classroom level.

2. Some integration of curriculum among disciplines has occurred, however it has not become systemic.

3. In some departments they have developed common unit assessments but it needs to be school-wide and refined to target API and AYP goals.

4. We also need to improve articulation of curriculum and expectations with feeder middle schools and colleges/universities.

5. Technology is used by teachers and students to implement power point presentations, and computer related assignments. However, more training is needed for our students to focus on the use of new technology toward better learning outcomes. For example, students can maximize the use of technology in project-based or problem-based learning formats to enhance outcomes.



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Category C Standards-Based Student Learning: Instruction


Jacqueline Hartt, English Teacher/Freshman Academy Lead Pilar B. Munoz, NBCT, English Teacher

Leticia Perez, Science Teacher

Focus Group Members Sharon Borja, Student

William Entz, Science Teacher Vanessa Franco, Student Gustavo Giron, Student

Jacqueline Hartt, English Teacher/Freshman Academy Lead Laurie J. Holzapfel, MA, NBCT, Business Teacher

Vatche Issahakian, Computer Teacher Joseph Maggio, SDC Math Teacher

Maritza Morfin, Foreign Language Teacher Pilar B. Munoz, English Teacher

Joseph Noh, Math Teacher Leticia Perez, Science Teacher

Lisa Sandoval, Special Education Assistant Janet Shadsirat, Special Education Assistant

Yongxin Sun, ELL Teacher



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Category C—Standards-based Student Learning: Instruction C1. Instruction Criterion

To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the expected school-wide learning results? [Through standards-based learning (i.e., what is taught and how it is taught), the expected school-wide learning results are accomplished.]

Summary of Findings We strive to provide our students the best opportunity for them to fulfill LAUSD graduation requirements, prepare for post secondary education and develop the skills outlined in our ESLRs. Over the last three years we have developed, refined, and revised the type of courses offered at East Valley to increase student comprehension and proficiency within the CST strands. The LAUSD graduation requirements and California State Standards determine our course content and offerings. Using the blueprint, frameworks, state standards and CST data, our departments have begun a collaborative process to increase student achievement. This collaboration includes coordinating our pacing plans between courses both vertically and horizontally and identifying research-based methods that facilitate the acquisition of key learning outcomes.

Findings Evidence Standards-Based School Wide Instruction A typical day at East Valley High School begins with the Advisory class. Our advisory classes have common threads woven into all the unique SLC advisory curriculums such as silent reading, test preparation, academic progress monitoring and personalization (between the student and teacher). The advisory class has been designed with the student in mind; where the teacher and student create a personal relationship and collaboratively focus on issues affecting learning and teaching. Here, students complete reflections on their individual academic progress on a mester basis, compose letters to parents, participate in report card conferences, assess their own progress towards the fulfillment of A-G requirements and develop intensive test-taking strategies. At the beginning of mester 2 of this school year, we implemented a school-wide test preparation day, called “Winning Wednesdays”. School-wide, students begin Winning Wednesdays with SSR in their advisory. For the remainder of the day, each course delivers 20 minutes of focused test-preparation. This allocated time is designed to create greater continuity, accountability and acuity for our students. To this end, all our students in Freshman Academy, Tenth-Grade Academy, Business Finance Marketing or Media

• Bell Schedule • Course Syllabi • CDE Blueprints • Collaborative grouping

folders • Course pacing plans • CST and Periodic

Assessment Data • ESLRs • Instructional Guides • Lead Teacher Meetings

Agenda/Minutes • Lesson Plans • Local District 2 Focus

areas • Master Schedule • Peer Observation • PD plan • Periodic Assessments • RTI • State Standards • SLC correspondence and

publications • Student Notebooks



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Findings Evidence & Technology, are engaged in a variety of activities tailored to their unique individual needs.

English Language Arts We offer a variety of ELA classes at EVHS. These include intervention classes, such as Read 180, Enhancing Literacy and English Language Skills that help students who are well-below grade level attain higher levels of ELA proficiency. Courses such as Honors English, Advanced Placement English Literature and Advanced Placement English Language are also offered to challenge students with more advanced curricula. All of these classes provide diverse instruction, assignments and pacing to meet the wide spectrum of students’ needs while acquiring and mastering the English language. Differentiated instruction, such as addressing multiple intelligences and using information processing strategies are used in ELA classrooms, taking into account the diverse needs and learning styles of our students. ELA teachers expect students to be engaged in classes. Students are focused in safe classroom environments supported by ELA teachers. The teachers have high, clear expectations and foster positive relationships. ELA teachers communicate clear expectations to students through their syllabi, assignment outlines and by modeling assignments and expectations. ELA teachers use rubrics and work examples to assist students’ understanding of assignment and performance expectations. ELA teachers use the appropriate ELL/ELD state standards, expected school-wide learning results, instructional guides, course outlines and textbooks to prepare class lessons that provide a variety of learning experiences for students. Students are engaged in learning experiences such as, but not limited to: whole-class instruction/teacher-directed instruction, pair share, student choice reading selections, literature-circles, Socratic Seminar, modeled/guided instruction, use of annotations, reading logs/journals, student work reflections, inquiry-based lessons, revising work in progress, analyzing, synthesizing and evaluating multiple texts, developing descriptions, explanations and predictions using evidence, graphic organizers, interactive reading and use of asynchronous technology. Student work assignments are often done individually, however input from other students and/or the teacher can contribute to the product. Due

•Categorical Program

Notes/Records •Classroom Observations •Course Syllabi •CST and Periodic

Assessment Data •Department Discussions •ESLRs •ELAC/CEAC/SSC

Minutes/Agenda •Instructional Guides •Local District 2 Focus areas •Master Schedule •Parent Logs •Peer Observation •Periodic Assessments •Progress reports •Rubrics •State Standards •Teacher Surveys •Teacher Syllabi •Tutoring schedules



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Findings Evidence to the extended 80 minute period classes, many tasks and learning experiences are broken up into smaller chunks of time to keep the interest and attention of students, especially in intervention courses or courses with large groups of students who are not proficient. In addition to the time within the class, ELA tutoring sessions are available outside of the classroom for students. Students and parents are informed about student performance through progress and final report cards, parent notes sent home, phone calls to home, and parent conferences. ELA teachers also collaborate and plan lessons, units, assessments and rubrics together. ELA teachers use student work/data, observations of instruction, assignments and interactions with colleagues to reflect upon, revise and improve instructional strategies. Ultimately, grade-level planning and vertical planning takes place throughout the year.

Mathematics Our Math Department at East Valley High School offers the following nine courses to prepare students to fulfill their A-G requirements and gain entrance to colleges and universities: Math Tutoring Lab, Transition to Advanced Mathematics, Algebra 1, Geometry Foundations, Geometry, ESS Standards Mathematics, Algebra 2, Math Analysis, and Calculus. Within the 4x4 Block Scheduling, math teachers segregate the 80-minute block periods into a minimum of four distinct components. The four components are: warm-ups, review homework, direct instruction, and student practice. Students are encouraged to take detailed notes and to write in full and complete sentences. Teachers utilize an “Agenda” listing the Subject Title, Objectives, and California State Standards pertinent to the Mathematics Course being taught. Word Walls are used to refresh the students’ memory of the terms specific to the class. In addition, posters of math symbols, perimeter and area, fractions, and number lines are posted on the walls to help student remember the reoccurring content concepts. Samples of student work are posted on classroom walls which include

•Agendas/Meeting

notes/Sign-ins •Assessments •Categorical Program

Notes/Records •Classroom Peer

Observations •LD2 initiative •Lesson Study Materials •Department Meeting

Minutes/Agenda •ESLRs •Instructional Guides •Local District 2 Focus areas •Master Schedule •Parent Logs •Peer Observation •Periodic Assessments •Progress reports •Rubrics •State Standards •Student work Samples •Teacher Surveys •Teacher Syllabi •Tutoring schedules



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Findings Evidence tests and homework. The mathematics department maintains, and distributes to every student, a copy of the syllabus for the mathematics courses. The syllabus explains the key concepts that will be taught and also lays down the guidelines for their marking system. Voluntary bi-weekly common planning time has been set aside to create pacing plans for Algebra 1AB. Additionally, within these times, common assessments are created. These assessments are currently being used by the Algebra 1 teachers. Last year Algebra teachers met bi-weekly to make decisions to target specific student needs and to discuss concept lessons geared to address these needs. By utilizing the Pearson Learning Team’s model, a group of four teachers met and worked through a seven-step process of identification, reflection, and planning to execute an effective and engaging lesson that would create student interest, and connect mathematical concepts to real-life situations. Through the Learning Team’s meetings a sense of camaraderie, understanding, and cooperation has developed among the participating teachers. This has led to more effective communication, collaboration, and support for the group.

The Sciences At East Valley High School, we offer five (5) science courses: Integrated Coordinated Science, Biology, Chemistry, Honors Chemistry and AP Biology. Because each student has different academic needs, as well as different learning styles, we use a variety of lessons and methods to reach all students. By analyzing data from formative assessments, we are able to guide and revise the curricular sequence, to meet the needs of each population. Therefore, students are exposed to a single (common) standard several times through utilizing a variety of methods. These methods may include kinesthetic modeling, experiments, readings, dialogue, lecture, peer teaching, research, graphic organizers, word webs and animations. For larger projects, students are often given the opportunity to decide the type of final product they create. By providing the

•Articulation Notes •Cadre Meeting Notes •CDE Blueprints •Collaborative grouping

folders •Colleague Observation and

department norms •Course pacing plans •Course Syllabi •CST and Periodic

Assessment Data •ESLRs •Immersion Units •Instructional guides •Lesson Plans •Local District 2 Focus areas •Master Schedule •Periodic Assessments •Standards



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Findings Evidence students a voice in their educational choices, the level of engagement, participation and understanding, dramatically increases. Additionally, students regularly have the opportunity to work in teams. Their critical thinking skills are developed and refined during class discussions through the use of scaffolded questioning, evidence-based reasoning, creation of analogies and metaphors to learn new concepts and develop problem-solving skills. Further, students are also expected to utilize a science journal or notebook. Each period begins with a Catalyst or “warm-up”. The Catalyst is an opportunity for students to reflect on what they have learned, apply what they have learned to a new scenario and/or make predictions on future topics. In our science department, we create unit sequences based on the California Department of Education blueprints, State Framework and LAUSD adopted curriculum. At the end of the 2009-2010, the department set course outlines based on the percentage weight of these blueprints. These course outlines, align the pacing of each class, with the identified weight of each standard, as assessed on the CST. We have identified the importance of the mastery of academic and content vocabulary to ensure the success for all students. Our goal is to utilize inquiry-based strategies, to create a need for new vocabulary, and concepts that describe their learning experiences. Therefore, to support the acquisition of new vocabulary, the department employs the following strategies: visual glossaries, word walls, frequent vocabulary assessments, and other opportunities for students to communicate their understanding of these terms through written or oral assignments. Further, all courses post daily objectives and agendas that are related to the state standards. Class progress towards the mastery of each standard is tracked on the targeted blueprint by each teacher. At the end of the year, teachers meet to review progress towards their annual goals and then revise the curriculum based on assessment feedback and measured outcomes. Through vertical teaming, the science department has also established conceptual and procedural objectives for all students, in order to assess the mastery of skills at the end of the course.

•Student Notebooks



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Findings Evidence

The Social Sciences EVHS offers the following required Social Science courses: Modern World History, U.S. History & Geography, Government & Politics and Economics, as well as Advanced Placement courses in Modern World History, U.S. History, and U.S. Government & Politics. Our AP courses challenge students and expose them to a college-level curriculum. All of these courses provide diverse instructional methods, assignments and pacing. The diverse strategies are geared toward addressing the different levels of English language proficiency of our students. Social Science teachers communicate expectations clearly to their students through their syllabi, assignments, and models of completed work. The clear communication of expectations provides safe learning environments where positive relationships are fostered. Clear expectations for learning outcomes are communicated through the use of rubrics, to ensure students’ understanding of assignments and performance expectations. Social Science teachers use the California State Standards, ESLRs, course instructional guides, course outlines and state- approved standards-based textbooks, to prepare lessons that provide a variety of learning experiences for all students. Students are engaged in learning experiences that include: group projects, collaborative learning, journal entries, map creation and interpretation, timeline creation and interpretation, debates, text review in class, oral reports, book reports, research reports, PowerPoint presentations, note-taking, outlining practice, art projects, analysis of editorial cartoons, Thinking Maps, current event discussions, analysis of graphics, essay writing and Service-Learning projects. The block schedule allows for multiple activities during each class period or extended time for long-term projects. Social Science teachers collaborate to develop pacing plans, study guides for Periodic Assessments, and unit/lesson plans. Social Science teachers use student work/data, observations of instruction and assignments, and interactions with colleagues to reflect upon and revise or improve instructional strategies as necessary.

•Classroom Observations •Connect Ed Logs •Course Syllabi •CST Scores •Department Discussions •Instructional guides •Master Schedule •Periodic Assessments •Rubrics •State Standards •Tutoring Schedule



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Findings Evidence Social Science intervention is available outside the classroom for students either through after/before school tutoring or at the Learning Center. Students and parents are informed about their child’s performance through progress and final report cards, parent notifications, personal phone calls or automated Connect Ed calls, and parent conferences. Foreign Languages At East Valley High School, we offer Regular Spanish 1 and 2, Spanish Speakers 1 and 2, AP Spanish Language and AP Spanish Literature. The Spanish teachers teach students to evaluate their own work, determine their shortcomings, and take actions to remedy them. Though the use of rubrics and class discussions, students develop the knowledge and skill to answer their own questions and develop self-correction skills. Throughout the courses, students learn to write simple and compound sentences including the use of appropriate vocabulary in different situations, about which they may have to write about later. In the higher level courses, students move on to understand and develop well-structured paragraphs and essays. Students evaluate their own written work and revise it as necessary, in order to communicate their ideas clearly, with precision and clarity. Additionally, teachers guide students, to observe the patterns within the Spanish language, and guide them to make generalizations and rules in the use of the language. Teachers also put an emphasis on proper pronunciation and intonation including the formation of patterns and rules, in teaching their classes. Students demonstrate their new knowledge through research projects and oral presentations. These presentations typically fall into three categories: cause and effect, informational, and comparative studies. To this end, we strive to create effective communicators by encouraging verbal expression of ideas between students and teachers. On a daily basis, students provide and obtain information, express feelings and emotions, and exchange varied opinions in Spanish. The students work to understand and interpret written and spoken language on a variety of topics. Lastly, students also develop their abilities to communicate in a written a format.

•Classroom observations •Course Syllabi •Connect Ed Logs •CST Scores •ESLRs •Foreign Language Standards •Lesson plans •Student Work samples •Department Discussions •Instructional guides •Master Schedule •Periodic Assessments •Pacing plans •Rubrics •State Standards •Tutoring Schedule



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Findings Evidence The Physical Education All 9 th and 10th graders are enrolled in a Physical Education course. Student athletes are also eligible to enroll in Weight Training during their 11th and 12th grade year. Beginning in the 2009-2010 school year, the daily sequence of courses was modified for students enrolled in PE, so that students could participate in the class during the entire academic school year. This is an important change compared to prior years; the 4x4 calendar only provided an opportunity for students to be enrolled in PE for half of the calendar year. Students are now engaged weekly, in a variety of activities that promote character building, and team play. Additionally, students participate in the mile run, basketball, soccer, volleyball, and weight training, human anatomy, exercise physiology, and biomechanics learning activities. Students also learn about weight control, nutrition, calorie intake, eating disorders, and the food pyramid. They are also encouraged by the P.E. department to join the various athletic programs on the EVHS campus. The P.E. Department uses a variety of teaching strategies to accommodate different learning styles (differentiated learning and teaching) and help deal effectively with diversity and individual differences. Some of these strategies include group or team projects, outdoor activities, command practice, reciprocal/peer teaching, guided discovery, and group modeling. These strategies help teachers meet a wide range of objectives and employ the concept of inclusion so that every student feels successful and challenged. Classes are structured to guide students to successfully use appropriate communication, critical-thinking, higher-order thinking, problem-solving, decision-making, and cooperative strategies, to adapt to a constantly changing environment. Students are guided to connect prior knowledge to new concepts and skills and continue to build on them beyond the classroom.

•Course outlines •California FITNESSGRAM •Clubs and Organizations on

campus •Classroom Observations •Connect Ed Logs •Course Syllabi •CST Scores •PE Department Discussions •ESLRs •Instructional guides •Instructional Cabinet

Schedule •Master Schedule •Periodic Assessments •Peer Classroom

Observations •Rubrics •State Standards

Electives Courses A variety of courses are offered at East Valley High School to fulfill the elective graduation requirements. Many of these courses provide students the opportunity to develop skills and a knowledge-base that are required in many careers such as business, accounting, and a variety of news media. The goal

•Classroom Observations •Connect-Ed Logs •ESLRs •Lesson Plans •Pacing Plan •Sign Ins •Staff Surveys



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Findings Evidence of many of these courses is to offer our students an opportunity to engage in project-based/problem-based learning that often centers on the interests of the students enrolled in the course. Each course is designed with the school’s ESLRs and if applicable State or National Standards, in mind. Freshman Seminar is offered to all freshmen and is an outgrowth of two courses: Talent Development from John Hopkins and Life Skills from LAUSD. In this course, students are given the opportunity to develop career interests, explore different modes of communication, create a sense of personal identity within the new school and develop relationships with mentors through an extensive guest speaker program. Visual and Performing Arts is offered to all students in the eleventh and twelfth grades for two mesters. Students wanting to deepen their knowledge in this field are able to take an Advanced Placement Studio Art class. Applied Technology courses are offered to all eleventh and twelfth grade students for two mesters. Advanced Courses specific to the academy’s theme are also offered in the 12th grade and include: accounting, job shadows and internships, yearbook and library sciences. Over the past two years, the elective department met five times with the specific task of aligning the curriculum for two courses, Introduction to Computers and Information Processing. To gain new insights and ideas, several of our staff members have also collaborated with members of the same department at other schools. From those meetings we have become aware of each other’s standards and therefore have aligned our curriculum, vertically and horizontally. We also share best practices at these meetings, as well as develop common lesson plans and assessments. The department regularly uses the following strategies within classes to help student access the content, make connections with the real world, and apply content from the course classes to their electives. These include the use of the following strategies: KWL charts, collaborative activities and project based learning, SDAIE, kinesthetic activities, student led seminars/presentations, peer tutoring, peer evaluations. The Elective department teachers are all committed to student

•Staff surveys •Student Work •Syllabi •Course Syllabi •CST Scores •Department Discussions •Instructional guides •Master Schedule •Rubrics •State Standards •Tutoring Schedule



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Findings Evidence success through the use of the highly effective tool of student feedback. We give constant and regular positive feedback, and constructive criticism, to all our students. We speak with each other about our students and their learning styles, strengths and weaknesses. Our department, unlike others, can see every student on campus. We share with each other students’ progress during the mester and their growth from year to year. Our teachers often share progress reports and discussion about students and communicate useful information to students, and parents, to improve student success.

Special Day Class During the 2010-2011 school year, we offer the following course in SDC format: Algebra 1, Geometry, Algebra 2, English 9-12, CAHSEE Prep, Biology, Computers. All of our students are given instructional opportunities to learn in a safe, secure and stimulating environment. We use multiple approaches to help students meet the annual progress goals set forth within their IEP. We currently serve two categories of SDC students: mild-moderate and moderate-severe. We offer two programs for students with mild to moderate disabilities, one for students with autism and one for students with learning disabilities. Our autism program is designed to help students increase their communication and adaptive skills in school, at home and in the community. It also helps students increase their ability to adapt to change, respond appropriately to sensory stimulation, function independently and interact appropriately in social situations. This program emphasizes decreasing challenging behavior and increasing pro-social corresponding behavior. Students within the mild-moderate learning disability program are enrolled in courses that are created around the relevant state standards and ESLRs. Our teachers and aides strive hard to provide equal access to the content but at the same time providing a tailored curriculum for the variety of challenges each student faces. Group work, written and oral projects, learning stations, advanced graphic organizers, high impact visuals, word charts, and alternative assessments are all used to help students make meaningful connections between what they already know and the new content being taught. Our paraprofessionals work very closely with our credentialed

•Class Observations •DOTS Program •IEP Notes •IEP modifications •Lesson Plans •Master Schedule •Psychologist’s Notes •Counselors Meeting Notes •Parent Meeting Notes •Parent Logs •Course Syllabi



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Findings Evidence teacher to provide numerous learning opportunities for each student. Students that spend less than 50% of their day within the SDC program are assigned to their Case Carrier for advisory. This provides additional support, feedback and interaction for our students. We also serve students that are currently classified as having moderate to severe disabilities. Students that fall under this category participate in a process that involves an individual learning plan that is systematically monitored. The sequencing and educational arrangements of appropriate teaching procedures, adapted equipment and materials, accessible settings and other interventions are all utilized and designed to help learners with challenges achieve their highest levels of personal self- sufficiency and success in school and to mainstream their transition to their communities. Students, parents and teachers meet on an annual basis to discuss progress towards yearly goals, A-G requirements, relevant testing data and transitional goals and services. This is in addition to the various forms of daily, weekly or monthly communication (verbal or written) with parents that takes place within the classroom.



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C2. Instruction Criterion

To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students to emphasize higher order thinking skills and help them succeed at high levels?

Summary of Findings

At East Valley High School, we are committed to utilizing effective strategies to engage students in the learning process. Many of these strategies include a focus on the development of skills that are crucial for success in higher education and the work force. These strategies and skills challenge students to apply and reflect upon their progress in the learning process. As a school, we are progressing in our goal to increase students’ exposure, access, and training in the use of technologies. We provide other experiences that expand student’s understanding of key concepts found within our courses.

Findings Evidence

English Language Arts ELA teachers at EVHS have completed many courses that have exposed them to a variety of effective teaching strategies. 60% of ELA teachers have advanced degrees, and 30% of General Education ELA teachers have attained or completed the National Board Certification process. ELA teachers have attended a variety of training. These training topics include: differentiation, district concept lessons, High Point assessment, gifted and talented, district literacy cadre, UCLA Writing Workshop, Masters courses in English/Drama, RTI2 (English Intervention) Scholastics, AP Literature, College Board training, Thinking Maps and ERWC training. ELA teachers guide, motivate and encourage students when modeling and facilitating instruction. ELA teachers link concepts and key ideas to students’ background knowledge, and use multiple representations, examples and explanations. ELA teachers use a variety of teaching strategies that actively engage students such as: thinking maps, graphic organizers, building vocabulary using context clues and multiple exposure, shared writings/writing aloud, pair share, literature circles, Socratic Seminar, modeled/guided instruction, mini-lessons, annotations, reading logs/journals, student reflections, inquiry-based lessons, scaffolding, revising work in progress, RTI2, graphic organizers and the use of technology. Some teachers

•Classroom observations •Department Discussions •Instructional Guides •Student Work •Teacher Surveys •Connect Ed Logs •Course Syllabi •CST Scores •Master Schedule •Periodic Assessments •Rubrics •State Standards •Tutoring Schedule



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Findings Evidence use EdModo to allow students to engage in learning by participating in an asynchronous discussion with the class from a variety of topics. The teacher posts a topic or theme and students respond to the posting. The students are encouraged to offer responses or arguments to another student's post or extend the discussion by presenting another argument to the class. Students are assessed in a variety of ways in ELA. ELA assessments include, but are not limited to: district periodic assessments, textbook assessments, authentic assessments, projects, essays, performances, teacher-made quizzes and exams and self and peer assessment of various work. A team of ELA teachers who teach the same content use common assessments. Some students maintain portfolios to display completed assignments and/or authentic assessments. We provide opportunities for students to revise their work in class individually and collectively. This process allows students to reflect on their learning. Our students have access to computers for a variety of research projects. Students also have access to LCD projectors for power point presentations.

Mathematics Our mathematics teachers use a variety of technology to enhance and facilitate learning. These include the use of LCD projectors, laptops, and document readers. We also utilize Connect-Ed to contact parents/guardians about the academic progress and behavior of their children. Additionally, 20% of the math department utilizes a course specific website to keep student informed about current homework, as well as provide links to websites that can assist students, to complete equations, as well as define terminology. Additionally, math teachers have participated in professional development to help English Language Learners be better able to read, comprehend, and approach word problems and equations. Our teachers have also attended workshops on how to make our new Glencoe Algebra 1 textbook more accessible to students. Most teachers have attended the Visual Maps training and several teachers have attended the National Council of Mathematics Workshops.

•Learning Teams •Math Conference

Attendance •Professional Development

Logs •Technology Logs •Website URL •Classroom Observations •Connect Ed Logs •Course Syllabi •CST Scores •Department Discussions •Instructional guides •Master Schedule •Periodic Assessments •Rubrics •State Standards

Tutoring Schedule



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Findings Evidence English Language Development (ELD) Students that are in the process of acquiring the English language are exposed to many of the aforementioned strategies. In addition to those strategies, specific methods are also used to help our students’ progress through the ELL program and eventually become proficient in English. These methods may include: direct instruction, student centered activities, group work, computer on line work, multi-level grouping, guided step-by step instruction with visual support, high frequency vocabulary activities, PowerPoint presentation, individualized instruction, data driving instruction (teach and re-teach the content based on the class and individual test scores including: selection test, unit test, and other standardized tests,). Other strategies also includes: focus lesson, pre and after reading strategies, writing process strategies, word wall reading journal, High frequency word bingo, thinking map, note taking, and on-line unit tests.

•Categorical Program Advisor Online Accountability Reports

•CEAC/SSC Minutes and Agenda

•ELAC Agenda/Minutes •Instructional Cabinet

Minutes/Agenda LAUSD and District 2 Bilingual Meetings/Trainings

Sciences Our department is comprised of teachers that seek to grow in their profession and often serve as facilitators or Master Teachers for LAUSD, Teach For America and nearby universities. Four of our five teachers have attended LAUSD Model Lesson and or Immersion Unit trainings. These 4-8 day conferences provide educators an opportunity to explore an in-depth curriculum based upon current research in inquiry and conceptual development. One member of our department is currently working with a researcher from UCSB to investigate how students develop scientific discourse within the classrooms with EL students. As we seek to expand our course offerings, our AP Biology teacher has attended the AP By The Sea conference and additional teachers will also attend AP conferences this year to further expand our course offerings to include AP Chemistry and AP Environmental Science. To prepare our department for the rigors of AP courses, three members of our department attended the Vertical Teaming Training hosted by the College Board in 2009. Advanced Placement Biology and Honors Chemistry provide students an opportunity to experience a more challenging curriculum. It is common practice within these courses to design their own investigations and experiments. The results from the data that the students collected are used to deepen their

•Classroom Observations •Course Syllabi •Course Websites •Online Grad eBooks •Individual Progress

Reports •Lesson Plans •PLC Agendas •Student Work/Notebooks



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Findings Evidence understanding of the concepts, and provide an opportunity to participate in scientific discourse. To encourage students to be pro-active in their education, our department offers the opportunity for students to re-take key assessments. Students review their scores on a quiz or exam and then retest during class or assigned tutoring time. The goal of many of our assessments is not only to gauge student progress towards the standards, but also allow students to reflect, and deepen their understanding of the content. Students are informed of their grades on a monthly basis via student-led conferencing or printed grade reports. After class assessments, each teacher reflects upon the students’ progress towards the standards and may choose to adjust the course pacing or revisit specific content to satisfy standard mastery. In every course, students have access to technology during class through the use of laptop carts, library visits, and science lab equipment. Computers are used for students to research topics, organize their ideas, improve their grammar and sentence structure. The computers are also used for student guided animations to help students understand challenging concepts or a self directed review. Eighty percent of our courses have an online website that allows students to check their coursework, post questions and review information. Research projects provide students an opportunity to utilize the Library’s online databases to explore current research in the different science strands and apply it to their projects. Many of these research projects require students to digitally create a final product via PowerPoint, Excel or a word processing program.

Social Sciences All of the Social Science teachers at EVHS are highly qualified teachers and provide rigorous instruction with high expectations or their students. Most have advanced degrees and one is completing the National Board Certification process. One holds a BCLAD (Bilingual, Cross-Cultural Language Acquisition & Development) credential in Spanish. Social Science teachers have attended a variety of training sessions and conferences, including LAUSD’s History Cadre sessions, Thinking Maps, Service Learning meetings, Advanced Placement trainings and workshops, specific workshops on content topics, such as the Holocaust, The Great Depression,

•Classroom/Peer

Observations •Course Syllabi •Department Discussions •Collaborative Grouping

Folders •Course pacing plans •CST and Periodic

Assessment Data •ESLRs •Instructional Guides •Lesson Plans •Master Schedule •Periodic Assessments



173

Findings Evidence etc., and conferences devoted to instructional strategies for English Learners. Social Science teachers guide, motivate and encourage students when modeling and facilitating instruction. Social Science teachers link concepts and key ideas to students’ background knowledge. The teachers have developed a list of terms common to Social Science, and use these terms to explain content and develop themes of change over time and cause-and- effect. Social Science teachers use a variety of teaching strategies that actively engage students, such as Thinking maps, group reading and discussion, oral presentations, scaffolding, graphic organizers, charts and graphs, pair share, video clips to reinforce text, visual aids and primary source document analysis. Students are assessed in a variety of ways in Social Science classrooms. Included are LAUSD Periodic Assessments in Modern World History, teacher-developed tests and quizzes, class assignments, group projects, research projects and presentations. Teacher assessments are based on a rubric. Advanced Placement students take the Advanced Placements examinations. Some students are assessed on their portfolios. Our teachers also review and analyze CST scores. Students have access to computers for research and word processing. They may also use LCD projectors or document readers for presentations. All Teachers utilize 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.

•State Standards •Student Notebooks •Student Work

Foreign Languages Spanish language teachers at East Valley High School use a variety of resources to engage students in their education. Class activities include: news reports, interviews, videos, dialogues, narratives, audio and video recorders, and research projects. These resources are used to help our students hear good models of proper pronunciation and for them to demonstrate understanding of the concept of culture and language. We make sure students hear, read, and speak grammatically correct, well-spoken Spanish. We focus on five aspects: Reading, writing, listening, speaking and the appreciation of Latino culture.

•Classroom/Peer

Observations •Department Discussions •Instructional guides •Lesson Plans •Master Schedule •Periodic Assessment

Scores •Student Work Samples •Tutoring Schedule



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Findings Evidence

Electives All of our teachers are highly qualified permanent teachers within LAUSD. Over 65% of our department has professional experience outside education that relates to the course they now teach. We are fortunate to have a variety of educators with different strengths and trainings including a NBC teacher and a teacher with a Counseling credential. These multiple types of trainings help deepen the scope of the courses currently offered. All elective students have access to technology and additional resources outside of a textbook. Students often utilize newspapers, business magazines and catalogs to complete course work. On a daily basis, 67% of students enrolled in the aforementioned electives utilize, or have access to technology through computers, Moodle, e-mail, projectors, word processing, search engines, databases, flash drives and Drop.io. Technology use and access is a crucial component within many of our elective courses. Students are able to apply the skills they have acquired to obtain Job Shadows, participate in local business inventories, internships, complete college awareness activities and fill out job and university applications. To demonstrate students have mastered the application of the aforementioned skills to “real life scenarios,” students complete a research project in which they create, practice and then present a business/career pathway, to their peers.

•Connect Ed Logs •Course Syllabi •CST Scores •Department Discussions •Instructional guides •Lesson Plans •Master Schedule •Peer Classroom

Observations •Staff and Teacher Surveys •State Standards •Student Work Samples •Technology Logs •Tutoring Schedule

Special Education Program All students are given instructional opportunities to learn in a safe and stimulating environment. Multiple approaches are used to help students to meet their annual goals set forth within their Individualized Educational Plan (IEP). IEP's and IEP goals are designed and based on the student's area of need and are aligned with California State standards or the Alternate Curriculum. Students are assessed on a quarterly basis to monitor goal achievement and track areas of growth and progress. This helps develop the appropriateness of the students program and placement. Each student in the Special Education program is assigned a case teacher that follows them through out high school. This teacher is responsible for tracking student progress and developing the Individualized Educational Plan (IEP) for each



175

Findings Evidence of the students on their case load. The Special Education department provides binders for the General Education teachers. These binders include IEP's for each student in their class that is receiving Special Education Services. The IEP gives detailed information regarding a students' disability, their academic levels, any behavior concerns, goals and accommodations specific to the student. Professional Development training is offered to teachers to facilitate reading and accessing the IEP. These trainings provide teachers with a better understanding of ways in which to accommodate instructional practices for students with special needs as well as an overview of disabilities and challenges that teachers may encounter with students within their classes. The Special Education Department and the Resource teachers have developed a Learning Center that provides a smaller learning environment for both, General Education and Special Education students. The Learning Center’s mission is to provide one to one individualized support for students that need a change in environment, technology, one to one support, or enrichment that is difficult to provide in General Education classrooms. Computers and textbooks, as well as other supplemental materials are available to support students and teachers in accessing the curriculum. The Learning Center also provides California High School Exit Exam (CAHSEE) Math and English prep courses that focus on test taking strategies and skill building during the school day. At EVHS we provide a variety of programs to assist the students receiving special education services. The Special Day Program services students with Autism, Mental Retardation, Specific Learning Disabled and other impairments. These students spend approximately 50% of their day in the special education classroom. Students in the Resource Program spend the majority of their day in the general education classroom. The resource teacher and/or assistant provide academic support to the general education classroom. East Valley High School also has a variety of Designated Instructional Support Services. The Instructional support services range from a School Psychologist, Adaptive Physical Education, Physical Therapy, Counselors, Speech and Language to Transition teachers.



176

Findings Evidence Students receiving special education services in the autism classroom are working to increase communication. Primary instruction for these students is based on an alternative curriculum that focuses on functional skills. It also helps students increase their ability to adapt to change, respond appropriately to sensory stimulation, function independently and interact appropriately in social situations. Students receiving special education services that are identified with mental retardation are provided with an alternative curriculum that supports skill building and developing functional community skills. They regularly take the students out into the community to practice living skills. The receiving special education serviced in the Speical Day Program that are identified with Learning Disabilities and other impairments focus on the California State Standards and EVHS ESLR’s. The program focuses on a smaller teacher student ratio, and accommodated curriculum and materials. The teachers in this program provide a tailored curriculum that supports student academic achievement variety of challenges each student face. These include Group work, written and oral projects, learning stations, advanced graphic organizers, high impact visuals, word charts, scaffolding assignments and accommodated assessments. These assignments and activities are used to help students make meaningful connections between what they already know and the new content being taught. All students receiving Special Education services at EVHS are scheduled in general education classrooms as much as possible depending on the goals and objectives of their IEP. The Resource Program provides instructional support for student in the Resource Program. All students in this program are included in the General Education Program for the entire day. The Resource teachers support the general education teachers and resource students by offering suggestions and tools for accommodating, supporting instruction and instruction. They also provide or suggest materials to assist in scaffolding the curriculum to ensure student access. The program also provides individualized, one to one student support to students that need more support beyond the classroom. In several general education classrooms the resource teachers and a general education teacher co teach. In these classroom The teachers work together to provide the instruction and



177

Findings Evidence assessments. This is applied in classrooms where there exists a high concentration of resource students.

Technology Resources Available from the Library The Library Practice class spends a lot of time exploring and learning databases from Digital Library. Our students learn an average of two databases a month. This entails exploration and experimentation, finding selected data, analysis of articles and sources, and learning how to cite information gleaned from the database. We also use technology everyday to access the online catalog of materials available for checkout. Students are trained to help locate a certain title for their peers by looking up the book, discovering if the book is in our collection, if it is currently in stock, and if so, the location. Students also circulate materials using an automated circulation system called ACCENT. A crucial component of the course is having students explore how to tell if a source is comprehensive, current, credible, accurate and authoritative. Students practice on websites. The students access at least 10 websites and determine whether the site meets the criteria by using a checklist to see if the site is biased, factual, etc. Students share their findings through the use of programs such as Word, PowerPoint, and Publisher. Besides technology, the library practice students read at least one self-selected book per month and write a bookmark about their selection. They have learned the Dewey Decimal System and re-shelve and organize books every day. We use websites like Snopes.com, IMDB, and Freerice.com to practice vocabulary, finding information and fact checking. LP students use citation tools like noodlebib and templates to practice citing articles in encyclopedias, databases, books, magazines, etc. They create research projects from multiple sources so they can learn how to check data and synthesize information from many resources. Sometimes we share our assignments or materials with other classes and teachers. Freshman seminar now uses “Career Cruising” database to teach about careers and how one’s likes and dislikes can help narrow job choices.

•Classroom Observations •Department Interviews •Lesson Plans •Student work •Syllabi •Technology Logs •Connect Ed Logs •Course Syllabi •CST Scores •Department Discussions •Instructional guides •Master Schedule •Periodic Assessments •Rubrics •State Standards •Tutoring Schedule



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Category C Standards-Based Student Learning: Instruction

Category C - Areas of Strengths

1. EVHS teachers utilize a wide variety of research-based instructional strategies to

deliver a rigorous and differentiated standards-based instructional program.

2. Our teachers and staff routinely use data to inform and revise instructional sequences and make decisions on an individual and small-group scale, to target student success.

3. Teachers collaborate (in departments, academies, content and teams) to improve

teaching and learning.

4. Our students have many opportunities to participate in collaborative project- based assessments and activities using current technology.

5. Our relevant and timely communication with parents and students has improved dramatically over the years.

Category C - Areas of Growth

1. There is a need for a more consistent and intensive use of SDAIE, and other

research-based instructional strategies in our content classes to assist our Special Education and English Language Learners achieve benchmark standards.

2. We need to further use our professional development time to align our pacing plans (vertically and horizontally), assessments, and content benchmarks.

3. We must use professional development time to align instructional strategies and

activities that allow students to apply the same skill sets across different courses 4. A school-wide technology plan will increase effective technology use by teachers

and improve access for students.

5. Our Small Learning Communities need to further refine their advisory curriculums and increase consistency of their program.



179

Category D Standards-Based Student Learning: Assessment

& Accountability


Reatha Powery, Business Teacher Regina Marquez-Martinez, Data Coordinator

Focus Group Members

Marilou Adra, Mathematics Teacher Mayra Alvarado, Special Education Assistant

Luisa Becerra Justin Betzelberger, Science Teacher

Andrea Campos, English Teacher Joan Clement, Counselor

Joseph Constanzo, English Teacher Xiomara Gonzalez,

Shirley Giles, Special Edication Assistant Shushanik Koshkaryan, School Administrative Assistant

Miriam Lobel-Weiss, Counselor Victoria Loza, Teacher Assistant

Patricia Martinez Franklin Medrano, Physical Education Teacher

Angie Mills, Special Education Teacher Susana Morales, Teacher Assistant Rosendo Ramirez, Campus Aide

Azniv Shahmelikian, Mathematics Teacher Matthew Skeadas, English Teacher

Farnaz Yaghmaie, Special Education Teacher



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Category D - Standards-based Student Learning D1. Assessment and Accountability Criterion

D1: To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community?

Summary of Findings At East Valley Senior High (EVHS), our administrators and teachers work both independently and collectively to gather, disaggregate, and analyze information that define students’ academic progress. Administrators provide our teachers immediate and timely disaggregated information about the performance of incoming students, i.e., transfers, promotions, new freshmen, on high stakes tests such as CAHSEE, CELDT, the CST and diagnostic assessments from Middle and/or Elementary School. Our counselors provide teachers information on student progress towards A-G graduation requirements. Our Categorical Program Advisor provides teachers and parents with CELDT test performance and subsequent language proficiency classifications. Our Special Education Coordinator provides special education data such as classifications and academic modifications that students may require to maximize his/her learning potentials. Our teachers seek out academically supportive student data from parents, other instructors, counselors, principals, the dean, and coordinators to get a better sense of the academic, social, and emotional needs of students in their classes. Teachers also use other sources of student data to help them to measure student progress, evaluate and reflect on the effectiveness of their instructional practices, to promote accountability not only from an instructional perspective, but also to hold students accountable in the learning process. Overall, this data helps to define the kind of assessment strategy, e.g., point, rubric, anecdotal records, journaling, cross-curricular, embedded, or portfolio assessment that our teachers use.

Findings Evidence EVHS Data Collection Procedures East Valley High School uses a variety of professionally acceptable assessments and processes to collect, disaggregate, analyze, and report student performance data to our parents and other stakeholders of the community. Our National, State, and District assessment instruments include the California Standards Tests, the California High School Exit Exam, the California English Language Development Test, District Periodic Assessments, Advanced Placement Exams, the Physical Fitness Test, the California State University Early Assessment Program for English and Math, the Scholastic Aptitude Tests, the Preliminary Scholastic Aptitude Tests, and the American College Testing Program. A variety of national assessment results such as the AP exams, SAT, PSAT, and ACT are sent to the principal and students by

• Academy Agenda • CEAC/ELAC/SSC

Agendas and minutes • CST/CAHSEE/CELD

T Data • Coffee With The

Principal • Categorical Program

Advisor Logs • Data Coordinator Logs • Instructional Cabinet

Agenda/Minutes • Item-analysis results • LASW

Teacher/Department Reflection

• Local School Leadership Council



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Findings Evidence their respective agencies. State and District assessment results are available on the California Department of Education website, on the district’s MyData System and on the School Accountability Report Card. The SARC provides an overview of the school, including data on student achievement and demographics. Periodic Assessment results are available to teachers via Core K-12 and MyData website and can be also be disaggregated by subgroups and standards.

Minutes/Agenda • Lead Teacher Agenda • PD Agenda • District 2

Coordinator’s Workshop Agenda

• Department Agenda • Periodic Assessments • SARC Data • Unit assessments • Senior Portfolios

Staff Data Distribution, Professional Development and Analysis To determine the needs of our current student population, our administration, data coordinator and counselors utilize the summer to examine the academic profiles of each grade level. The analysis of data provided by the CST’s, CAHSEE, student grades, IEP’s, CELDT, and cumulative records allow us to identify strengths and areas of growth for our school. The data is then disaggregated for each teacher and distributed early in the fall during Professional Development. During department meetings, the teachers work to identify areas of strengths and weaknesses based on the previous year’s CST data. Then teachers use the strengths and weaknesses to adapt curricular and instructional practices. Every teacher has access to relevant data through hard copies provided at PD and through the online LAUSD system called MyData. Within our academies, the Lead Teachers review data trends of their individual student populations to identify, develop and communicate areas of growth and or weaknesses. Their goal is to expand inter and intra-disciplinary collaboration and articulation to improve student achievement in all areas. Further, in each grading period, our administrative team also reviews the academic performance of each grade level, department and individual teacher. The goal is to examine the quantity of students receiving Failures, In Danger of Failing and Unsatisfactory marks. From these meetings, they develop action plans by Academy Leads to address these issues and provide possible intervention strategies to improve student performance.

• A-G Printouts from Counselors

• California Department of Education website

• Connect-Ed • Course Syllabi • Data gathered

conveniently • Development Notes • EVHS Website • Faculty Interviews • Individual Progress

Report (teacher generated)

• Instructor Input • Instructor Peer-to-

Peer Observations • LAUSD--My Data • Parent, Student, &

Teacher Conference • School Honor

Assemblies • Senior Portfolios • Special Report to

Parents (Form 34-H-51) that Student is Failing

• Student class portfolios

• Student Daily Report • Student Progress

Report Card • Student Reports

received from the Administrative Faculty

• Student Work • Teacher Grade Books • Teacher Grade Report • Teacher Peer-to-Peer

Observations



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Findings Evidence Data Distribution and Analysis—Students, Parents and Community Our school’s CST data, API and AYP are shared with parents and the community in an ongoing process through school mailings, advisory, governance and leadership committee meetings, parent-teacher conferences, Coffee with the Principal, various assemblies by academies and grade level. For example, the Categorical Programs Advisor hosts monthly parent informational meetings during ELAC, CEAC, SSC to share, explain and analyze our student data with the parents and the community. We also have large data charts that are posted in public spaces to track our API/AYP growth and targets. Academic progress within each course is communicated through the use of parent-teacher conference, traditional progress reports and end -of-the-mester marks. During each mester, the progress reports are mailed home and distributed to students during advisory. One progress report is given before a final grade is issued. Most advisories perform individual Grade Report Conferencing with each student. Teachers meet individually with students to discuss academic progress and create an action plan to maintain or improve their performance. Within most courses, students also receive individual progress reports with specific information about each assignment, missing work and their mark in the class. These progress reports are distributed to parents during individual conferences with teachers and or counselors. Teachers also send notifications regarding academic, attendance and behavioral issues through Connect-Ed. In the 2010-2011 school year, each parent of our 9th or 10th grade students received a list of courses that their student had failed and a request for a parent conference. This protocol provided an opportunity for the students, parents and teachers to collaborate in working together to focus on an ongoing partnership toward facilitating learning and teaching. Students who have shown high achievement or growth on standardized tests and strong academic grades are recognized through the use of honor rolls and awards assemblies. Parents and the community are invited to these award assemblies.


Agendas and minutes • CST/CAHSEE/CELD

T Data • Coffee With The



Agenda/Minutes • Local School

Leadership Council Minutes/Agenda

• District 2 Coordinator’s Workshop Agenda

• Parent Center Logs • Periodic Assessments • SARC Data • Unit assessments

Attendance and Behavior Data Analysis Our behavior support team meets three to four times a year to discuss issues regarding our suspension rates, Opportunity

• Attendance Rate

Report • Assistant Principal-

Discipline Logs



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Findings Evidence Transfers, expulsions and general behavioral procedures, issues and concerns. This team is open to all staff, parents and community to develop recommendations for school rules and policies. The recommendations generated by this team are then brought to the staff through faculty, Lead Teachers and department meetings. Action plans are made to improve our attendance, provide intervention and reduce suspension and opportunity transfers. The suspension and attendance rates are then reported back to LD2 on a monthly basis. Our discipline team uses this data to develop strategies to reduce suspension, opportunity transfers, and tardy rates and increase attendance in an ongoing basis. This data is also shared with stakeholders thru assemblies, parent meetings, and teacher conferences.

• Behavior team Agendas

• CEAC/ELAC/SSC Meetings/Agendas

• Instructional Cabinet Agenda/Minutes

• Dean’s Logs • Language Appraisal

Team Conference Notes

• Principal’s Discipline Logs

• Suspension Rate Report



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D2. Assessment and Accountability Criterion

D2. To what extent do instructors employ a variety of assessment strategies to evaluate student learning? D2b. To what extent do students and instructors use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student?

Summary of Findings East Valley high School teachers use a variety of assessment practices and protocols that require rigor, higher-order thinking skills and analysis of information presented. Through the analysis of assessment results, teachers and students jointly determine and identify common areas of strengths and weaknesses with respect to the mastery of specific standards and concepts. Teachers used this information to re-teach areas of need and/or address common academically related misconceptions among the student population. Teachers use their assessments to modify the teaching/learning process for the enhancement of the educational progress of every student and raise student achievement.

Findings Evidence School Wide Assessment Strategies Ninety-five percent of our instructors use a weighted grading system. Eighty-five percent of teachers use a standard ten-point scale when issuing letter grades. Grades are based on a combination of items including exams, quizzes, projects, portfolios, performance-based assessments, homework, class work, notebooks and participation. Our teacher survey data indicate that 55 % use an essay or report with an appropriate rubric/checklist in class. Further examination of the data also articulates that 48 % of the teachers require an essay or report without a rubric, 45 % require a portfolio-based assessment, 42% use a performance assessments (debate, interview, lab report, oral presentation etc…) and 37% require the use of technology in their assessment practices. The rest of the survey indicated that teachers rarely use (about 30-33%) true/false, matching, labeling and multiple choice format as a part of their assessment practices. Our data indicates that teachers use a variety of assessment practices and protocols that require rigor, higher-order thinking skills and analysis of information presented. Our teachers use their assessments to modify the teaching/learning process for the enhancement of the educational progress of every student and raise student achievement. Teachers also share these practices in their departments,

• Academy Agenda • CST/CAHSEE/CELDT

Data • Categorical Program




• Lead Teacher Agenda • PD Agenda • Department Agenda • Periodic Assessments • SARC Data • Unit assessments



185

academies, grade levels and individual groups. The Instructional Cabinet also reinforces these practices by facilitating many opportunities for teachers and staff to meet and collaborate. Strategic and Data-driven Assessment Strategies In 2010 English Language Arts 9, Mathematics and Science teachers identified key learning outcomes and methods to commonly assess such content and data-driven outcomes. Our teachers use varied assessments (teacher-created and publisher prepared) that directly evaluate student performance in the targeted standard. Teachers are also aware of the positive relationship between note-taking and increased student achievement. Therefore, they specifically assess its usage and replicate targeted strategies toward student success. Moreover, the teachers also include other corollary practices that reinforce their goals such as: class participation, class work, homework, midterm and final exams, quiz, test, journal, projects, research paper, dramatic reading, scene and monologue.

• Academy Agenda • Coffee With The

Principal • Instructional Cabinet



• Local School Leadership Council Minutes/Agenda

• Lead Teacher Agenda • PD Agenda • District 2



Impact of Strategic Assessment on Instruction Through the analysis of assessment results, teachers and students jointly determine and identify common areas of strengths and weaknesses, with respect to the mastery of specific standards and concepts. Teachers use this information to re-teach areas of need and/or address common academically related misconceptions among the student population. Students are also encouraged to correct their work and use their mistakes (weaknesses) as a learning tool to build further upon their comprehension of that standard or concept. Students reflected upon their assignments using a reflection form. Students evaluated themselves and/or peers using a rubric for specific assignments. Most of our teachers review student work using Easy Grade Pro, which gives descriptive statistics (e.g., average score, average percent, standard deviation, maximum and minimum score, and bar graphs) for each group of scores entered for the course. They also examine “feedbacks” from one-on-one teacher-student chats/interviews to make course adjustments


Agendas and minutes • CST/CAHSEE/CELDT

Data • Coffee With The







Coordinator’s



186

that lead to student academic success. Teachers also use Scantron sheets and the resulting analyses (Item analysis sheet) to get immediate feedback on specific assessments. This feedback allows instructors to strategically alter or enhance lesson delivery. Alterations included the re-teaching of key concepts, employment of new teaching techniques, altering the lesson sequence or pacing, differentiation, accommodation (for Special Education and ELL students), intervention, intervention and providing supplemental material to the students. When appropriate, students are then re-assessed to gauge progress towards mastery. In instances where a majority of students are missing skills needed to progress, instructors have used compacting contracts and other learning devices that allow more able to student to proceed at their own pace so that more help can be given to students with weaknesses. Finally, some teachers have restructured or recreated teacher-made tests, especially when student scores (in terms of classroom demographics) fall short of target score predictions.

Workshop Agenda • Department Agenda • Periodic Assessments • SARC Data • Unit assessments • Senior Portfolios

Monitoring of Student Growth Some teachers check off the standards as the standards are covered. Sometimes, students will have a check-off list that corresponds with the standard being taught against mastery of the skills. Some teachers have students create a course portfolio, which follows the students, as they progress across content or grade-level classes. Some Small Learning Community teachers make sure that the portfolio follows the students and that it contains reflective pieces within the ESLR’s, stapled on the paper next to the relevant work.



Data • Advisor Logs • Data Coordinator Logs • Instructional Cabinet • Item-analysis results • LASW


• Lead Teacher Agenda • PD Agenda • Department Agenda • Periodic Assessments • SARC Data



187

D3. Assessment and Accountability Criterion

D3: To what extent does the school with the support of the district and community, have an assessment and monitoring system to determine student progress toward achievement of the academic standards and the expected school-wide learning results?

Summary of Findings The Los Angeles School District has adopted a central monitoring system that allows all stakeholders at the school site, local district or central, to monitor student achievement through a more holistic view. MyData is a program that tracks data from CST, CAHSEE, CELDT, Periodic Assessments, Pre-diagnostic assessments, attendance, grades and other pertinent information about student achievement. Departments regularly re-assess pacing plans or curricular maps though the lens of our most current assessment results and final report cards. Our classroom teachers use formal and informal daily assessments to monitor student achievement of academic standards and expected school-wide learning results. The School Accountability Report Card, published by LAUSD includes some of this information for all stakeholders.

Findings Evidence School Site Assessment Monitoring System Our student progress is monitored by our district and school learning community through the Districts publication of the SARC (School Accountability Report Card). The California Department of Education releases this report which includes an overview of the school through demographics, staff information and student achievement. This document is accessible to our staff, parents, students, and local community members. School Site Council at EVHS is our governing board that consists of duly elected administrators, teachers, staff, students, parents, and community members. This council, with the guidance of two other advisory committees on campus; CEAC (Compensatory Education Advisory Council), and ELAC (English Language Advisory Council), monitor our student progress yearly by reviewing the Single Plan for Student Achievement and other relevant data that is available. Our student achievement data is reviewed on an ongoing basis, to ensure our students are mastering the California academic content standards and working towards our school-wide learning results. Further, the Los Angeles School District has adopted a central monitoring system that allows stakeholders at the school site,

• Academy Agenda/Minutes

• Budgets and Justifications

• CAPA • Categorical Program

Advisor Logs • CDE Standards • CEAC Minutes • Core K-12 • Coffee With The

Principal • Data Coordinator

Logs • District 2


• Department Agenda • ELAC minutes • Gradebooks • Intervention Plan • Instructional Cabinet

Agenda/Minutes • Lead Teacher Agenda • Local School


• MyData • Periodic Assessment



188

Findings Evidence local district or central, to monitor student achievement through a more holistic view. MyData is a program that tracks data from CST, CAHSEE, CELDT, Periodic Assessments, Pre-diagnostic assessments, attendance, grades and other pertinent information that tracks student achievement. Data can be drawn to include all of the above information for a specific student, teacher roster, Small Learning Community grouping, gender grouping and other subgroups. Data is uploaded weekly and this allows for immediate feedback. EVHS has also the ability to monitor student achievement on an ongoing basis, rather than waiting until a report is sent by the state or the District.

Data • PI Plan • IEP • SARC • SPSA

Department and Academy Assessment Monitoring System The data coordinator supports content specific departments and the small learning communities by facilitating the provision of student data to each group. Departments regularly re-assess pacing plans or curricular maps though the lens of our most current assessment results including final report cards. Our Special Education Students and English Learners are identified and monitored in their progress toward meeting their specific needs. Our 9th and 10th grade academies are able to monitor student progress more regularly than the upper grade academies due to the district mandated use of periodic assessments in English 9, 10, World History, Biology, Chemistry, Algebra 1 and Geometry. In addition, a CAHSEE pre-diagnostic is given to each student in said academies to allow immediate and targeted instruction to meet the needs of these students based on the data analysis. The Media and Communication Academy and Business, Finance and Marketing Academy monitor student progress through the MyData website. Students in these academies that have not passed the CAHSEE are then programmed into specific courses or advisories that target their specific area of need, to help them be successful with this state mandated exam.




Advisor Logs • Data Coordinator Logs • Item-analysis results • LASW


• PD Agendas • District 2



Individual Teacher Assessment Monitoring System

Classroom teachers use formal and informal daily assessments to monitor student achievement of academic standards and expected school-wide learning results. Though curriculum is largely dictated by District Instructional Guides, teachers closely monitor the progress of their students and adapt lessons, differentiate instruction and target specific needs, as their

• CST/CAHSEE/CELDT Data

• Data Coordinator Logs • Item-analysis results • Teacher/Department

Reflection • PD Agenda • Department Agenda • Periodic Assessments



189

Findings Evidence assessment data indicates. Unit assessments The Parent Center’s Role in Articulating Assessment Results The Parent Center holds regular meetings throughout the school year to discuss assessment results with parents. In addition, school report cards and phone messages are sent home. Back-to-School and Parent Conference nights are held on a regular basis in order to discuss grades and progress toward goals with students and their families.

• CEAC/ELAC/SSC Agendas and minutes

• CST/CAHSEE/CELDT Data

• Coffee With The Principal

• Categorical Program Advisor Logs



190

D4. Assessment and Accountability Criterion D4. To what extent does the assessment of student achievement in relation to the academic standards, and the expected school-wide learning results drive the school's program, its regular evaluation and improvement and usage of resources?

Summary of Findings East Valley High School has allocated resources to various programs that have shown increased student achievement in the academic standards and our expected school-wide learning results. By aligning our programs, we have implemented a school-wide focus in targeting student achievement. We have strategically used our categorical program resources to provide intervention programs to support our students in Math and ELA. The leadership provided by our administrative, governance, advisory and leadership committees has been instrumental in assessing the effectiveness of existing programs and aligning the curriculum to standards based instruction and the expected school-wide learning results. Our extensive use of data has allowed our school to focus resources in areas where student achievement needs improvement.

Findings Evidence The Development of School Programs The EVHS School Site Council updates the Single Plan for Student Achievement on a yearly basis. Our in-depth analysis of assessment and data results has allowed EVHS to respond to student needs. Since the opening of our school, we have strategically used our master schedule to meet the needs of our students by placing then according to established criteria. For example, the master schedule, when the school opened, called for a matrix to fit the needs of 9th and 10th grade students. In the following years, enrichment opportunities and intervention courses were added to the matrix. CAHSEE intervention, credit recovery courses and Advanced Placement courses are now options for our students. As our students promoted to senior status, Advanced Placement offerings increased as did intervention courses. This past year, EVHS underwent the most radical change since we opened our school. The Performing Arts Academy voted to change their academy name and vision in order to target our tenth grade students. The Performing Arts Academy became the 10th Grade Academy. Tenth grade teachers collaborate to increase our CAHSEE pass rate, CST proficiency and advanced rates, and to provide a unifying vision in addressing the school-wide expected learning results. This change came about after reviewing our data results. Our Expected School-wide Learning Results were also changed this past year as a result of staff, student and parent surveys. We felt that our original ESLR’s were not rigorous enough and











• Department Agenda • Periodic Assessments • Unit assessments • Senior Portfolios



191

Findings Evidence that our standards were not set high enough, therefore we decided to revise the ESLRs. Student expectations and outcomes are our school-wide mission. Assessment Data is embedded in the Single Plan for Student Achievement and this allows us to provide Professional Development opportunities that target our declared areas of need. Title I funds have been used to allow teachers to attend AP training, regional and State Math and English Language Arts conferences, and to allow us to meet as groups by content area and in Small Learning Communities, to address student academic needs. Local District 2 uses our assessment results to help EVHS address the academic needs of our students. Currently, five members of our staff are being trained by an educational consultant, Dennis Parker, (contracted by our Local District 2) to identify key strategies that can be implemented school-wide. These workshops and trainings have been proven to increase student achievement on the California Standards Tests by other schools. Information from these workshops is disseminated through our SLC Lead teachers, Content area department chairs and whole staff PD sessions. In addition to the Dennis Parker seminars, we also attend Response to Instruction and Intervention training and other Professional Development activities that are required by our district, as a means of supporting our school. As of December 2010, we have completed these trainings and workshops and are now ready to implement a more specific and targeted intervention plan. This plan will become part of our school program during our second semester of this year. Ongoing Evaluation All stakeholders are accountable for evaluating data that will help us in our endeavor to increase student achievement by mastering California State standards in order to meet or exceed student expectations of our ESLR’s. Through Advisories, students are presented with their grades at every marking period on a one-on-one basis with their teacher. Students’ align their grades with the ELRS’s and reflect on how they can improve for the next marking period. Data results from their previous CST’s are also discussed with the student during these teacher-student advisory period conferences.







• Local School



192

Findings Evidence Teachers, in departments and small learning communities, use assessment results to re-teach concepts/ standards not mastered or to develop lesson plans that target areas of weakness. CST results are used by departments to focus on specific strands in order to help their students meet the proficiency level. In addition, CST results are used as indicators of areas the 10th Grade Academy needs to address to help students pass the CAHSEE. Assessment results from the Periodic Assessments allows for a unifying pacing plan and ensures that specific standards are also addressed in a consistent manner relative to our school goals and priorities. Instructional Cabinet meetings, Lead teacher meetings, Local School Leadership Council, support staff meetings and governing board meetings (where parents and community members are participants), provide additional guidance, perspectives and insights that are useful in the ongoing evaluation of our school programs, policies and procedures.





Stakeholder Collaboration for Achieving School Goals East Valley High School has allocated resources to various programs that have shown increased student achievement in the academic standards and our expected school-wide learning results. By aligning our programs, we have implemented a school-wide focus in targeting student achievement. We have strategically used our categorical program resources to provide intervention programs to support our students in Math and ELA. The leadership provided by our administrative, governance, advisory and leadership committees has been instrumental in assessing the effectiveness of existing programs and aligning the curriculum to standards based instruction and the expected school-wide learning results. Our extensive use of data has allowed our school to focus resources in areas where student achievement needs improvement.











• Department Agenda • Periodic Assessments



193

Category D Standards-Based Student Learning: Assessment

& Accountability Category D - Areas of Strength

1. All stakeholders have an easy access to our school wide assessments results from the MyData program provided by LAUSD.

2. Our course expectations and teaching strategies are a by-product of reviewing assessment data.

3. EVHS teachers have in place a support system to assist their students by enhancing their strengths and targeting their weakness in order to raise academic achievement.

4. The collaborative spirit of the staff, and their willingness to extensively use data, has allowed our school to focus resources in areas where student achievement needs improvement.

Category D - Areas of Growth

1. We need more time to be allotted for individuals, outside of the content area and SLC’s, to explore relevant data and other resources, provided on the Los Angeles Unified School District website in order to expand other areas of assessment collaboration and alignment.

2. Teachers should use more available data for targeting student achievement and the transformation of their instruction to achieve school-wide goals.

3. Our teachers need to institutionalize the use of common assessments in their classes as a tool in planning for instruction and pedagogy.



194

Category E School Culture and Support for Student Personal

and Academic Growth

Focus Group Facilitators Jose Loza, Assistant Principal

Wayne Long, Special Education Teacher

Focus Group Members

Nadia Aguilar, Special Education Assistant

Christian Arredondo, Student Vicky Cail, Special Education Resource Teacher

Hassan Chavoushi, Mathematics Teacher Lorena Dumani, 9th and 10th Grade Counselor

Ernani Encarnacion, Plant Manager Mr. Friery, Physical Education Teacher Ms. Heather Lighston, English Teacher

Chris Melikian, Dean Mr. Miller, Special Education Teacher Elizabeth Olvera, Office Technician

Juan Reveles, Bilingual Teacher's Assistant Ms. Patty Rodriguez, SSC Chair and Parent Center Representative

Jazmin Terry, Student Ms. Wendi Cowan, Special Education Aide

Ms. Urgerson, Special Education Aide Ms. Melissa Daniels School Counseling Intern

Ms. Maya Wolfson, 9th Grade Academy Teacher



195

Category E- Support for Student Personal and Academic Growth

E1. School Culture and Student Support To what extend does the leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?

Summary of Findings The staff at East Valley High School values the importance of parent and community involvement in student success. We use a variety of comprehensive strategies to increase and maintain this vital involvement. Our parents have frequent opportunities for active participation and collaboration, in a variety of activities and programs. According to our most recent school survey 88% of parents feel welcome at our school, while 83% indicated that the school offers many opportunities for parent involvement. We use a variety of ways to communicate to our school faculty and staff and parents, to provide information regarding support programs for all students.

Findings Evidence Parent Teacher Communication East Valley High School holds two Parent Conference Nights, a Back-to-School Night and an Open House each year to provide parents the opportunity to receive feedback regarding their child’s learning. We strongly encourage all parents to contact the school, meet with their child’s counselor, and/or speak with the teacher directly to discuss their child’s academic progress. Our teachers contact parents in variety of ways. They make personal phone calls, send letters, or use the school’s Connect Ed phone system to inform parents about specific information that affects their child’s education. The school utilizes Connect-Ed to inform parents about important activities on the calendar, parent conferences and other updates. Parents are also notified via this system when their son or daughter is absent or tardy from school. Our Parent Center also provides a variety of means for parents to stay involved at school by participating in many of the workshops/training/governance meetings. We have staff who can communicate with parents in Spanish, Armenian, and Russian. We make every effort to communicate with our parents in the language that the parent speaks.

• Agendas and minutes

from SLC meetings • Connect Ed Logs • Course • Back to School

Nights • Course Syllabi • Flyers—School-

Related Business • LAUSD Handbook • Letters to Home • Open House • Parent Conferences • Parent Center Logs • Parent/Student

Orientations • Sign-in Forms • Student/Parent

Handbook • Student Translators • Student Weekly

Reports • Student Agenda • Tardy Policy • Teacher Websites

The EVHS Website East Valley High School maintains a website which includes a variety of useful information for students, parents, staff members, and the community. It also provides information about

• www.lausd.net/East_

Valley_HS/Students/Students.htm



196

Findings Evidence the school calendar, school policies and other important updates. The website is accessible in both English and Spanish. Newsletters East Valley has a variety of newsletters to communicate with the entire school community. In addition to the school-wide newsletter, different SLC’s and departments have their own newsletters.

• Counselors

Newsletter • EVHS Newsletter,

The Falcon • SLC’s Newsletter

The Parent Center Our Parent Center serves as the nerve center of parent participation and involvement in their children’s education. The Parent Center has an office and meeting area, and is also equipped with several computers, projection equipment, and video equipment. The center is also used as a classroom where parent workshops/trainings including important meetings of the advisory and leadership committees are held. Parent classes are offered in both English and Spanish and cover topics such as: Transitioning to High School, Parenting Adolescents, the CAHSEE, Family Mathematics, RTI2, the State Blue Prints, the School Report Card, and Helping Your Child Succeed in School. The Parent Center is open during school days and provides parents access to local and community resources.

•CEAC/ELAC/SSC

Minutes/Agenda •Coffee With The

Principal Agenda •District 2 Meeting

Agendas Parent Center Logs

•Instructional Cabinet Agenda/Minutes

•Local School Leadership Meeting Agendas/Minutes

•Parent Letters •Principal’s Meetings •RTI Workshops

Parent Meetings CEAC (Compensatory Educational Advisory Committee), ELAC) English Learner Advisory Committee), SSC (School Site Council) and Local School Leadership Committee (SDM) meetings are held each month. These meetings solicit input from parents, community members and all stakeholders, on the allocation of Title I and EL resources. Parents are partners in planning and making decisions on many issues that affect teaching and learning. This parent partnership is also mandated by federal and state agencies. Parents at these meetings are advised by the staff on a variety of topics, including school data, allocation of funds, and other school policies. Translation is Spanish is provided by the district. Many of our parents attend these meetings throughout the year. Another important collaborative meeting is the monthly Coffee with the Principal. These meetings provide parents the opportunity to meet during the first Thursday of the month. Parents meet with the principal and other administrators regarding various concerns, questions and also contribute their ideas and suggestions about issues that they deem important.

• CEAC, ELAC and

SSC Agendas, Sign-in, Minutes and Letters

• Coffee with the Principal Announcements, Agendas/Minutes

• District 2 Agendas/Meetings Sports activities and school events.


• Local School Leadership Meeting Agendas/Minutes

• Parent Letters • Principal’s Meetings • RTI Workshops



197

Findings Evidence SLC Orientations and Assemblies We conduct assemblies and orientations for incoming 9th and 10th grade students and their parents/guardians. We provide a PowerPoint presentation including introductions of the school staff, test data, articulation of our school mission and vision, policies, class requirements, and other topics that are critical to student success. The 9th and 10th Grade Academies introduce their staff, mission, and vision at their orientation meeting. The Tenth Grade Academy also presents their 5th period tutoring opportunity and their detention/ tardy policies. In the Spring of each year, ninth grade students were given the opportunity to select their academy pursuant to a prospective career. The small learning communities conducted an information campaign and assemblies for all 9th grade students. (This spring the tenth grade students will make a choice of the academy the want to join for the remainder of their high school career). In these assemblies, a PowerPoint presentation is used to articulate SLC’s goals, programs and activities. Other students from the Small Learning communities also address prospective peers about their experiences and classes.

• Articulation • Middle School

Campaigns • 9th Grade Orientation • 10th Grade

Orientation Parent Center


• Local School Leadership Meeting Agendas/Minutes

• Parent Letters • Principal’s Meetings • SLC Orientations for

students • RTI Workshops

Award Ceremonies At East Valley High School, we value student success. We host award ceremonies where parents are invited to join in the celebration of student achievement. In addition to the school-wide award ceremonies, each Small Learning Community (SLC) hosts its own ceremony. Our students are acknowledged for academic achievement, most improved student, leadership, participation in clubs and athletics. This allows for all students to have an opportunity to be recognized for their hard work.

• Athletic Team

Awards • Club Awards

Freshman Academy Awards

• Business Academy Awards

• Department Awards for Math/ English/Special Education

• MAC Academy Awards

• Tenth Grade Center • Awards • Senior Awards Night

Community Involvement and Participation Our community involvement is a vital part of East Valley High School’s vision of collaborative leadership and support. To this end, individual Advisories, academic classrooms (12th grade Government classes), clubs (i.e., Leadership, Key Club and National Honors Society), and Small Learning Communities address community involvement and participation.

• Blood Drives • Big Brother/Big Sister

for “Para Los Niños Program

• Blood Drives for Providence St. Joseph’s Hospital

• Canned Food Drives



198

Findings Evidence We seek an ongoing partnership with various local businesses and organizations for opportunities to intern, or receive mentorship/career guidance from professionals in the neighboring NoHo Fine Arts District. It is also our mission and belief that high school is a preparation for college and beyond, therefore our students have access to college level classes provided by Los Angeles Valley College. Our students have the opportunity not only to earn high school credits, but also college credits at the same time. The Keeping Youth Doing Something (KYDS) Program encourages students to interact with community professionals in various fields – from business owners and entrepreneurs to college undergrads and entertainment industry executives. Students are able to practice what they have learned in theoretical framework from our career academies and prepare themselves to contribute to our society.

• Clothing Drives •Forward” Program •Halloween Carnival •Heal the Bay Beach

Clean-up •NoHo Neighborhood

Council Campaigns •Student CPR

Certification/Training •Red Cross Relief Fund—Haiti •Service Learning

Projects •The MAC Recycling

Program •UNICEF (Trick or Treat

Campaign) •Volunteering at “Sober

Day” •You Think “Pay It

Internal Communication EVHS regularly communicates with staff, faculty, students and parents to inform them about upcoming important dates, events, and policies and procedures. The communication is through the use of email, the Connect Ed Phone System, the Public Address System, websites, face-to-face professional development opportunities, department/academy meetings, and professional and social interactions within and outside of the school environment.

•Bulletin Boards •Connect Ed System •Daily PA

Announcements •E-mail Chats •School Newspaper •Staff Meetings (School-

wide, SLC, Dept.) •Report Card

Conferencing (Freshmen)

•SLC Assemblies •Weekly Bulletins

(Electronic & Print)



199

E2. School Culture and Student Support a) To what extent is the school a safe, clean, and orderly place that nurtures

learning? To what extent is the culture of the school characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement?

Summary of Findings

At East Valley High School, we recognize the importance of a safe, clean and orderly environment for student success. Many policies have been implemented with the approval, and commitment, of all stakeholders to provide a safe, secure and friendly learning environment. Over the past years, emphasis has been placed in increasing student attendance and decreasing the truancy rates.

Findings Evidence Safe and Secure Learning Environment We strive to provide a safe and secure learning environment for students and staff by implementing all district safety guidelines. We have also collaboratively worked with all stakeholders to develop internal policies to meet the emerging needs and challenges of the school community. These policies include daily procedures, as well as routines, in dealing with emergency situations. Our Emergency Operations Teams are in place for different types of emergency situations and unforeseen circumstances. Emergency drills are conducted on a regular basis throughout the year. EVHS is a closed campus and during school hours, all visitors must sign in the Main Office and secure a visitor’s pass to enter the school. Supervision schedules are in place to provide constant supervision throughout the school day, including lunch and passing periods. Our security staff constantly monitors the campus to maintain a safe environment and to respond to any emergency that may arise. A full-time Dean also works to monitor behavior and provide guidance to students during school. A full-time LAUSD Police Officer is also available to support the security of the school.

• Campus Aides • Character Building

Classes • Dress Code • Crisis Team • Emergency

Operations Teams • No Bullying Policy • Sexual Harassment

Policy • Supervision

Schedules • School Police • Safe School Plan • School Discipline

Team Meetings

Clean Learning Environment East Valley High School is a medium-sized campus and one of a few schools in the Los Angeles Unified School District with an on-campus pool. Our custodial staff maintains a clean and orderly learning environment despite recent budget cuts that

• Beak Bucks • Campus Activities • Elective Class • Plant Manager and

Staff Meeting Logs



200

have impacted staffing hours and personnel. LAUSD District Maintenance and Operations staff concurrently performs non-daily functions, such as gardening and window cleaning. Our students are also rewarded with Beak Bucks, which are redeemable at the Student Store, for taking responsibility for campus cleanliness. With the supervision of their teachers, students on the alternate curriculum (Special Education) maintain a vegetable and flower garden, at the back of our campus.

• District Maintenance & Support Staff

• LAUSD Maintenance Logs

• SPED Gardening Projects

Orderly Learning Environment Discipline is essential to maintaining an orderly learning environment. At East Valley High School it is a collaborative group effort that includes administrators, the dean, teachers, parents and staff. We have a Progressive Discipline Plan that includes all stakeholders in the implementation of District and school-wide rules. EVHS has continued to implement a program aimed at reducing our suspension rate by allowing students to attend Character Building Classes, in lieu of class/school suspension. EVHS conducts regular tardy sweeps to help ensure that students are on time and ready to learn.

• Campus

Beautification • Character Building

Classes • Dean’s Logs • Discipline Team

Meetings • EVHS Progressive

Discipline Plan • Progressive

Discipline • Tardy Policy • Tools for Student

Success Rules

High Expectations for All Students Our school values high expectations for all students. EVHS staff believes that all students can learn and achieve at high academic level. Students are provided a standards-based curriculum, with ongoing intervention (RTI and before/after school tutoring including KYDS Program) provided for struggling students and for others who just want to stay on top of their class work. On the other hand, students are able to challenge themselves by taking Honors, Advanced Placement, and college level courses.

• Advance Placement

and Honors classes • AP Online Courses • Before and After

School Tutoring • Categorical Program

Advisor’s Monitoring Roster/Notes

• ESLRs • Master Schedule SLC

specific tutoring • RTI • Twilight School • LA Valley College

Attendance Rosters



201

E3. School Culture and Student Support To what extent do all students receive appropriate support along with an individualized learning program to help ensure academic success?

Summary of Findings East Valley High School ensures that our students review their Individualized Graduation Plan with their counselor at least once a year. East Valley High School is committed to maintaining high standards within the Special Education Program. We have committed ourselves to providing quality services for Special Ed students alongside the General Education requirements. We comply with all laws and rules of the district, state, and federal government. We are also committed to maintaining all extra-curricular activities while achieving the goal of expanding these opportunities.

Findings Evidence Special Education (Individualized Education Programs) Our East Valley High School special education staff is comprised of 10 teachers (7 SDP and 3 RSP), an assistant principal, 1 school psychologist, 1 Designated Instructional Services (DIS counselor), 1 District Office of Transition Services (DOTS advisor), and Special Education Aides. The special education department serves a population of 104 Special Day Program (SDP) students, and 73 Resource Program (RSP) students. The special education student population accounts for 18% of our total student population (177/1001) SDP = 104 /1001 = 10% RSP = 77/1001 = 8% The Special Day Program at East Valley High School offers classes for students with specific learning disabilities, other health impairment, mental retardation, multiple disabilities, and provides for community based instruction. The RSP (Resource Specialist Program) facilitates co-teaching and collaboration between special education and general education teachers. The Resource Specialist Program also provides a Learning Center, where students may be referred for individualized academic assistance and appropriate support. The Learning Center services are available for both special education and general education students. A District Office of Transition Services (DOTS) teacher assists Special Education students in obtaining on-campus and off-campus jobs. Students on the alternate curriculum also run a School-Based-Enterprise Program, where they sell coffee and baked goods, providing daily deliveries for faculty and staff and

• CAHSEE English and

Math Classes • • Career Counselor

Notes • Co-Teaching Notes • District Office of

Transition Services (DOTS)

• Garden Program Master Schedule

• Individualized Education Plans (IEP’s)

• Learning Center • Psychologist’s Notes • School-Based

Enterprise Program • Special Education

Office and Staff



202

equally learn the skills of running a business enterprise. Students with special needs also maintain a vegetable and flower garden on campus.



203

E4. School Culture and Student Support To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community?

Summary of Findings East Valley High School is committed to providing students with all available resources to support student success. East Valley High School has four Small Learning Communities. We have a 9th Grade Academy, 10th Grade Academy, the Business, Finance, and Marketing Academy (BFMA) and the Media and Communications Academy (MAC). Beginning this year, our 10th grade students will select which of the two academies they would like to join for their junior and senior years.

Findings Evidence Data-driven Decisions East Valley High School has a Data Coordinator that regularly collects and analyzes data on student achievement. Using this data we identify interventions, supports or enrichment opportunities that will be most appropriate for each student’s needs.

•CEAC/ELAC/SSC

Meeting/Agendas •Data coordinator agendas

and work product •Data-Driven Student

Interventions Professional Development Agendas

•RTI •Instructional Cabinet

Notes/Agendas •Leadership Council Notes

Support for English Learners English Learners are supported by a half-time EL Coordinator, who assesses, monitors, and works collaboratively with teachers, to prepare the students for re-designation. Entering students are assessed with the DPI test and the CELDT to determine their level of English proficiency. They are also given a Language Assessment of Fluency in their primary language. Students who have been in the United States for less 12 months are also evaluated with the Aprenda Exam. All EL students are also evaluated annually with the California English Language Development Test. EL students are the designated based on the results of their CELDT tests as Introductory, Beginning, Intermediate, or Advanced. They are placed to their appropriate ESL class. Bilingual Teacher Assistants are available to provide additional support our students. EL tutoring is offered before or after school using Title I funds and the KYDS program. Field trips are also offered for EL students.

• Aprenda Exam • Before and After

School Tutoring • Bilingual Teacher’s

Assistant Schedule • CELDT Exam scores • Daily progress Report • Enrollment Packet • Individualized

Education Plan (IEP) • Language Appraisal

Team (LAT)

• Student Sign In sheet • Student Success Team

Meeting (SST) • Master Schedule

• Work permit availability



204

Findings Evidence East Valley High School also has a half-time Title I coordinator who oversees the implementation of federal and state mandates in the allocation of resources for student success. Academic Support Opportunities All our students have an opportunity to participate in classes and workshops during and beyond the school day, based on their individual needs. Twelfth-grade students can take AP Calculus or AP Spanish Literature during the “0” period, before school. Two college classes are currently offered on campus during Period 4 while adult school classes are also offered after school. Students are also encouraged to take college classes at the community colleges and to attend Regional Occupational Centers. The Freshman Academy lead teacher and counselor collaboratively identify ninth-grade students who are in danger of not meeting the required 55 credits to move on to 10th grade. The counselor meets with the student and their parent to discuss the student’s academic progress. Students who would benefit are then enrolled in twilight school, in which they attend classes after school to earn credits. The focus of these classes is to help them earn the necessary credits to complete their 9th grade requirement and move on to the next grade. After-school tutoring is offered in all core subject areas. Other academic supports such as: homework help, CAHSEE preparation classes, and CST preparation classes are available to our students. Special Advisory lessons are presented on the PSAT, CAHSEE, CST, high school graduation requirements, and college entrance A-G requirements. The KYDS (Keeping Youth Doing Something), an after school program is also offered at East Valley High School. Funding is provided by a non-profit organization and offered through a Beyond-the Bell grant. Activities provided by the KYDS Program include: SAT preparation, Driver’s Ed, Debate Club, EL tutoring, and College workshops including assistance on personal statements for UC/CSU college admission applications.

• AB1802 (individual

Graduation Plans) Meeting with parents and students

• Adult School Classes • KYDS grant,

schedules and rosters • Independent Studies

rosters • Los Angeles Valley

College course schedule

• Master Schedule • sheets • Twilight School

schedules and Rosters • Tenth Grade Academy • Fifth Period Academic

Intervention • Tutoring sign in sheet • SIS Information



205

Findings Evidence SLC and Counselor Support This school year, we have designated the counselors to work through our Small Learning Communities or grade levels in order to enhance personalized academic support, foster interpersonal communication skills, provide career and college awareness, and impart life-skills successes for all students. Two counselors are assigned to the 9th and 10th Grade Academy and one counselor for 11th and 12th grade Business, Finance and Marketing Academy and one (1) counselor for the 11th and 12th grade Media and Communications Academy. The 9th and 10th grade counselors divide the 9th and 10th grade students alphabetically so that the counselors can loop with the students. Next year, the 9th grade students will be able to stay with their counselor.

• AB180 (Individual

Graduation Plans) Meeting with Parents and Students

• Advisory Presentations (PSAT, Graduation Plan/Credits, SAT/ACT, AP/Honor Classes) performed by counselors

• Counselors are assigned a case load by grade level SLC

• Counselor sign-in • Counseling/College

events • Monthly Counselor

Activity Calendar • SIS Information • October College

Awareness Month Activities

Personalized Growth and Support The ninth grade academy offers Twilight School, which is an after-school credit-recovery class for 9th graders. Our tenth grade academy offers a 5th period tutoring class intended to support student achievement. College classes and an adult school class are also offered on campus and they are available to all students. Counselors conduct personal and private conferences with a student, in which they work together on a problem or topic of interest. Our counselors serve as a liaison between teachers and parents to support each student’s personal needs and facilitate successful student development. They also monitor individual student’s progress and reinforce academic success including career, and personal/social growth and development.

• Ask Alice Box • Beak Bucks • Categorical Program

Advisor Notes • Counseling Referrals

to Outside Agencies • Daily Progress Reports • Dubnoff Referrals • HEART Group • IEP Records

Language Appraisal Team (LAT)

• Social Worker Intern available twice a week for individual and group work

• Student Sign In sheet • Student Success Team

Meeting (SST) • Twilight School • Work permits

Tutoring and Intervention East Valley High School provides free before and after school intervention/tutoring in Math, CAHSEE/CST prep, English, ESL, Homework help and Test-Taking Strategies. These

• Categorical Program

Advisor’s Notes • CEAC/ELAC/SSC

Minutes and Agendas



206

Findings Evidence programs are funded by our Title I funds. Additionally, intensive CAHSEE review classes are offered on Saturdays to students who are identified as in danger of not passing the CAHSEE. The KYDS (Keeping Youth Doing Something) is also offered at East Valley High School. Funding is provided by a non-profit organization and offered through a Beyond-the Bell grant. The KYDS Program offers a SAT preparation class and provides tutoring for our English Learners. Additionally, the 10th grade academy offers a mandatory 5th period tutoring to students who are not receiving passing marks in their classes.

• Data Coordinator Notes

• KYDS Program Logs • Instructional Cabinet

Minutes and Agendas • Leadership Council

Minutes/Agendas • 10th Grade Assembly • Principal’s PD • SLC Assemblies • SLC PD’s • Teacher Referrals • Tutoring Sign-In

Sheets

Honors and Advanced Placement Classes East Valley High School encourages students to take Honors and Advanced Placement classes. Since the opening of our school in 2006, our AP classes continue to grow from three in 2006 to ten in 2010.

• AP student/parent

contracts • Classroom visitations • Frequent Advisory

announcements for Honors/AP enrollment

• Honors/AP and sign-up GATE roster

• Master Schedule

Project Steps (Gear-Up) East Valley High School offers a Project STEPS Program to our twelfth grade students. Project STEPS is a federally funded GEAR-UP program with the mission of significantly increasing the number of low-income students attending and succeeding in college. Through this program, students receive information, additional counseling, college planning, and college admission workshops. Project STEPS also provides opportunities for students to visit numerous Southern California colleges and university campuses. Other services that Project STEPS provides are: Saturday math and English academies, eight-week parent trainings, private college counseling for parents and students, a free SAT preparation program, financial aid assistance, and career conferences. They also offer a Writing Across the Curriculum Program to our staff.

•Cash for College Meetings •Career Conferences •College Classes •College/University

Visits/Field Trips •Financial Aid Assistance •Math and English

Academies Workshops •Mission is to significantly

increase the number of low-income students succeeding in college

•Parent Institutes •Planning and Application

Workshops •Parent Training •SAT Prep

Extra-Curricular Activities Our students have access to a variety of extra-curricular and co-curricular activities including athletics and club sponsored events. We also have an Academic Decathlon team that recruits a wide range of students to compete in a district-wide competition. The students also attend workshops from October

•Academic Decathlon •Athletic Teams •Clubs and Organizations

and Participation Rate •KYDS Program •Homecoming



207

Findings Evidence through February. Our Leadership class is responsible for student activities such as homecoming, talent shows, club rush, the prom, pep rallies, and other school events. The Leadership class consists of approximately 45 students who are interviewed and selected based on grades and other criteria. East Valley High School also partners with the KYDS Program to offer after-school tutoring, Music, College Admission Preparation, Drill Team, Driver’s Education and Training, Debate Club, Skateboarding, Swimming, Video Editing, Table Tennis (Ping Pong), Web Design, Martial Arts and many others.

•Student Leadership •Talent Show



208

Category E- Support for Student Personal and Academic Growth

Category E - Areas of Strengths 1. East Valley High School has a strong and welcoming Parent Center. Our parent

center provides a friendly environment where parents gather for workshops, meetings and trainings. It is a very comfortable environment where parents feel valued and appreciated. Our parent center representative takes time to call parents and personally invite them to meetings and events.

2. Our Keep Youth Doing Something (KYDS) Program is offered before and after school at East Valley High School. This program provides free activities for our students. The activities include the: Early Start Library, EL/Math tutoring, Spanish Literature, Going-2-College G2C club, Character Development, Falcon Center Videogame Club, Drill Team, Cheer Club, Musical Minds, KYDS Art Club, Driver’s Ed, Health and Fitness, Swimming Club, KYDS Leaders, Just Dance, Debate Club, KYDS Journalism and Baseball Club. This program not only provides students with the opportunity to join a club of their choice, but the chance to meet new students and increase their social skills.

3. Our Beak Bucks Rewards Program is one way that students get rewarded for their positive attitude, good behavior, and perfect attendance at East Valley High School. Our staff members donate money to support the program. When students are caught showing falcon pride, teachers fill out the Beak Buck Card with the student’s name and place it in a jar. On Fridays, Beak Buck Cards are randomly drawn. The student’s name, the nominating teacher name, and reason for the receiving the Beak Buck is read over the public address system. Our students then proceed to the Main Office to claim their prize, which is $2.00 off the student store.

4. East Valley High School has four Small Learning Communities (SLC’s). In the ninth grade we have the Freshman Academy. In tenth grade, we have the Tenth Grade Academy and in Eleventh and Twelfth grade we have the Business, Finance and Marketing Academy and the Media and Communications Academy. The SLC’s have their own Lead Teacher, Teachers and a Counselor. The benefit of having this tight knit group is that it leads to personalized relationships among the students, staff and parents.

5. We host awards ceremonies at East Valley High School. The ceremonies are always full of positive energy from staff, parents and students. Our SLC lead teachers organize this event and students are recognized for perfect attendance, principal’s honor roll, citizenship, increasing a band/s on the California Standards Test and many other categories. Students seem to enjoy this event because it is a chance for them to shine.

6. Our Parent/Student Orientations are wonderful opportunities for incoming students and their families to meet East Valley High School. During these orientations, East Valley’s staff members are introduced and students and their families are given a tour of the school. These activities are great opportunities for parents and students to ask questions and become familiar with their new high school.



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Category E - Areas of Growth

1. East Valley High School needs to promote clubs/organizations to our students. While we have some on campus, there is a need for more.

2. Secondly, we need to increase academic enrichment opportunities for our students.

3. Thirdly, we need to increase parental involvement/participation. We also recognize the need to improve student identity within our SLC’s.

4. We need to increase class offerings in Art, Technical Art, Music and Vocational courses to complement our academic classes with programs that enhance our students’ social, emotional and artistic creativity.

East Valley Senior High School~ Focus on Learning

Chapter 5: School-wide Action Plan, 2011-2017 210

Chapter V

School-wide Action Plan 2011-2017



CHAPTER 5: SCHOOL-WIDE ACTION PLAN

Our School-wide Action Plan was developed in accordance with the WASC Focus on Learning guidelines. In collaboration with stakeholders, our action plan emerged from our reflections and discussions that occurred consistently throughout the course of the self-study process. Our WASC Leadership team met to compile, organize, and formulate an action plan that reflected our critical areas of growth. This action plan will guide our planning and growth in the next six years.

Our School-wide Action Plan has three major goals:

� Increase academic achievement for ALL students in English Language

Arts (With a strategic focus for EL students and students in the Special Education Program).

� Increase academic achievement for all students in Mathematics. With an emphasis for EL students and students in the Special Education Program.

� Increase supports for ALL students to achieve academic success. In order to monitor the effectiveness of our action plan, we will conduct an annual evaluation at the beginning of every school year for the next six years. The EVHS administration, in conjunction with the School Site Council, Local School Leadership Council, and the Instructional Cabinet, will oversee follow-up procedures and actions with WASC review and update, as a permanent item on our meeting agendas. This process will ensure and facilitate the ongoing implementation of our school-wide action plan for the next six years. As we continue to work together with all stakeholders in providing the best education for all our students, this WASC Self Study will guide us in our decisions and reflections, as we chart our course for the next six years.



WASC Self-Study Report- Focus on Learning, 2010-2011 CHAPTER 5: SCHOOL-WIDE ACTION PLAN

Goal 1: Increase academic achievement for ALL students in English Language Arts

Critical Need: Increase ELA scores for ALL students on the CST, CAHSEE and the SAT.

• Use data to inform instructional practices and Professional Development • Provide differentiated instruction and appropriate support to EL and SPED students. • Increase student participation in district and school tutoring, and SAT Preparation Program.

Rationale: Our current data indicates that many of our students are not meeting proficiency levels in English

Language Arts. Our self-study reveals that while our proficiency rates are increasing, they are not increasing at the same rates as the district and the state.

Growth Targets: These are our growth target goals:

• All subgroups will meet annual state-determined API growth targets. • All subgroups will meet annual federally-determined AYP growth targets. • Increase percentage of students attending our district and site tutoring/intervention programs

by 5% annually. • Increase the average reading and writing scores of our students to meet or surpass district and

state averages on the SAT. Falcon ESLRs:Effective Communicators, Critical and Creative Thinkers, Self-Directed Life Long Learners and Responsive and Collaborative Workers



Task Timeline Personnel Responsible Resources Means to Assess Progress Means to Monitor and Report Progress

1. Identify and target students who are underachieving in

English Language Arts.

• Provide collaboration time to collect and analyze school-wide performance data in English Language Arts during department, SLC and grade level meetings

• Use periodic assessment data to reflect and guide instruction on student progress toward achieving standards

• Identify effective district and site intervention strategies for all students for school-wide implementation.

• Analyze performance data for English Language Learners and students with disabilities.

• Create vertical teams that will collaborate around data to develop outcome-based strategies to target English Language Arts content skills for all students.

2. Align all activities and strategies to raise student

achievement in all content areas with our school-wide Professional Development plans.

• Design a school wide professional development plan

that focuses on research based instructional strategies that support English Language Development (i.e., Cornell Notes, Thinking Maps, Pair-Share and Think Alouds).

• Provide teachers with training and collaboration time to implement research-based instructional strategies that promote the used of Critical Thinking and Academic writing.

• Provide teachers time to participate in Lesson Study so that students receive consistent instruction and expectations across content areas and grade levels.

• Evaluate the use of instructional strategies in supporting student achievement of the standards.

2011-2012

2011-2016

•Administrators • Data Coordinator •Department. Chairs • Categorical Programs

Advisor • Instructional Cabinet • LAUSD and District

2 Curriculum Leaders • SSC • Lead Teachers • Local School

Leadership Council • Librarian • Para-professionals • Teachers

• Educational

Research • IMA Funds • Categorical Program

Funds • Federal Grants • Local district

funds/personnel • Parent Center • Professional

Development and Common Planning Time

• AP/SAT/PSAT/SAT/ACT • CST • CAHSEE • CELDT

• Instructional Cabinet Agenda • LAUSD Performance based

assessment • Local School Leadership

Council Agenda • Master Schedule • MyData • Report Cards Analysis • SIS/ISIS • Periodic Assessments • PD Agenda • SSC Agenda/Minutes

• Administrative

Feedback • Coffee with Principal • High School Director • Lead Teacher Meetings • MyData • Parent-Teacher

Conferences • Reports to Parents • Reports to SSC, ELAC,

CEAC, Instructional Cabinet, Local School Leadership Council

• SARC • SIS




3. Develop activities to increase student achievement on the CST’s, CELDT, Periodic Assessments. Advanced Placement and College Entrance Examinations (SAT and/or ACT).

• Strengthen the use of academic vocabulary by

teachers and students across all academic areas. • Provide teachers with collaboration time to review

student work to develop common assessments and engage in lesson-study across grade levels and content areas.

• Increase the use of SDAIE strategies in all content areas to support the academic needs of English Language Learners and students with disabilities.

• Analyze data of English Language Learners and students with disabilities to scaffold instruction and develop intervention strategies to better support the CORE curriculum and high stake assessments.

• Continue to conduct parent workshops that address the evolving needs of English Language Learners and students with disabilities

ongoing



Goal 2: Increase academic achievement for ALL students in Mathematics Critical Need: Increase Mathematics scores for ALL students on the CST, CAHSEE and the SAT.

• Use data to inform instructional practices and Professional Development • Provide differentiated instruction and appropriate support to EL and SPED students. • Increase student participation in district; site tutoring and SAT Preparation Program.

Rationale: Our current data indicates that many of our students are not meeting proficiency levels in Mathematics.

Our self-study reveals that while our proficiency rates are increasing, they are not increasing at the same rates as the district and the state.

Growth Targets: These are our growth target goals:

• All subgroups will meet annual state-determined API growth targets. • All subgroups will meet annual federally-determined AYP growth targets. • Increase percentage of students attending our district and site tutoring/intervention programs

by 5% annually. • Increase the average mathematics score of our students to meet or surpass the district and

state averages on the SAT.

Falcon ESLRs: Effective Communicators, Critical and Creative Thinkers, Self-Directed Life Long Learners and

Responsive and Collaborative Workers



Task Timeline Personnel Responsible Resources Means to Assess Progress Means to Monitor and

Report Progress

1. Establish a coordinated system to identify and target students who are underachieving in Mathematics.

• Provide collaboration time to collect and analyze

school-wide performance data in mathematics during department, SLC and grade level meetings

• Use periodic assessment data to reflect and guide instruction on student progress toward achieving standards

• Identify effective district and site intervention strategies for all students for school-wide implementation.

• Analyze performance data for mathematics for English Language Learners and students with disabilities.

• Create vertical teams that will collaborate around data to develop outcome-based strategies to target Mathematics content skills for all students.

2. Align all activities and strategies to raise student

achievement in all content areas with our school-wide Professional Development plans.

• Design a school wide professional development plan

that focuses on research based instructional strategies that support mathematics (i.e., Cornell Notes, Thinking Maps, Cooperative groups, Pair Share and Think Alouds).

• Provide teachers with training and collaboration time to implement research-based instructional strategies that promote the use of Problem Solving and Critical Thinking.

• Provide teachers time to participate in Lesson Study so that students receive consistent instruction and expectations across content areas and grade levels.

• Evaluate the use of instructional strategies in supporting student achievement of the standards.

April 2011-

October 2012 2011 to 2016

•Administrators • Data Coordinator •Department. Chairs • Categorical Programs

Advisor • Instructional Cabinet • LAUSD / District 2

Curriculum Leaders • SSC • Lead Teachers • Local School

Leadership Council • Librarian • Para-professionals • Preferred Substitute

Teachers

• Educational

Research • IMA Funds • Categorical Program

Funds • Community

Colleges • Federal Grants • Local district



• AP/SAT/PSAT/SAT/ACT

results • CST results • CAHSEE results • CELDT results • Instructional Cabinet Agenda • LAUSD Performance based

assessment • Local School Leadership

Council Agenda • Master Schedule • MyData • Report Cards Analysis • SIS/ISIS • Student Surveys • Staff Surveys • Periodic Assessments • PD Agenda • SSC Agenda/Minutes • Tutoring Logs

• Administrative

Feedback • Coffee with Principal • EVHS Newspaper • High School Director • Lead Teacher Meetings • MyData • Parent-Teacher

Conferences • Reports to Parents • Reports to SSC, ELAC,


• SARC • SIS




3. Create activities to increase student achievement in the CST’s, CELDT, Periodic Assessments. Advanced Placement and College Entrance Examinations (SAT and /or ACT).

• Strengthen the use of academic vocabulary by both

teachers and students across all academic areas. • Provide teachers with collaboration time to review

student work, develop common assessments and engage in lesson students across grade levels and content areas.

• Increase the use of SDAIE strategies in all content areas to support the academic needs of English Language Learners and students with disabilities.

• Analyze data of English Language Learners and students with disabilities to scaffold instruction and develop intervention strategies to better support the CORE curriculum and high stake assessments.

• Continue to conduct parent workshops that address the evolving needs of English Language Learners and students with disabilities

ongoing



Goal 3: Increase the effectiveness of student supports that strategically target academic success Critical Need: Increase supports for all students to ensure academic success.

• Identify mentoring opportunities for students to support their peers to become successful. o Link Crew, Start –up week, Orientation o Peer College Counselors o Peer Mentors o Peer Tutors to assist students who are in A-G courses

• Expand opportunities for all students to celebrate successes.

o Student Recognition and incentives for � Academic Achievement Assemblies � Academic Improvement � Citizenship � Attendance � College Acceptances � Band Busters on California Standards Tests � AP 3,4,5 � 1500+ SAT

• Expand activities and programs that promote a college-going culture.

Growth Targets: These are our growth target goals: • Increase the percentage of students who complete the A-G course work with a “C” or better. • Increase the number of students taking the SAT and scoring above 1500. • Reduce the number of unsatisfactory marks in work habits and cooperation. • Increase the percentage of graduates that meet the requirements to be admitted to a four year

college. • Increase the number of recognition opportunities • Increase the number of students receiving recognition.

Falcon ESLRs: Effective Communicators, Critical and Creative Thinkers, Self-Directed Life Long Learners and Responsive and Collaborative Workers



Task Timeline Personnel Responsible Resources Means to Assess Progress Means to Monitor and

Report Progress 1. Promote a college going culture.

• Implement a long-term plan that incorporates activities throughout the year that engages students in college awareness.

• Develop communication pathways with colleges and

universities that emphasize college readiness and attainability.

• Establish collaborative teams to develop protocols

and procedures in fostering a college-going culture. • Train staff in the college admission process.

• Implement protocols and procedures that foster

College Chats, College Corners and College Fairs. • Evaluate the effectiveness of each activity in the

long term plan.

• Assess the effectiveness of the communication pathway by surveying the school community to address their evolving needs.

• Continue to conduct regular parent meetings about

college readiness and the college application procedures.

2011 - 2012 2012 -2013 Ongoing

• All Administrators • All Counselors • All Teachers • School Staff •Club sponsors • Parents

• Categorical Program

Funds • Educational

Research • Federal Grants • IMA Funds • Local district



• Going to College Club Mentors

•

• A-G pass rates • AP,PSAT,SAT/ACT results • CAHSEE results • CELDT results

• College Corners In all Classes

• College Admission Rates • CST results • Master Calendar • Parent Surveys • PD Agenda • Periodic Assessments • Report Cards Analysis • SIS/ISIS • SSC Agenda/Minutes • Staff Surveys • Student Surveys

• College Newsletter • Mission statement • EVHS Newspaper • Teacher Conference

Logs • Reports to SSC, ELAC,


• Master Calendar




2. Establish a supportive and personalized learning environment for all students.

• Establish a timely and ongoing schedule of student recognition activities throughout the calendar year.

• Develop a student mentor–mentee program to assist

students to be acclimated to the school and also have a supportive, personalized high school environment.

• Expand the use of college and university recruiters

to provide opportunities for college presentations, college chats, college fairs, field trips.

• Provide students opportunities for them to celebrate

their successes.

Spring 2011 2011 – 2013 ongoing


Glossary 221

EVHS Glossary

4x4

Four by Four-Our school calendar is organized so that students take four classes each mester. One mester is equivalent to 5 units or a traditional semester. With this calendar, students have the opportunity to earn 84 credits per year compared to the traditional 60.

ACCENT Automated Circulation system used by the library to track materials. AMAO Annual Measurable Achievement Objectives AP Advanced Placement API Academic Performance Index AYP Annual Yearly Progress

Bank Day On selected Tuesdays, students are released at 2:00 so that the staff can participate in professional development.

Beak Bucks Students can earn Beak Bucks from staff as a reward for their academic or behavioral growth. These Beak Bucks are turned in for a weekly for a live raffle over the intercom.

BCLAD Bilingual, Cross-cultural, Language and Academic Development BFMA Business, Finance and Marketing Academy 11th-12th grade. BSU Black Student Union BTSA Beginning Teacher Support and Assessment CAHSEE California High School Exit Exam CBEDS California Basic Educational Data System CC Community College CDE California Department of Education


Glossary 222

CEAC

Compensatory Educational Advisory Committee - The advisory committee receives information describing the programs and activities of the Title I program. The CEAC is composed of parents of Title I students. Their role is to support the school and work cooperatively to increase student academic achievement. Parents have the opportunity to participate in the design and implementation of the program through activities such as developing a parent policy, home-school compacts, parent training, and volunteer participation in school activities.

CELDT California English Language Development Test CLAD Cross-cultural Language and Academic Development

Connect-Ed An automated system that allows staff to send messages to parents in the home language regarding a variety of topics such as behavior, academic progress, and current school events.

Core K-12 The district’s periodic assessment system. CST California Standards Test CSU/UC California State University/University of California CTE Career Technical Education

CTEL California Teacher of English Learners

DIS Designated Instructional Services-counseling services provided by the school psychologist fall under this category.

DOTS Department of Transition Services-A program within LAUSD that helps RSP/SDC student transition into life after high school.

DPI Diagnostic and Placement Inventory- a test administered to all students new to both LAUSD and the country. This test determines their English Language Proficiency.

ED Emotionally Disturbed EL English Language ELA English Language Arts


Glossary 223

ELAC

English Learner Advisory Committee-The ELAC committee are parents of LEP students and they participate in the development, implementation, and evaluation of the local school's program for LEP students. They advise the school on Bilingual funding issues since these programs receive state and district funding. Schools are responsible for providing at least eight meetings to inform parents of the academic program for LEP students and budget items that directly impact student learning.

ELC Eligibility in the Local Context ELD English Language Development ELL English Language Learners EOC End of Course ERWC Expository Reading and Writing Course ESLRs Expected School Wide Learning Results EVHS East Valley High School FIDM Fashion Institute of Design and Merchandising

Flip-Flop

In the 9th and 10th grade, students have an alternating schedule in which they attend science one day and then PE the next. Because of this alternating schedule or rotating block, these courses are graded on a semester basis. In the 10th grade English and Social Studies classes aldo alternate.

FTE Full Time Equivalent-one or more staff positions when combined is equivalent to a full time staffed position.

G2C Going To College-a club offered through the KYDS program to raise awareness and increase college attendance.

GPA Grade Point Average ICS Integrated Coordinated Science IEP Individualized Education Plan ISIS Integrated Student Information System ITT Local Trade School


Glossary 224

KWL Graphic Organizer to assess student learning.

KYDS Keep Youth Doing Something- An after school program that provides students with academic support and clubs.

LAT Language Appraisal Team-identifies and meets with student that are designated LTL to coordinate services for redesignation.

LAUSD Los Angeles Unified School District LD2 Local District Two-A subunit within LAUSD

LD2 Focus Area

For the last two years our local district has identified two ELA areas all courses should focus on. These two areas are speaking and writing in complete sentences and using content vocabulary within each course.

LEP Limited English Proficiency LRE Least Restrictive Environment

LTL Long Term English Learners-This group of students have not redesiginated despite spending more than 5 years in the ELL program.

MaC Media And Communications SLC 11th-12th grade Moodle Open-source community-based tools for learning MR Mentally Retarded MMR Mildly Mentally Retarded NBPTS National Board for Professional Teaching Standards NCLB No Child Left Behind NHHS North Hollywood High School NoHo North Hollywood OHI Other Health Impaired PD Professional Development PE Physical Education Periodic Assessment

LAUSD benchmark assessments are available in Algebra 1, Geometry, Biology, Chemistry, ELA9/10, World History and United States History.

PLC Professional Learning Community PSAT Pre-Scholastic Aptitude Test


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PSC

LAUSD Board Resolution for Public School Choice (PSC) was made in August, 2009. Under this provision, an application process has been developed for LAUSD educators, charter school operators, partnerships, non-profits and other independent groups to submit instructional and operational plans aimed at improving student achievement.

RFEP Re-designated Fluent English Proficient RSP Resource Specialist Program

RTI 2

Response To Instruction and Intervention-(Sometimes referred to as RTI2) is an integrated system of instruction and intervention informed by student data that integrates resources from general education, supplemental categorical programs, and special education. It is a 3-tiered approach to teaching and learning that was developed for schools that are PI3 or greater. This program is to address the mandates set forth in NCLB/SBE.

SARC School Accountability Report Card SAT Scholastic Aptitude Test SBE State Board of Education SDAIE Specially Designed Academic Instruction of English SDM School Leadership Committee SDP Special Day Program

SIS Student Information System-District wide computer program that tracks student's academic and personal information.

SLC Small Learning Community-EVHS offers four SLCs 9th and 10th grade academies as well as BFMA and MaC for upper classmen.

SLI Specific Language Impairment or Speech Language Impaired SPED Special Education


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SPSA

Single Plan for Student Achievement-When SB 374 amended the California Education Code sections 64000 and 64001 it requires each school to consolidate all school plans required by programs funded through the Consolidated Application. The new planning process for this application is called the Single Plan for Student Achievement.

SSC

School Site Council-School Site Council has the ongoing responsibility to review with the principal, teachers, other personnel, parents and community, and students the implementation of the Single Plan for Student Achievement as well as the connected budgetary items. In addition, the council will periodically access the effectiveness of the program. The members of this committee are elected and as follows: Principal, 3 classroom teachers, 1 other (school staff), 3 parents and 2 students.

SSR Silent Sustained Reading

SST Student Success Team- a team of teachers, counselors, school psychologist that forms to evaluate and provide services for students experiencing extreme academic or social problems.

STEPS A federally funded program designed to increase college attendance in low-income populations.

TBI

Twilight This is an intervention program developed to help 9th graders improve their grade and recover the required units needed to promote to the 10th grade.

UNICEF United Nations International Children's Emergency Fund. UTLA United Teacher of Los Angeles-the bargaining unit for certificated staff.

Winning Wednesday

On Wednesdays, our school sets aside 20 minutes of every period to work on skills and content covered within high stakes tests such as CST, CAHSEE, AP, SAT and ACT.

Documents

WASC 2011