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WHS WASC Self-Study 1

Woodland High School 2003-2004

Focus on Learning Prepared for: Western Association of Schools and Colleges

Dr. Francisco Reveles, Principal Kathy Harryman, WASC Coordinator

21 North West Streets Woodland, California 95695

(530) 662-4678 http://www.whs.wjusd.k12.ca.us/


Dedication Page

This document is dedicated to: The students of Woodland High School. May it be a living document that opens doors for you to excel in whatever you choose for your future. The parents of the students attending Woodland High School. May this document help you to support your child/children in whatever path your child/children take. The staff at Woodland High School. May this document be a guiding force to assist the staff in reaching rigorous goals for all the students.


Mission and Vision Statements

Woodland Joint Unified School District Belief Statement We believe that all children can learn and have the right to equal access to a quality education. We believe that all employees contribute to the education of our students.

Woodland Joint Unified School District Mission Statement The mission of the Woodland Joint Unified School District is to educate all students in a safe and supportive learning environment, promoting academic excellence and ethical and responsible citizenship while building community and parent partnerships.

Woodland High School Mission Statement (Draft)

The mission of the Woodland High School professional staff is to provide and advocate for a quality educational program for all students, which emphasizes high expectations, personal responsibility, and clear academic standards. Our goal is to ensure a safe learning environment promoting ethical and responsible citizenship while building community and parent partnerships.

District Goals • To provide all students with the academic foundation and skills needed to be productive

citizens. • To recruit and hire highly qualified staff, teachers and administrators and provide them with

the appropriate training and support to be effective in their positions • To provide timely and accurate communications to employees, parents and the community • To provide comprehensive educational programs that address the needs of the whole child • To provide a safe, clean and up-to-date learning environment for all staff and students.


WOODLAND HIGH SCHOOL ADMINISTRATION Dr. Francisco Reveles Principal Christy Gardner Vice Principal Hector Molina Vice Principal Judy Simas Vice Principal DISTRICT ADMINISTRATION

Linda Weesner District Superintendent Rob Ball Assoc. Superintendent Business Services Dale Weatherford Assoc. Superintendent Human Resources BOARD OF TRUSTEES Jesse Ortiz Jr. President Evelia Genera Vice President Robert Salley Vice President Elaine Lytle Clerk Warren Berg Member Tim Sharp Member Carol Souza Cole Member


WASC Leadership Team Kathy Harryman, Coordinator Lynn Plocher, Teacher Dr. Francisco Reveles, Principal Jason MacDonald, Teacher Christy Gardner, Vice Principal Dan Steiner, Teacher Judy Simas, Vice Principal Chuck Warner, Teacher Karen Hannum, Counselor Roxanna Walker, Staff Rohelio Villegrana, Community Member Claire Reed, Parent Michelle Howard, Student Jorge Ochoa, Student Marie Lozada, Student Focus Group Leaders Tracy Evert Leadership and Staff Karen Hannum Curriculum & Instruction, Part 1 Lynn Plocher Support for Student Personal &

Academic Growth Jason MacDonald Assessment & Accountability Dan Steiner Culture & Vision Chuck Warner Curriculum & Instruction, Part 2 Kathy Harryman Community Profile Parent Group An effort was made to include parents in this process. Several notices were sent in 2002-03 and again in 2003-04. Few parents responded. The issue concerning most of them was the time commitment. Since WHS Leadership Team met in the morning during third period common prep, it was difficult for parents who worked to attend. The Leadership Team did have one parent on the team and one community member. Because of the lack of parents in the Focus Groups, every effort was made to obtain feedback from several stakeholders such as PTA, ELAC, Yolo County Latino Concilio, and the Business Chamber of Commerce Committee. WHS realizes that the lack of


parents in the groups is not the ideal, but WHS feels that every effort has been made to include parents in the process. WHS has also included a significant parent component in our Action Plan.

Focus Group Members Curriculum & Instruction, Part 1 Karen Hannum, Chair Eric Dyer, Agriculture Danny Eoff, Home Ec. Hellen Campen, Business Adam Hancock, Math Chuck Bruns, English Mike Miles, Math Christine Clegern, English John Morelli, Math Anne Mc Keever, English Clayton Reece, Science Sharon Sasser, English Mary Lou Perea, Social Science Karen Taylor, English Trish Decker, Special Ed. Jeff Sheline, IT Erica Retter, Special Ed. Curriculum & Instruction, Part 2 Chuck Warner, Chair Dawn Abbott, Art Debby Truitt, Home Ec Sharon King, Art Minda Morton, Math Merri Herman, Counseling Tom Russell, Math Lorena Morales, ELD Mark Jones, Science Robert Van Eyken , English Brian Levings, Science Catherine Chetelat, Foreign Lang. Jeff Boncutter. Soc. Science Leticia Villagrana, Foreign Lang Ted Goodyknoontz, Soc. Science Elizabeth Madueno, Student Erinn McGrew, Student Assessment & Accountability Jason MacDonald, Chair Christy Gardner, Administration Debbie Ayers, Math Marcus Tanaka, Ag. Nancy Clark, Math Fred Schutzman, Business Fatan Rocha, Math Jim Wehner, Business Jaime Rocha, Math, For. Lang Chris Tomsett, English Staci Turner, Math Janice Rose, English Rebecca Pratt, Spec. Ed. Javier Valdivia, Foreign Language Thulana Aleubane, Science Dave Trainer, IT Alex Koelsch, Student


Support for Student Personal & Academic Growth Lynn Plocher, Chair Hector Molina, Administration Beth Findley, Math Damian Martin, Counseling John Abigana, Performing Arts David Quesenberry, English Myrtis Hadden, Science Kristina Roys, English Deena Stanley, Science Andrea White, English Frank Avalos, Soc. Science Stan Jones, IT Joanna Lugo, Special Ed Leadership & Staff Tracy Evert, Chair Judy Simas, Administration Sandra Olszewski, Foreign Lang Jason Feuerbach, Ag Mike Gimenez, PE Mary Scarlett, Counselor Rob Rinaldi, PE Ramiro Hernandez, ELD Shalini Mishra, Science Virginia Lantry, ELD Ray Abaurrea, Soc. Science Shamina Qureshi, ELD Tanya Clarke, Special Ed. Jamie Hudsbeth, English Michelle Mann, Special Ed. Nancie Wilson, Home Ec Brittany Covell, Student George Loney, IT Taylor Young, Student Culture & Vision Dan Steiner, Chair Dr. Francisco Reveles, Administration Derek Dockter, Science Jerry Delsol, Ag Paul Hanks, Social Science Bob Brian, Business Brad Johnson, Social Sci Teresa Morales, ELD Mike Owens, Social Sci Nancy Salm, ELD Jessica Summers, Social Sci Erica Chung, English Joan Bingham, Special Ed Joaquin Perea, Foreign Language Jonathan Baker, Student Brent Hunter, Math Emily foster, Student Dana Anglin, PE Brock Kearns, Student Brent Birdsall, PE Matt Perez, Student Rob Rathbun, PE Special Thanks go to: Kristina Roys – Teacher/Technology Coordinator Formatting and proofreading the WASC report Felicia Brooks – Assist. Office Manager


Formatting and accessing statistics on AERIES program Erinn McGrew- student Artwork on cover and throughout the document Natalie Winger-student Typing and ‘go for’ Leticia Villagrana – Teacher Translation of Action Plan into Spanish Judy Simas – Vice Principal Proofreading the document

TEACHERS

Abaurrea, Ray King, Sharon Taylor, Karen Abbott, Dawn Lantry, Virgina Tomsett, Christopher Abigana, John Levings, Brian Trainer, Dave Anglin, Dana Loney, George Truitt, Debra Avalos, Frank Lugo, Joanna Turner, Stacy Lyn Ayres, Debbie MacDonald, Jason Valdivia, Javier Beal, Martin Mann, Michelle van Eyken, Robert Bernales, Renzo McKeever, Anne Villigrana, Leticia Bingham, Joan Miles, Mike Warner, Charles Birdsall, Brent Mishra, Shalini Wehner, Jim Brian, Bob Moore, Michele White, Andrea Bruns, Chuck Morales, Teresa Wilson, Nancie Bulum, Joseph Morelli, John Campell, Frances Morton, Minda Campen, Hellen Olmedo, Andres Chetelat, Catherine Olszewski, Sandra Chung, Erika Owens, Michael Clark, Nancy Parker, Janet Clarke, Tanya Perea Jr., Joaquin Clegern, Christine Perea, Mary Lou Decker, Tricia Plocher, Lynn Dehar, Sharon Pratt, Rebecca Delsol, Jerry Quensenberry, David Docktor, Derek Qureshi, Shamina Dyer, Eric Rathbun, Rob Eoff, Danny Reece, Clayton Evert, Tracy Retter, Erica Feuerbach, Jason Rinaldi, Rob Findley, Beth Roberts, Cliff


Gimenez, Mike Rocha, Faten Goodykoontz, Ted Rocha, Jaime Hadden, Myrtis Rose, Janice Hancock, Adam Roys, Kristina Hanks, Paul Russell, Tom Harryman, Kathy Salm, Nancy Hernandez, Ramiro Sasser, Sharon Hiss, Aimee Schutzman, Fred Hudspeth, Jamie Sheline, Jeff Hunter, Bret Stanley, Deena Johnson, Brad Steiner, Daniel Jones, Mark Summers, Jessica Jones, Stan Tanaka, Marcus

Department Chairs

Brian, Bob Business Decker, Tricia Special Education Duncan, Diane Special Education Dyer, Eric Ag Evert, Tracy Science Gimenez, Mike P.E. Miles, Mike Math Morales, Teresa ELD Perea, Joaquin Jr. Foreign Language Perea, Mary Lou Social Science Roys, Kristina Technology Sasser, Sharon English Scarlett, Mary Counseling Trainer, David Ind. Arts Warner, Charles Art Wilson, Nancy Home Ec.

Counselors Mary Scarlett Head Counselor Karen Hannum Merri Herman Damian Martin


SECRETARIAL/CLERKS/AIDES SECURITY Andrade, Chris Andreozi, Lisa Arreola, Martha (ISS) England, David Ayon, Isabel (ISS) Garcia, Sonia Bach, Carmen Trejo-Lemus, Mayela Barba, Patricia Rios, Ricardo Barrus, Donna (ISS) Bautista, Martina (ISS) CAFETERIA STAFF Brooks, Felicia Camarena, Marilyn Bannister, Anna (2.5) Croll, Marylin Gwaltney, Joanne Duncan, Dona Ivie, Nancy Hartman, Georgiann (ISS) Netzger, Linda Knight, Corinne Navarretti, Aracelli McCully, Donna (ISS) O’Campo, Bertha Miller, Michelle Ortiz, Orilla Morgan, Terri Ray, Renee Patterson, Barbara (ISS) Saucedo, Bonnie Ramirez, Khris (ISS) Torres, Abelina Sue Villa, Julia Traynham, Marilyn Walker, Roxanna Wilson, Arneda Zaragoza, Lisa CUSTODIAL STAFF SUPPORT STAFF Beaver, Jeff Avila, Irma (CSLC) Becerra, Rosalba Castaneda, Pola (CLSC) Brockett, Donna Duncan, Diane (Psych) Carrillo, Olga Garcia, Andres (M&O Grounds) Le, Be Keithly, Kenton (WROK Counselor) Linares, Hortencia Moreno, Dianna (MigrantEd) Orosco, Dolores Parnes, Elise (Nurse) Pennell, David Wagoner, April (Cheer Adivsor) Torres, Jose


ASB OFFICERS President- Laura Arreola Vice President- Katrina Santos Vice Preseident- Zach Kimura Secretary- Crystal Martinez Treasurer- Vicki Curry SENIOR CLASS OFFICERS President- Maria Zamorano Vice President- Claudia Gonzales Secretary/ Treasurer- Sandra Sandoval Rep.- Briana Manning JUNIOR CLASS OFFICERS President- Erik Puleo-Coats Vice President- Patricia Coronel Secretary/Treasurer- Maribel Garcia Rep.- Randy Tafoya SOPHOMORE CLASS OFFICERS President- Allie Pierce President- Sami McClellan Vice President- Doug Bettencourt Vice President- Tessa Berg


Table of Contents

List of Figures and Tables Chapter I: Student/Community Profile

Enrollment .................................................................................................................18 Staff ..........................................................................................................................21 Student Performance-Academic Achievement .........................................................23 Attendance ................................................................................................................31 Interventions: Suspensions and Expulsions .............................................................34

Programs ..................................................................................................................36 Academic Assistance ................................................................................................48 Clubs and Support ....................................................................................................50 Summary of Profile Findings and Evidence ..............................................................55

Chapter II: Expected School-wide Learning Results

Critical Academic Needs ...........................................................................................58 Evolution of the ESLRs ............................................................................................ 58 Expected School-wide Learning Results ...................................................................59 ESLRs and Student Work .........................................................................................60

Chapter III: Progress Report

WASC Follow-up Response .....................................................................................73

Chapter IV: Focus Group Reports

Focus Group A1, A2: Standards-based Learning: Curriculum and Instruction ........78 Focus Group A3, A4: Standards-based Learning: Curriculum and Instruction ........85 Focus Group B: Standards-Based Learning: Assessment and Accountability ........92 Focus Group C: Support for Student Personal and Academic Growth ...................104 Focus Group D: Culture .........................................................................................110 Focus Group E: Leadership and Staff ....................................................................119


Focus Group F: Vision ...........................................................................................130

Chapter V: School-wide Action Plan

School-wide Action Plan Process ........................................................................... 133 School-wide Areas of Strength ...............................................................................134 School-wide Areas of Growth .................................................................................135 Statement of Purpose ............................................................................................136 School-wide Action Plan ........................................................................................ 137 Three-year Strategic Plan………………………………………………………………. 154

Glossary 155 Appendices A Map i B Bell Schedule ii C Budget iii D Sample Courses/Career Path Selection iv E Student Survey v-viii F Staff Survey ix-xvii G Parent Survey xviii-xxi



List of Tables

TABLE TITLE PAGE

ENROLLMENT A Enrollment by Ethnicity……………………………………………………………… 18 B Enrollment by Gender ...................................................................................... 19 C Enrollment by Grade .........................................................................................19 D English Learners by Language ..........................................................................20 D.1 Figure – English Learners by Language ...........................................................36 E AFDC and Free and Reduced Price Meals ........................................................21

STAFF F Certificated……………………………………………………………………………. 21 G Teacher Profile by Ethnicity & Credentials…………………………………………22

H Teacher Turnover...............................................................................................22 I Classified Staff ...................................................................................................22

ACADEMIC PERFORMANCE J Stanford 9 Reading, Math, Lang. Arts Results by Grade Level………………… 23

K Academic Performance Index Subgroups..........................................................24 L California Standards Test Proficiency Levels 10-11 Lang. Arts .........................24 M California Standards Test Proficiency Levels 10-11 Math..................................24 N California Standards Test Eng./Lang. Arts 3 Year Comparison .........................25 O California Standards Test Math 2 Year Comparison..........................................25 P California Standards Test Mean Scaled Scores Spring 2003.............................26 Q California High School Exit Exam of Students Passing by Gender 2001-02….. 27 R California High School Exit Exam Percentage Passing by Ethnicity and Language Fluency 2001-02…………………………………………………………. 27 S ‘Ds’ & ‘Fs” Table by Gender and Ethnicity………………………………………… 28 T ‘F’ Table by Department-Fall Semester 200 ……………………………………… 28 U Advanced Placement Exams………………………………………………………. 29 V Advanced Placement Test Results – Score Rated……………………………….. 29 W SAT Verbal Test Results Comparison with State and National…………………. 29 X SAT Math Test Results Comparison with State and National…………………… 30 Y Composite of SAT Mean Scores……………………………………………………. 30 Z Graduation Requirements…………………………………………………………… 30 AA Students Completing a-g UC/CSU Requirements…………………………………………………………………………. 31

ATTENDANCE AB Average Daily Attendance ..................................................................................31

AC Attendance/Drop Out Rates ................................................................................31 AD Drop Out Rates by Ethnicity & Gender................................................................32 AE Drop Out Total by Grades ...................................................................................32 AF Four Year College Attendance – UC...................................................................32 AG Four Year College Attendance – CSU ................................................................33


(Tables continued) INTERVENTION AH SST/504 Referrals ..............................................................................................33 AI Comparison of Referrals-2002-2003………………………………………………...34

AI Suspension & Suspension Days .........................................................................34 AJ Suspension by Ethnic Designation......................................................................34 AK.I Expulsions...........................................................................................................35

SURVEYS 2003 WHS Parent Survey Results………………………………………….. Appendix 2003 WHS Student Survey Results..........................................................Appendix 2003 WHS Staff Survey Results ..............................................................Appendix 2003 WHS Technology Survey Results ...................................................Appendix

TABLES IN PROFILES

AL WHS Test Score Averages by EL, Long Term LEP & EO 28 AM Special Education 30 AN GATE 31 AO Work Experience 32 AP Athletics 35 AQ Evening Tutorial Center (ETC) 38 AR EAOP 39 AS WROK 43


Chapter I

School/Community Profile


Chapter I School and Community Profile

Woodland High School reflects the rich agricultural heritage of the city of Woodland Established in 1871, the city is distinguished by its historical downtown and the many majestic Victorian homes in its core area. Woodlanders take great pride in their city, traditions, as well as schools. Woodland has seen exceptional growth in the past thirty years, from approximately 20,000 people in 1970 to more than 50,000 people at the present time. Due to its proximity to major North/South and East/West transportation routes, Woodland receives much of its revenue from the large distribution and manufacturing facilities. Woodland High School (WHS) is one of 17 schools in the Woodland Joint Unified School District (WJUSD). The school was founded in 1895 and has been located at its current site since 1971.The school is situated on 47.4 acres in the northwest corner of Woodland. WHS is the only four-year high school in the district. The other high schools consist of a continuation/alternative high school and a newly established comprehensive 9th, 10th grade high school. Built for 1500 students, WHS has a current enrollment of 2152 students in grades 9th –12th. Although there is an open enrollment policy, WHS is currently at capacity. WHS’s student body is composed of 47% Hispanic, 46% White, and the remaining 7% consists of Asians, African Americans, Filipinos, Native Americans and Pacific Islanders. WHS has seven career paths. Four of the career paths have been inactive. Two career paths have evolved into academies: Arts and Communication and Agriculture Academy. One career path evolved from Health and Wellness into the HERO path. With the elimination of the career path coordinator and the career counseling position, the faculty and staff are reconsidering the structure and direction of the remaining career paths. Two factors have had an impact on staff turnover and morale at WHS during the years since our last WASC review. The first was the alleged "testing irregularities" during the 1999-2000 school year. This event caused emotional upheaval not only for those teachers directly involved, but also for the many supporters of the teachers on staff and in the community. The incident affected WHS students as well. The end result was that the Science Department has undergone an 88% staff turnover in the past four years. The other factor that influenced staff turnover and morale was administrative turnover. WHS has only one administrator remaining from seven years ago.


Student Achievement on the SAT 9 ranked WHS four out of ten on the 2002 Academic Performance Index in Overall Test Score Performance. Compared to similar schools, WHS has an Academic Performance Index of two out of ten. Twenty-five percent of WHS students placed at the 25th percentile or below in Language Arts on the 2002 SAT 9 and 70% of Latino students are reading below the 50th percentile. Based on current semester statistics, 32% of WHS students are earning less than a 2.0 G.P.A. and approximately 155 of WHS students are failing four or more classes.

TABLE A Student Population Latino and Caucasian students comprise 91% of the student population at WHS. Overall, the White population has remained the same; however, the Hispanic population has increased significantly and the Asian population has increased approximately 23%. Other populations have remained constant. Source: School Level Enrollment Reports, California Dept. of Education, Demographics Unit, Sacramento, 2003.

1998-99 1999-00 2000-01 2001-02 2002-03

American Indian 13 12 14 13 12 Asian 70 67 70 78 90 Pacific Islander 0 16 24 26 8 Filipino 16 15 16 11 10 Hispanic 837 877 918 984 1019 African. American

26 27 32 36 32

White 1003 1060 1031 1022 1011 Multiple/No response

0 0 0 0 0

Total 1965 2074 2105 2170 2182


Woodland High School

Student Population by Ethnic Group

Asian

3%

Other

1%

Native American

1%

Asian Indian

2%Black

2%

White

45%

Latino

46%

TABLE B Enrollment by Gender The following table shows the enrollment by gender. There is very little numerical difference between the male and female population statistics.

Male Female 1999-00 920 900 2000-01 931 938

2001-02 933 965

2002-03 968 947

2003-04 1048 1004 Source: School Level Enrollment Reports, California Dept. of Education, Demographics Unit, Sacramento, 2003. TABLE C Enrollment by Grade The following table shows the numbers of students over the last five years. The population has continued to increase. WHS had its first freshman class in 2003-04. Freshman Sophomore Junior Senior 1999-00 N/A 684 606 530


2000-01 N/A 728 619 525

2001-02 N/A 738 640 520

2002-03 N/A 759 640 516

2003-04 363 379 711 599 Source: School Level Enrollment Reports, California Dept. of Education, Demographics Unit, Sacramento, 2003. TABLE D English Learners by Language This chart shows the English learners at WHS. Although there is a wide variety of an English learner, the concentration of WHS population is in the Spanish language. 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04

EL FEP EL FEP EL FEP EL FEP EL FEP Total

Spanish 358 155 222 364 282 292 318 298 353 302 377 Urdu 7 5 2 7 5 2 7 2 6 1 7 Punjabi 10 8 9 17 11 6 18 17 23 19 16 Hindi 3 5 3 2 7 12 6 10 6 4 6 Ilocano 5 2 1 2 1 3 1 0 2 0 Filipino 0 1 1 3 1 4 0 2 1 3 1 Hmong 0 1 2 0 3 1 2 1 2 1 1 Vietnamese 1 2 0 1 1 1 1 3 1 5 1 German 1 0 0 1 0 1 Korean 0 1 0 1 0 1 Lao 0 1 2 Ofi 1 0 Och 0 1 Russian 1 0 1 0 1


Chinese 1 1 0 1 0 1 1 Cantonese 0 1 0 1 1 2 2 0 Farsi 0 1 0 1 0 1 Gujarati 1 0 0 1 0 1 Mandarin 2 2 1 1 1 1 Thai 0 1 0 1 1 1 Portuguese 0 2 Khmer 0 1 0 1 Arabic 0 1 Samoan 1 1 Serbian 0 1 Japanese 1 Mongolian 0 1 1 2 TABLE E Free and Reduced Lunch This table indicates that the number of students approved for free meals has declined, while the number of students approved for reduced meals has increased significantly. Staff believes that the decrease in the number of students approved for free meals indicates that students are reluctant to apply for personal reasons. This could also indicate why the numbers vary so much from year to year.

1998-99 1999-00 2000-01 2001-02 2002-03 2003-04

# of students approved for free meals

397 234 208 194 205 337

# of students approved for reduced meals

65 34 48 52 54 98

Source: California Basic Educational Data System, Dept. of Education, Demographics Unit, Sacramento, 2003.

TABLE F Certificated Staff The following chart shows the certificated staff for the last four years. The chart shows that as the number of teachers increased yearly, the number of administrators and pupil services support staff did not proportionally keep up with the increase in staff.


1999-00 2000-01 2001-02 2002-03 Administrators 4 4 4 4 Pupil Services 5 4 5 4 Teachers 95 92 100 98

Source: Teachers in Public Schools, California Dept. of Education, Demographics Unit, Sacramento, 2003. TABLE G Teacher Profile The following chart shows the teacher ethnicity for the last four years. Also shown is the type of credentials and the average years taught. The figures show that less than 20% of WHS staff is Hispanic and over 80% of our staff is Caucasian. Approximately 89% of WHS staff is fully credentialed.

By Ethnicity 1999-00 2000-01 2001-02 2002-03 American Indian 1 1 1 2

Asian 3 3 4 3 Pacific Islander 1 1 0 1

Filipino 1 1 1 0 Hispanic 15 14 13 14

African American 0 0 0 0 Caucasian 66 70 77 71

Multiple/No response 2 2 4 7 TOTAL 89 92 90 98

By Credentials

Fully Credentialed 82 82 87 88 University Intern 0 0 0 0

District Intern 0 0 0 0 Pre-Intern 0 0 0 0

Emergency 1 11 13 9 Waiver 2 2 2 2

Source: Teachers in Public Schools, California Dept. of Education, Demographics Unit, Sacramento, 2003. TABLE H Teacher Turnover This chart records the amount of turnover that has occurred in the past 13 years. The administration has experienced a 75% turnover, including four new principals. The counseling department has experienced a 100% turnover. The teachers have experienced a 66% turnover. 1991-92* Remaining

#employed 1997-98 Rem # employed 2003-04 # currently

employed Administration 5 1 4 1 4 1

Teachers 90 15 83 35 89 72

Counseling Staff 5 0 5 0 4 0

*This date was used in the 1997-98 WASC Report and indicates the original or base number of staff


TABLE I Classified Staff This chart shows that the number of support service personnel at WHS has increased in some areas and remained the same in other areas. Paraprofessionals have remained the same even though the number of students in their assigned classes has increased. There has been a slight increase in office and clerical staff over the last four years with no increase during the last two years. 1999-00 2000-01 2001-02 2002-03

Paraprofessionals

12 13 9 12

Office/Clerical 21 24 27 27

Other 21 24 27 27

Total 45 49 51 53 Source: Teachers in Public Schools, California Dept. of Education, Demographics Unit, Sacramento, 2003. TABLE J California Assessment Test Scores Using data from the 2002 SAT 9 examinations; California ranked all schools according to an Academic Performance Index (API). This index uses 1000 as a perfect score using all factors. WHS Index was 604. This chart shows that there are a high percentage of students at WHS test below the 25th percentile. It is this information that was the impetus for beginning the Intensive Reading Program. The students falling above the 25th percentile and below the 50th percentile will be addressed in the action plan.

Date, Subject Area % Tested

WHS % Above 50th Percentile

WHS % Above 25th Percentile

WHS % Below 25th

Percentile 2002 Grade 10 Reading 87% 32% 56% 44% Math 89% 43% 73% 27% Language Arts 87% 40% 63% 37%


2002 Grade 11 Reading 84% 31% 59% 41% Math 90% 40% 65% 35% Language Arts 89% 44% 68% 32% 2001 Grade 10 Reading 85% 30% 55% 45% Math 87% 41% 68% 32% Language Arts 85% 37% 59% 41% 2001 Grade 11 Reading 81% 34% 61% 39% Math 78% 41% 64% 36% Language Arts 78% 46% 66% 34% 2000 Grade 10 Reading 81% 38% 63% 37% Math 82% 47% 76% 24% Language Arts 83% 45% 66% 34% 2000 Grade 11 Reading 80% 36% 66% 34% Math 79% 49% 70% 30% Language Arts 80% 46% 73% 27% 1999 Grade 10 Reading 93% 33% 53% 47% Math 90% 43% 68% 32% Language Arts 91% 35% 57% 43% 1999 Grade 11 Reading 84% 32% 53% 47% Math 82% 45% 67% 33% Language Arts 86% 39% 61% 39% Source: California Standards Test Comparison, WJUSD, Research & Evaluation Services, 2003. TABLE K Academic Performance Index This table shows that in 1999 and 2000 WHS received no API score because of a testing irregularity. Furthermore the chart illustrates that, although WHS’s scores are increasing, an achievement gap exists between Latino, White, and Economically Disadvantaged students. 1999

Base 2000 Base

2001 Base

2002 Base

2003 Base

2003 Growth

School-Wide No Score No Score 594 604 650 46 pts Latino No Score No Score 495 521 578 57 pts White No Score No Score 684 686 728 42 pts Econ. Disadv. No Score No Score 449 482 552 70 Source: Academic Performance Index Reports, Policy & Evaluation Division, California Dept. of Education, 2003.


TABLE L STAR Program Comparison of results from 2001-2003 Language Arts

Grade 10 10 10 11 11 11 Year 2003 2002 2001 2003 2002 2001

# tested 739 674 637 616 585 528 Advanced 9% 8% 8% 8% 6% 7% Proficient 23% 21% 22% 25% 18% 18% % meeting standards

32% 29% 30% 33% 24% 25%

Basic 34% 33% 32% 33% 32% 36% Below basic 22% 23% 22% 21% 25% 23% Far Below

Basic 12% 15% 15% 12% 19% 15%

Source: California Standards Test Comparison, WJUSD, Research & Evaluation Services, 2003. TABLE M Mathematics This chart shows the percentage of students at each performance level –Two-year comparison Grade Alg. I Alg. I Geom

. Geom Alg. II Alg. II Summ. Summ.

Year 2003 2002 2003 2002 2003 2002 2003 2002 #Tested 212 317 321 362 334 212 66 59 Advanced 0% 0% 1% 1% 5% 6% 6% 10% Proficient 8% 7% 10% 15% 23% 25% 33% 41% % meeting Standard

8% 7% 11% 16% 28% 31% 39% 51%

Basic 20% 28% 26% 34% 40% 42% 30% 36% Below Basic 56% 45% 54% 41% 26% 22% 27% 10% Far Below Basic

16% 20% 9% 10% 7% 5% 3% 3%

Source: California Standards Test Comparison, WJUSD, Research & Evaluation Services, 2003. TABLE N California Standards Test – English-Language Arts Three-year comparison

Grade 10th Grade 11th Grade

Year 2003 2002 2001 2003 2002 2001 Number Tested 739 674 637 616 585 528 Advanced 9% 8% 8% 8% 6% 7% Pr of

icie nc y Le ve

l

Proficient 23% 21% 22% 25% 18% 18%


Percent Meeting Standard (Percent of students at Advanced and Proficient)

32% 29% 30% 33% 24% 25%

Basic 34% 33% 32% 33% 32% 36% Below Basic 22% 23% 22% 21% 25% 23%

Far Below Basic 12% 15% 15% 12% 19% 15% Source: California Standards Test Comparison, WJUSD, Research & Evaluation Services, 2003. TABLE O California Standards Test – Mathematics Two-Year Comparison

Grade Algebra I Geometry Algebra II Summative Math

Year 2003 2002 2003 2002 2003 2002 2003 2002 Number Tested 212 317 321 362 334 212 66 59

Advanced 0% 0% 1% 1% 5% 6% 6% 10% Proficient 8% 7% 10% 15% 23% 25% 33% 41% Percent Meeting Standard (Percent of students at Advanced and Proficient)

8% 7% 11% 16% 28% 31% 39% 51%

Basic 20% 28% 26% 34% 40% 42% 30% 36% Below Basic 56% 45% 54% 41% 26% 22% 27% 10%

Prof

icien

cy L

evel

Far Below Basic

16% 20% 9% 10% 7% 5% 3% 3%

Source: California Standards Test Comparison, WJUSD, Research & Evaluation Services, 2003. TABLE P STAR Program, Mean Scaled Scores Spring 2003

Grade 10th 11th

ELA

#Tested Mean Scaled Score # Tested

Mean Scaled Score

739 323.2 616 324.4


End of Course

Algebra I Geometry Algebra II High School Summative Math

# Tested Mean Scaled Score



# Tested Mean Scaled Score M

athe

mat

ics

212 288.7 321 293.3 334 324.0 66 335.5

History-Social Science World History U.S. History

#Tested Mean Scaled Score # Tested

Mean Scaled Score

Hist

ory

718 313.3 582 328.1

End of Course

Biology Chemistry Earth Science Integrated Science I

Integrated Science 2

# Tested

Mean Scaled Score

# Tested

Mean Scaled Score

# Tested

Mean Scaled Score

# Tested

Mean Scaled Score

# Tested

Mean Scaled Score

Scie

nce

697 329.9 236 329.6 6 328.7 15 263.7 17 258.4 Source: California Standards Test Comparison, WJUSD, Research & Evaluation Services, 2003 TABLE Q CAHSEE 2001-03 Cumulative percentage of students passing the High School Exit Exam including gender This table shows that WHS has made considerable increases in passing rates for both math and Eng./Lang Arts.


Source: CAHSEE, WJUSD, Research & Evaluation Services, 2003. TABLE R Ethnicity This table shows that, although WHS has made considerable increases in passing in both math and Eng./Lang Arts, the Latino population still lags behind the White population. 2001-02 Passed/Math % of enrollment Passed/ELA % of enroll.

Latino 45 19% White 42 34%

2002-03 Latino 128 38% 207 61% White 234 70% 292 90%

2001-02 #Passed/Math % of enroll. #Passed/ELA % of enroll EO 52 26%

IFEP 9 24% RFEP` 10 40%

EL 20 15% 2002-03

EO 296 64% 392 87% IFEP 25 61% 36 90% RFEP 44 61% 65 92%

EL 24 17% 37 25% Math 389 54% 197 192

Source: CAHSEE, WJUSD, Research & Evaluation Services, 2003. TABLE S D’s and F’s This chart shows the number of multiple D’s and F’s earned by WHS students. This chart clearly shows that WHS has a serious problem with the number of students at school who receive three or more D’s and F’s for semester grades. This is a major area of concern for WHS because it involves a large percentage of students.

2001-02 Number Passed % of enrollment Male Female

Math 91 23% 41 50 2002-03 English/Lang. Arts 530 75% 253 277 Math 389 54% 197 192


Total Enrollment

Males Females White Latino Other

2000-2001 1869 621 451 408 574 91

2001-2002 1898 615 460 587 435 71

2002-2003 1915 615 468 500 415 66

TABLE T Department Data This chart shows the number of D’s and F’s per department for the Fall Semester of 2003-04.

TABLE U Advanced Placement Examinations While the number of students taking the Advanced Placement exam has not grown, the percentage of students passing these tests has improved by 24% over the past three years. Over the past three years, students passing the Advance Placement exams have exceeded the state’s average. Of the 129 students taking the exams in the spring of

Fall Semester 2003-04 by departments

D’s F’s Total Enrollment

Agriculture 66 43 440 Art 46 19 453

Business 140 108 614 ELD 54 74 337

English 259 322 1931 Foreign Language 105 121 913

Health 34 24 196 Home Economics 40 35 303

Industrial Technology/ROP 59 77 460 Math 313 232 1522

Music 12 14 361 P.E. 80 91 972

Science 140 168 1067 Special Education 42 59 422

Social Science 243 278 1191 Total 1745 1666


2003, 41of 41 students passed the Spanish language exam, 27 of 34 students passed the Calculus A/B, B/C exam, 1 of 1 student passed the Human Geography, 8 of 9 students passed the Art: Studio Drawing; 1 of 2 passed the Spanish Literature exam, 4 of 4 students passed the Art: 2D Design exam, 3 of 6 passed the English Literature and Composition exam, 1 of 2 students passed the English Language and Composition exam and 2 of 3 students passed the Biology exam.

School Year

WHS Tests Taken

WHS % Passing

State % Passing

1999 100 69% 65.7%

2000 134 63% 64.2%

2001 113 89.4% 63.0%

2002 107 82.2% 60.0%

2003 110 87.3% N/A Source: Advanced Placement Program, College Board, 2003. TABLE V AP Test Results – score rated The number of students scoring 2 or below in the AP Exam is significant. These numbers would indicate that this is an area that needs closer scrutiny. Year

Number of test takers

Score of 1

Score of 2

Score of 3

Score of 4

Score of 5

2000 N/A N/A N/A N/A N/A N/A 2001 113 4 28 26 40 35 2002 107 7 34 40 25 23 2003 110 6 25 29 30 37

Source: Advanced Placement Program, College Board, 2003. TABLE W SAT Verbal comparison to state and national This chart shows that WHS students consistently score lower than the state and national averages.

Year WHS State National 2000-01 484 497 505 2001-02 484 498 506 2002-03 491 496 504

TABLE X SAT Math comparison to state and national This chart shows that WHS students consistently score below the state and national averages.


Year WHS State National 2000-01 505 518 514 2001-02 505 517 514 2002-03 507 517 516

TABLE Y Composite of SAT Mean Scores WHS has consistently tested less than one third of the senior class and has consistently scored below the state and mean average for the past four school years.

Year # Tested % Senior Class

WHS Mean Score

State Mean Score

1999-00 195 31.20 991 1015 2000-01 214 31.30 989 1008 2001-02 204 29.08 998 1006 2002-03 186 28.70 970 1012

TABLE Z Graduation Requirements WHS increased its graduation requirements beginning with the class of 2004.The requirements increased from three years of English to four years of English, from two years to three years of mathematics, including the successful completion of Algebra 1. WHS also implemented a 40-hour Community Service requirement beginning with the class of 2003. Students are required to complete 230 units for graduation.

Subjects State

Requirements

UC/CSU Requirements

District/WHS Requirements

ENGLISH 3 4 4

MATHEMATICS 2 3 3

SCIENCE 2 2 2

FOREIGN LANG. 0 2 0

The ARTS 1 1 0

PHYSICAL ED. 2 0 2

TECHNOLOGY 0 0 .5

HEALTH 0 0 .5

COMMUNITY SERVICE 0 0 40 Hrs.

SOCIAL SCIENCE 3 2 3


TABLE AA Students Completing a-g Requirements by ethnicity and gender

Year 1998-99 1999-00 2000-01 2001-02 2002-03 Male/ Female M F M F M F M F M F

Am. Indian 1 2 1 1 1

Asian 2 4 1 1 5 4 2 9 2 5

Pac. Is. 1 1 2

Filipino 1 3 1

Hispanic 12 12 5 8 10 32 16 30 28 34

Black 1 2 1

White 27 43 22 40 38 68 26 64 51 52

No Resp 2 4

TABLE AB Average Daily Attendance Totals This chart shows an increase in the first 4 years of the number of students who attend daily.

Year Actual Numbers % increase 1998-99 1677.50 85% 1999-00 1780.93 86% 2000-01 1823.08 87% 2001-02 1902.23 88% 2002-03 1919.74 88%

Source: Business Office, WJUSD, 2003. TABLE AC Attendance/Dropout Rate This chart shows that WHS’s dropout rate has declined over the past three years.

School Year

WHS Attendanc

e

WHS Dropout numbers

Male Dropout numbers

Female Dropout numbers

WHS Dropout

Rate

State Dropout

Rate

1998-1999 1965 57 31 26 3.2% 2.9% 1999-2000 2074 80 42 38 6.6% 2.9% 2000-2001 2105 88 50 38 5.8% 2.8% 2001-2002 2170 86 42 44 3.7% 2002-2003 2182 86 50 36 N/A Source: California Basic Educational Data System, Dept. of Education, Demographics Unit, Sacramento, 2003


TABLE AD Dropout by Ethnicity This chart shows that more male Latinos and female Latinas drop out of school as compared to their White counterparts. 1999-00 2000-01 2001-02 2002-03

Male Latino 17 23 27 28 Male White 22 27 15 20

Female Latina 20 16 17 21 Female White 2 15 18 20

Source: California Basic Educational Data System, Dept. of Education, Demographics Unit, Sacramento, 2003 TABLE AE Dropout by Grade Levels- Hispanic & White, Male and Female This chart shows that most dropouts consistently occur in the 12th grade. 1999-00 2000-01 2001-02 2002-03

9th N/A N/A N/A N/A 10th 9 19 16 6 11th 22 26 15 20 12th 43 42 55 60

Source: California Basic Educational Data System, Dept. of Education, Demographics Unit, Sacramento, 2003 TABLE AF University of California The total number of students attending the University of California in 2002 represents 9% of the senior class. The table indicates that there is a significant difference between the number of WHS students admitted and the number who actually attend. This also appears to be true throughout Yolo County.

WHS Total Admitted

WHS Total Attended

Yolo County Total Admitted

Yolo County Total Attended

1998 52 30 284 187 1999 51 30 300 183 2000 54 32 301 185 2001 69 50 355 240 2002 72 47 412 262


TABLE AG California State University This chart shows an increase in both Hispanic and White attendance.

1998-99 1999-00 2000-01 2001-02 Am. Ind 2 1

Asian 9` 1 2 Pac. Is 1 Filipino 2

Hispanic 9 14 22 21 Black White 26 16 27 32

No Response 4 7 4 6 Source: asd.calstate.edu/performance

TABLE AH SST Referrals/504 Referrals The following chart shows the number of SST referrals. Fifty-five percent the referrals were females, and 45% of the referrals were males. Forty-nine percent of the referrals were for students in the 10th grade.

2002-2003 Males Females Total 10th grade 13 11 24 11th grade 6 14 20 12th grade 3 3 5

504 Referrals The following chart shows the number of 504 referrals. Sixty percent of the students were males and 40% of the students were females. Forty-two percent of the referrals were for students in the 10th grade.

2002-2003 Males Females Total 10th grade 9 13 22 11th grade 14 3 17 12th grade 8 5 13


TABLE AI Comparison of Referrals between the first semester of 2002-03 and the first semester of 2003-04 This chart shows a significant decrease in fights/threats/truancy, tardies, and defiance.

96

674 549232

2506

70365 349

174

1439

0

500

1000

1500

2000

2500

3000

Fight/t

hreat

Truan

cy

Tardy

Def

ianc

e

Total 1

st S

emest

er

2002-03

2003-04

1st Semester 2002-03 2003-04 Fight/threat 96 70 Truancy 674 365 Tardy 549 349 Defiance 232 174 Total 1st Semester 2506 1439

TABLE AJ Suspensions and Suspension Days The following table shows an increase in the number of students suspended and in the number of days of suspension for 1999-2003. However, the figures for Fall of 2003 show a dramatic decrease in the numbers of suspensions and suspension days.

1999-00 2000-01 2001-02 2002-03 2003-Fall No. of Students Suspended 258 303 386 485 175 No. of Days Suspended 666 1001 975.2 1612


TABLE AK Suspensions by Ethnic Designation The following chart shows ethnicity data regarding the number of suspensions in the last four years. Latinos have consistently been suspended more than any other ethnicity. 1999-00 2000-01 2001-02 2002-03 Hispanic 121 174 233 315 Black 17 21 5 21 White 115 99 132 121 Asian 0 5 4 3 American Indian 0 0 0 0 Other 5 4 8 25

TABLE AK.I Expulsions This chart shows a decrease in the number of expulsions.

Expulsions SE* 1998-99 9 9 1999-00 6 0 2000-01 2 9 2001-02 4 4 2002-03 4 4

*SE = Suspended Expulsion


PROFILES Programs English Learner Program: WHS has experienced a variety of population shifts. Currently, WHS’s diverse student body mirrors that of California’s population at large. Of WHS’s 2147 students currently enrolled, at least fifteen different ethnic groups are represented on campus. White students make up 45% of the population while all other groups combined make up the other 55%. Latinos are the largest minority group consisting of 1,000 students or 46 % of the student population. Thirty six percent of the 1000 Latino students at WHS are EL students. Four hundred and fifty six students, or twenty one percent, are classified as English Learners. Eighty-eight percent of English Learners are Latino (399 out of 456). Fifteen different home languages are represented at WHS. Thirty-four percent of the school’s population has Spanish as a home language. Other home languages include Punjabi, Urdu, Hindi, Cantonese, Khmer, Russian, Hmong, Vietnamese, Cantonese, Philipino, Lao, Japanese and French. The following graph demonstrates the language demographics of WHS in greater detail: TABLE D1


0 200 400 600 800 1000 1200 1400

English

Spanish

Vietnamese

Cantonese

Philipino

Japanese

Khmer

Lao

French

Hindi

Hmong

Punjabi

Russian

Urdu

Other Chinese

Other non-

Woodland High School

Student Population by Home Language

Of the 456 English Learner (EL) students, approximately 60% are long-term LEP (Limited English Proficient) students who have been in U.S. schools for more than seven consecutive years. The re-designation of EL students is done in accordance with the criteria set by the district’s master plan. The following is a report comparing students who have been designated EL with students who are designated English Only (EO). It includes students who have attended WHS for one entire school year. TABLE AL WHS Test Score Averages by EL, Long Term LEP and EO

Reclassification Criteria

All EL Students

Long Term LEP

EO Students (Not RFEP or

IFEP) CAT 6

Total Reading 36th percentile or

better 23rd percentile 25th percentile 56th percentile

CAHSEE Total Language Arts Averages

350 minimum 330 335 360

CAHSEE Total Math Averages

350 minimum 329 326 385

CELDT Overall

4 or 5 Early Advanced or

Advanced 3 3 N/A

CELDT Reading


Advanced 3 4 N/A


CELDT Writing


Advanced 3 3 N/A

CELDT Listening and

Speaking


Advanced 3 4 N/A

California Standards Test Total Language

Arts

300 or better (Basic) 278 282 342

Academic GPA 2.0 Minimum C average

or better in all academic areas

1.78 1.58 2.16

EO student scores were higher than the scores of total EL populations and long-term LEP populations. Long-term LEP students had minimal increases in scores compared to the scores of all EL students. Interestingly, the long-term LEP students’ average GPA is lower than that of the total EL population. An overwhelming percentage of long-term LEP students is the number one concern. While the WJUSD Master Plan for English Learners seems to be a well-written and well-researched document that supports Coordinated Compliance Review guidelines, this document does not provide guidance and support to meet the needs of the large long-term LEP population at WHS. Some indicators of this include the perhaps unintentional placement of long-term LEP students in SDAIE classes with students who are classified as newcomer students or new immigrant students. Literacy Program: This year WHS is in the process of implementing its Literacy Action Plan. This action plan was developed in the 2002-2003 school year during a year of training with the Secondary Literacy Support Network. The action plan’s program strategy is to “implement a school-wide, standards-based, comprehensive literacy program to address intensive reading needs (learning to read) and strategic learning needs (reading to learn). The action plan was developed to meet the growing needs of English learners and struggling readers and to ensure their academic success, specifically in the area of literacy. To help implement this program strategy, the WHS Literacy Leadership Team (LLT), a cross-curriculum group of teachers, administrators and classified staff, have adopted research-based strategies and implementation steps that promote standards-based instruction, support increased student achievement and facilitate the program objective. Currently the WHS Literacy Leadership Team is in the process of refining the first implementation step: determining appropriate placement of students. The following is a breakdown of the process the school has developed to meet this goal:

• Step 1: Use CST Language Arts Totals: If student scores at Below Basic and Far Below Basic go on to Step 2. If a student scores above ‘Below Basic”, he/she is placed in core Language Arts class (If there is no test score available start at Step 2).


• Step 2: Test students using Holt, High Point and/or other reading inventory assessment (SRA) for appropriate Language Arts placement.

• Step 3: Communicate placement of student to parent and new teacher. • Step 4: Allow teacher/parent input, in addition to test results, as appropriate for

placement.

WJUSD adopted Hampton Brown’s High Point and Houghton Mifflin’s Holt as its core-curriculum for Language Arts, a standards-based reading and language arts program designed to accelerate the growth in language and literacy for ELs and struggling readers.

In the fall of 2002, 306 EL students were tested with the High Point Diagnosis and Placement Inventory. Two hundred eighty-four students were placed into a leveled literacy/ELD program. Currently, there are 272 students in High Point classes, also known as Intensive Intervention classes. Of these students, 36 are English Only (EO) students that placed in Intensive Intervention according to the Holt Diagnostic Test A Literacy Coordinator and Literacy Coach currently staff the program. Each teacher is funded at 20%. The Bilingual Resource Teacher is also the Literacy Coordinator. The teacher tests students using the DAR (Diagnostic Assessment of Reading). The DAR gives the teacher a detailed report of the student’s grade level results in six areas of reading. The teacher can then provide a program that meets the individual needs of the students who are reading far below grade level. The LLT’s current goal is to work more closely with the special education teachers and department to offer a third reading intervention option to all struggling readers. The Special Education department at WHS implemented the SRA Corrective Reading and the SRA: Reasoning and Writing programs three years ago; however, those classes currently only serve special education students. Special Education: The Special Education Department at WHS is committed to serving individuals with exceptional needs based upon their Individual Education Plans (IEP), utilizing a flexible model of shared resources and providing the necessary academic supports. The teachers in the Special Ed. department serve all students, regardless of their program placement. Students are also mainstreamed in the general education courses. Since some grade level content standards may not be appropriate for students due to their disabilities, accommodations and modifications are written into their IEP. A team of adults, including the student and parents, meet annually to go over the student’s IEP. At that time, changes could be made to the student’s program. Special Education courses are based on a continuum ranging from an academic, vocational, or community based emphasis depending upon student needs. Many of WHS students are receiving direct instruction to improve reading ability in the SRA reading program. Special Education courses are denoted with “M” (Modified) on the student’s transcript. The following statistics help clarify WHS’s program: TABLE AM


AVID (Achievement Via Individual Determination) is a one-year elective course that focuses on preparation for entry into a four-year college or university, especially for those students who may be the first in their family to go to college and who are academically in the middle. Students learn note taking, time management, test-taking strategies, advanced writing skills, and analytical discourse using the Socratic method. Students also research colleges and prepare for college entry and placement exams. While taking rigorous college prep courses, students are supported through tutorials led by college or high school students. They are encouraged to become involved in extracurricular activities. Guest speakers and field trips are also part of the program. Students are expected to remain in AVID throughout their high school years. As seniors, students are enrolled in the AVID Senior Seminar, a college prep elective class which requires a senior project. To be eligible for the program, students must apply and be interviewed. Students usually fit one or more of the following categories: first in the family to attend college and complete a bachelor’s degree, a member of an ethnic group underrepresented at four year colleges and universities, or economically disadvantaged. Students entering GPAs are normally between 2.0 and 3.5. Students’ entering as juniors or seniors may have a higher GPA, but must take Honors or AP level classes. There are currently 83 students in the program at WHS, 18-23 at each grade level in three classes: one class of seniors, a 10th –11th combination and a 9th –10th combination. There are 63 girls (75.9%) and 20 boys (24.1%). The following is the ethnic breakdown: Hispanic/Latino 77.1%, European-American 14.5%, South Asian (India and Pakistan) 6.0%, African-American 1.2%, and Filipino-American 1.2%.

MESA (Math Engineering Science Achievement) at WHS follows the partnership model with AVID found in other California schools. It is now in its second year working as an adjunct to the AVID program. MESA curriculum is part of the overall AVID curriculum. Tutors from the UC Davis MESA program work with the students during the day and after school to assist in both regular academic subjects and also to help prepare students for the competitions held in March and May. Although participation in MESA is voluntary, almost all students in AVID also participate in MESA. Currently, AVID is the only way for a student to access the MESA curriculum.

Teacher # Aides Class Title Number of students %of day mainstreamed

5 5 RSP 130 50%+ 3 3 Mild/Moderate 54 50%+ Special Day 1 2 Full Inclusion 9 0%


There has been some discussion about creating a MESA class outside the AVID class to provide access for all students. GATE (The Gifted and Talented Education program) at WHS provides challenging curriculum and instruction to identified gifted and talented students capable of achieving significantly beyond the level of their peers. The program is designed to deliver a supplemental, differentiated program for individuals or groups of gifted students. WHS uses both cluster grouping and part-time grouping in the classroom. All the Advanced, Honors, and AP classes are open to both GATE identified and mainstream students who wish to challenge themselves. Currently WHS has 260 identified GATE students or 12% of the total population. In 2002-2003, WHS GATE program served 9% of the school population. TABLE AN

Year Gate Identified Male Female 2002-03 170 (10-12) 43% 57% 2003-04 260 (9-12) 43% 57% Regional Occupational Program (ROP): The ROP program is operated by Yolo County Office of Education. There are 11 ROP courses on the WHS campus, and if a student has their own transportation, they can attend other programs on other campuses throughout Yolo County. During 2002-2003, 501 high school students and 65 adults participated in the Woodland ROP program. Of the 566 students enrolled in the program, 303 were male and 263 were female. The ethnicity breakdown is as follows: 221-Hispanic; 298-White; 2-American Indian; 28-Asian; 8-Pacific Islander; 5-Filipino; and 4-African American. The WHS courses include the following: Vet Science ROP, Floral Design ROP, Computer Applications ROP, Health Careers ROP, Careers in Education ROP, Power Welding ROP, Architecture Design ROP, Auto Technology ROP, Construction Technology ROP, CADD ROP. WORK Experience Education: Work Experience offers the student the opportunity to develop skills and attitudes for successful employment through part-time paid employment in workstations throughout the community. Course work includes attendance at weekly classes and assignments related to work and living on their own. These places of employment are approved for their educational value and are supervised and evaluated by both the employer and the work experience coordinator. TABLE AO

Boys Girls Total 5th Period 23 37 60 6th Period 37 46 83 7th Period 12 18 30

Total 72 101 173


Technology Resources: Technology at WHS is measured in two different areas. One area is the number and usage of computers for students and staff. The other area is the application of technology that is used in specified programs throughout the campus. In 1999, WHS received a Digital High School Grant in the amount of $631,500. The Digital High School Committee oversaw modernization and network infrastructure improvements. Funds from the grant were used to increase technology integration in the classroom and develop students’ technical knowledge by:

• Building four new computer labs (three in the library media center, and one in the Business Department). Each computer lab has an individual networked printer

• Installing a new local area network (LAN); • Wiring all classrooms for Internet and network access; • Installing at least one computer in every classroom; • Installing in each department office a networked laser printer for the building use; • Purchasing four LCD projectors that can be checked out for classroom or computer

lab use; • Purchasing three digital cameras for staff and administration use.

Software has been purchased both for teacher use and classroom use. As a result of a teacher survey in the second year of the grant, a Buy Back Day was used to train teachers in the use of the programs to enhance each teacher’s technology proficiency level. Training is ongoing as the software programs change. During the first year of the grant, each of the four core academic disciplines had one teacher trained in academic assessments. Each expert teacher spent the first year training teachers in his/her department to use the technology. Grant funding for four expert teachers technology program was eliminated during the second year. Through a state equity grant, WHS was able to install a fourth computer lab in the library media center. This fourth lab provides equitable access to all core and non-core departments. In addition to the above labs, WHS has two labs in the Business department and one lab in the Industrial Technology department. Through one year of Technical Support and Staff Training (TSST) funding, all department offices were equipped with a new computer, and core department offices were equipped with a computer and scanner. In three of the computer labs, a single computer was connected to a scanner, and one computer ready for video editing were added. Also funded were updates to the network with new switches, wiring and a dedicated attendance and web page server. Fifteen computers were purchased to complete the Tech Education lab. Wiring, switches, desks and ten computers were purchased to complete a second classroom lab in the Business building. From 2000 to 2004, in six separate trainings, 70 teachers have received 40 hours of training in the Intel Teach to the Future program designed to integrate technology into curriculum. Currently, only 41 of the original 70 teachers or 57% remain on staff. In 2001-2002, 22 teachers completed an18-hour technology integration training. Teachers were trained together by like departments. Presently, 17 teachers that completed this training remain on staff. Approximately 85% to 90% of teachers require multimedia presentations in class, use the computers for research, word processing, and test taking. Currently, teachers use the


computers to take attendance, access student information through WHS’s ABI attendance program, record grades, use calendars to reserve computer labs, and communicate with staff and parents through e-mail.

Use of lab Approximately 2015 out of 2152 or 94% of our students have active Internet accounts. All four labs in the library are in continual use throughout the day. In one month, 82 classes used the computer labs with an estimated 2624 students using computers. One computer lab is also staffed for after school use. In September 2003, a total of 43 students used the computer lab after school. An average of 39 students per month use the computer lab for academic work. In May 2003, 445 teachers with approximately 13,350 students used the four computer labs in the Library Media Center. Other Technology There are four LCD projectors and digital cameras that are used by the staff. To date, the LCD projectors have been checked out for 130 classroom hours. The counseling department and the library staff also used the projectors. Student teachers, Art department and the sports program have used digital cameras. Departments Specific Use of Technology Departments have embraced and regularly use technology for Internet research, word processing, e-mail, attendance, and computing grades. Other departments have purchased and used technology to enhance their academic goals. In 2000, Arts and Communications added another television studio in the Little Theater. Also the Little Theater has a fully computer driven lighting system and a digital sound system. Students in the Art Department work extensively with computerized equipment. Students control the computerized soundboards, light boards, slide, video and LCD projectors for plays and school functions like Every 15 Minutes. Students also control the lights and effects needed for plays. Some of the students have internships at Channel 21, our local public access television channel. Digitally composed student art hangs in the front office. Play posters and graduation announcements are also created through the use of digital equipment. The school web page has been created and maintained by art students. Students use a wide array of technology including a digital camera, Fireworks, Flash Dream Weaver, Adobe Photoshop, PageMaker and FrontPage. The Science Department uses technology such as an electronic analytical balance, IR spectrophotometer, and some computer-interfaced probes that are all used in chemistry labs. Another department that uses technology is the Home Economics Department, which uses Baby Think It Over in its Child Development classes.. Baby Think It Over is a digital simulator programmable to mimic a real infant.


The Math Department uses graphing calculators to explore concepts, organize and evaluate data in Calculus AB, Calculus BC and Pre-Calculus. The ROP program has the latest technology especially in the Basic Car Care and Auto Tech classes. Library Media Program: The Woodland High School Library Media Center (LMC) exists to support and assist the students and staff in attaining district and site educational goals and objectives. The LMC staff, comprised of two part-time library media teachers (hours/week vary) and one para-professional (37.5 hours/week), work in a collaborative manner with classroom teachers to provide standards-based instruction, incorporating information skills in the process. The LMC is a classroom for all students to research, examine, develop, and expand their academic understanding and knowledge. The library media center contains resources selected to address the personal interests and enrichment of students. During an average week, approximately 190 students visit the library before school, during lunch, or after school. The LMC is also open four evenings per week as the Evening Tutorial Center (ETC). The WHS Library Media Center is a frequently used campus location, functioning as a classroom and meeting place throughout the instructional day and beyond for students, staff, and visitors. Additionally, an average of seven classes per week use the LMC during class time, with another 30 students, on average, visiting independently during the week. Books and other print resources circulate at an average rate of 437 items per month. The LMC fosters competence and promotes interest in reading, viewing, and attaining information literacy through the continuing development (within current funding constraints) of a balanced resource collection. By providing such a collection in a variety of formats including books, magazines, newspapers, videos, on-line databases (accessible from school and home), and Internet access, the LMC is better able to successfully meet the various academic, cultural, and other learning needs of all students. Displays are set up in the library on a rotating basis to pique and broaden students’ reading interests. The LMC’s collection reflects the diversity of students' reading needs and interests, both academic and pleasure. To meet students' academic reading needs, the library staff collaborates with classroom teachers to purchase materials related to state standards and district-adopted curriculum. For pleasure reading, the library staff regularly solicits and receives suggestions from the students themselves, in addition to consulting reputable book review journals and the recommended reading lists of various library associations. At the beginning of 2003-2004, access to many of the LMC’s books was curtailed due to the unsafe conditions of the library shelves. The librarian was the only individual allowed in the stacks. The library shelving was replaced in December 2003. During Winter Break, new shelves were installed and the students were able to peruse the shelves in January 2004. Also the size of the book collection was reduced through a substantial, and much needed, weeding of the library shelves and removing outdated, inaccurate and inappropriate resources from the library (September – December 2003). The process of rebuilding the


collection by selecting and purchasing current and appealing books for student and staff use is ongoing. Athletics: Beginning in mid August and ending in early June, WHS athletics compete in 16 different sports with 31 teams. We have 10 varsity boys and 8 varsity girls programs sanctioned by the California Interscholastic Federation. Sixty -two District teachers, off campus coaches, and community volunteers coach 635 athletes. All athletes and coaches strive to “Achieve victory with honor” using the CIF program as a guide. The following is a list of the athletic programs and the number of students participating in each program at WHS: TABLE AP

WHS had two students honored by the CIF as finalists for the Spirit of Sport Award. WHS teams win several league championships each year and WHS’s track, baseball, football and Cross Country teams are consistently among the section’s best. In the last five years, WHS athletes have received athletic scholarships to Stanford, Oregon, LSU, Northwestern, UOP, Fresno State, USF, Nevada and Arizona State. Among those athletes, WHS has had Pac 10 Champions and a Pac 10 Player of the Year. Since the academic requirement sanctioned by CIF is 2.0 GPA with no more than one ‘F’, academic tutoring is offered two to three times a week for students who receive D’s and F’s. The coaches in the P.E.department staff the study hall. The Athletic department at WHS has utilized tremendous community support in maintaining the facilities and in supporting the athletes. WHS’s Athletic Department is one of the most recognized departments of our section. Performing Arts Dept: The Woodland High School Performing Arts Department currently includes over 450 students. The courses offered include drama, choral music, and instrumental band. The choir program has been consistently rated as “Superior” in local music festivals and in 2003, the Woodland High Chamber Singers were featured in performances at UC Davis Mondavi Center. The band program is also well known and is recognized throughout the state for its excellence. The WHS Band has performed throughout the West coast and Canada. In

Males Females Football 100 0 Volleyball 0 36 Cross country 10 30 Tennis 15 30 Soccer 40 40 Basketball 40 40 Wrestling 25 3 Baseball 50 0 Softball 0 30 Track 50 50 Golf 20 0 Swimming 155 15


2003, the WHS Band was the only featured ensemble in the American Musical Salute to Unity in New York with performances at the United Nations, South Street Seaport and at Battery Park. The Wind Ensemble placed third in international competition at the International Youth and Music Festival in Vienna, Austria in the summer of 2000. The Drama department has two major productions a year. Students also perform throughout the district in an ensemble entitled Kolors. This Performing Arts Department has become an integral part of the Woodland community. The Arts and Communication PAC (A&C PAC) established 10 years ago, remains a driving force at WHS. The interdisciplinary team of teachers and students are dedicated to arts inquiry, collaboration, and using an arts discipline-based approach to promote powerful learning Six years ago, the A&C PAC was one of five national high schools to be awarded a four-year grant by a consortium of the Getty and Annenberg Foundations. This grant was developed to support programs where the Arts were effectively used to promote student achievement. In 1999, the Business Journal selected A&C as one of the “Top Ten” educational programs in the nation. Although this program has been very successful, money for continued support remains an issue. For 2003-2004, A&C has two funding sources: The Apple Tree Foundation ($2055), and a partnership grant with Healthy Start Program from The Rumsey Community Fund for $10,000 ($4500 for A&C outreach programs to aid Healthy Start students). Arts embodies curriculum planning, professional development, technology, student assessment, interdisciplinary strands across the curriculum, teacher research and student articulation. Data has shown that significant growth of student achievement and development has occurred. The A&C PAC presently includes 350 sophomore, junior, and senior students. Sixteen teachers represent the following disciplines: Art, Music, Drama, English, French, and Social Science. Of the 16 teachers, 12 are Discipline Based Art Education (DBAE) trained. As the result of attending institutes of the California Consortium for Visual Arts Education, A&C PAC has produced a large number of major interdisciplinary projects, all directed at enhancing the curriculum for student achievement. A&C PAC’s goal is to develop a model interdisciplinary arts program based on the California State Arts Standards and National Standards for Visual and Performing Arts. A&C PAC has incorporated real world interdisciplinary approaches in and out of our classrooms. A&C PAC strives to analyze the student progress, make alterations in strategies and procedures, and further collaborative efforts to provide opportunities for student growth. Because teachers record remarks in portfolios, teachers are able to show that students are witnessing first hand the powerful influence integrative arts experiences have had, not only in their personal lives, but also in the other disciplines. A&C PAC offers four courses taught before and after the regular school day. A&C PAC offer “lunch activities” which include photography, television production, films and a variety of art activities.


An on-going program is provided for students to interact with professionals in all the Arts including interacting with Deborah Oropablo, Dave Hollowell, Ken Burns, Claire Bloom, Alvin Ailey, Dee Dee Bridgewater, and Arturo Sandoval. A&C PAC has also invited several alumni who are professional artists to share their experiences. In addition, A&C PAC has been fortunate to have the senior animators for Pixar visit with students. A%C PAC has a strong, long-term relationship with UC Davis Presents and the Mondavi Center. Currently A&C PAC is working with a group of students from the Healthy Start grant to involve them and their parents in the arts. The A&C PAC students reflect the school population. Over 95% of A&C students go on to college. In 2002, A&C PAC expanded to include a new A&C Academy for 11thand 12th grade students with GPAs over 2.5. The A&C Academy required a portfolio for admission and of the 89 students who applied, 87 students were accepted because of their interest in a professional art career. In setting powerful standards, students are able to actively share in the assessment and realization of the outcomes and performance indicators that have been developed. In the Visual and Performing Arts, other assessments provide students opportunities to exhibit and evaluate their work through public exhibition, concerts, plays, art shows, competitions, Advanced Placement, and public interdisciplinary projects. Agriculture and Environmental Science Academy (AESA): AESA is a smaller learning community which provides 10th- 12th grade students with four grade-level instructors who meet regularly to support and develop student success, courses which are thematically linked through Agriculture and Environmental sciences, career exploration through student projects, mentorships and internships, and student leadership opportunities with the Future Farmers of America program. Students are enrolled within the AESA by choice and must continue to demonstrate success in order to remain in the academy. Ninth grade students are encouraged to enroll in Integrated Science 1L Ag (a.k.a. Earth Science-Ag). In this class, students are introduced to the FFA program and supervised Agricultural Experience Projects. Each of these components is equivalent to 10% of each semester’s grade. The curriculum is equivalent to the WJUSD’s standard Earth Science curriculum as both receive similar credits. Beginning in 03-04 ninth graders may also take an Ag Biology class if they meet the district’s prerequisites. Ninth grade students may also enroll in Ag Mechanics instruction in the Power Mechanics and Equipment series. Tenth graders enroll in Integrated Science 2L Ag (a.k.a. Ag Biology), English 10-Academy, World History-Academy and Spanish 1 0r 2 –Academy. Students rotate within the four classes and staff work to provide unique instructional opportunities through thematic strands using strategies such as block scheduling, technology within the classroom and sheltered techniques. All staff within the Academy have completed or are completing CLAD, SDAIE or BCLAD Credentials. Students meet each semester with staff to update their academic and career plans. One of these meetings includes the parents. Students not meeting academic achievement benchmarks are strongly encouraged to participate in after school tutoring sessions with staff. Eleventh and 12th grade students are similarly supported through Environmental Science (UC Sub D), English 11-Academy, US History -Academy and Spanish 2/3 – Academy.


Twelfth graders take Ag Econ and Government, English 12- Academy, and one other Ag technical class. All students are required to participate in Supervised Ag Experience Projects and be an active member of the local FFA Chapter. Certificated Ag staff is required to provide appropriate supervision throughout the school year after the regular school day. Outside support is provided through our local Ag Advisory Committee and numerous business partners. Tenth grade students all participate in local Job Shadow activities, juniors identify mentors and seniors have internship, and/or work placements through ROP offerings. Academy and Agriculture students utilize numerous off campus facilities such as Laugenour School Farm, Yolo County Fairgrounds, The Midtown School Garden, Cache Creek Conservancy and the local SLEWS project as well as many technically advanced facilities on site including a biotech lab classroom, a greenhouse, a shop and driving facility High Potential Programs: As part of WHS’s partnership with UC Davis, qualifying seniors are invited to participate and enroll in classes at UCD in math and science. These students are then considered continuing students at UCD if they choose to stay there for their undergraduate studies. Last year, only two students participated in the program. Due to budget cuts at the state level, there is some concern that this program will not continue. Another program that works with students and colleges originates from the A&C PAC. For the past three years, students have attended summer school at colleges in California. In 2002-2003, six students were sent to California State Summer School for the Arts. One of the students was selected as California’s Emerging Young Artist. WHS currently has a student who is the Annenberg Visual Arts Scholar for the United States. She has attended USC for two summers. On-campus College Courses: Due to state budget cuts, the Woodland Community College offerings at WHS have diminished. At the present time, the courses offered are PE, before and after school, College Theater Production 29R, and Technical Theater 45A/B (with an enrollment of 25 W.H.S. students) and Ceramics 12A/B and 42R. This class has 30 students of which twelve are WHS students. These classes are offered after WHS hours. In the spring of 2004, A&C will offer these classes again and Commercial Art 19A/B and 42R. Woodland Community College has been offering this sequence of college level courses for the past four years. WHS currently has 75-100 students attending Woodland Community College at various locations throughout the county. Career Technical Education Articulations (2 X 2): WHS staff works collaboratively with local community colleges to provide students the opportunity to leverage the student’s education on behalf of their career goals. This program benefits the student as well as meets the expectations of their parents and employers. This agreement removes curricular barriers and reduces the cost of education by allowing the student to function in an environment that provides meaningful career employment or successful transfer to college.


Academic Assistance for our Students SST (Student Study Team): Students who are experiencing severe academic/health difficulties may be referred by parents, teachers, administrators, counselors, or staff for a review to discuss strategies for positive change. The team consists of parents, teachers, counselors, school psychologist, nurse and administrator. In the 2002-2003 school year, 133 meetings were held for 49 students in grades 10th –12th. Fifty-five percent of the referrals were females; 45% of the referrals were males. Forty-nine percent of the referrals were from students in the 10th grade. Students are also referred for 504’s, or alterations to a regular schedule due to health issues. Sixty meetings were held for 52 students. Sixty percent of the students were males and 40% of the students were females. Forty-two percent of the 504’s occurred with students in the 10th grade. Academic Support: Several departments have taken it upon themselves to hold their own tutoring sessions for students who wish extra assistance. The Math department holds tutoring sessions before, after school and during lunch. The PE department holds tutoring sessions two to three times per week after school for students involved in sports. The Special Education department has created a Learning Resource Center (LRC) class during three periods each day. Although the department serves special education students, some regular education students are placed in the tutorials through the SST process. Last year, the LRC served 504 students. Evening Tutorial Center (ETC): Prior to January 2004, ETC was an evening tutorial and was offered to any student who needed extra help. Two credentialed core teachers were available Monday through Thursday. TABLE AQ Student Hrs Per

Week Total student

Hours 2000-2001 153 6,122 2001-2002 198 7,921 2002-2003 262 10,477

EAOP (Early Academic Outreach Program): As part of WHS partnership with UC Davis, counselors from the university meet with qualifying students to give support toward meeting the requirements of the four-year institution. Statistics for 2002-2003 are below: TABLE AR Total Freshmen 27 Sophomores 47 Juniors 37 Seniors 35 Total 146 Intervention classes: Intervention classes are offered to WHS students who need to repeat classes or make up credits. The classes, which are available through Alternative


Education, are held on the WHS campus two days per week after school. Students may enroll a maximum of two classes per semester, earning 10 credits. Advertisement and enrollment for these classes is done through the WHS Counseling office. During 2002-2003, the program served 60 students during the fall session of 2002 and 127 students during the spring session 2003. Currently, there are 92 students enrolled in intervention classes. Usually, the classes offered are CS Math, Algebra 1A or 1B, Power English, US History A or B, World History A or B, Government (spring only), and Economics (spring only). Intervention classes are only offered to students who have failed the classes or are making up credits. Migrant Education: Migrant Education is a federally funded program that serves approximately 200 students at WHS. The program provides supplementary services and works together with the school community to maximize the potential of migrant students. It also provides the Independent Study Program that allows students to make up the credits that they need to graduate. The services include: After School Tutorial, Jump Start, Enrichment Activities, Summer School Programs, Continuous Learning Programs, Academic, Career & Personal Counseling, Leadership and Higher Education Conferences and Activities, and Work Study/Experience. Currently the program is staffed with three adults: one is a Secondary School Advisor; one para-legal provides all medical information, and one intern from CSUS. Community Service Learning Center/ UC Davis Tutoring Program: UCD tutors are available to provide academic support for students who are struggling to meet grade level expectations, graduation requirements such as the California High School Exit Exam (CAHSEE), and university a-g requirements. Tutors are available Monday through Friday during the regular school day, lunchtime, and after school. The program is structured around individual one-on-one tutoring sessions targeted towards each student’s core weaknesses and graduation requirements. Counselors, parents, and teachers refer students and in many cases students refer themselves. During the 2002-03 school year, a total of 603 Woodland High students received tutoring services from 47 UCD tutors. UCD tutors provided a total of 3,280 individual tutoring sessions throughout the year. The number of tutoring sessions per student varies. Peer Tutoring Program: This program is composed of high school juniors and seniors who were referred by their counselors. Peer tutors must have a minimum 3.0 GPA and good attendance to be eligible for the program. Most peer tutors are placed in classrooms where they help the teacher in assisting students with the class work. Some peer tutors are placed at the Community Service Learning Center where they tutor students in preparation for the CAHSEE. During the 2002-03 school year, a total of 579 WHS students received academic assistance from 43 Peer tutors. Peer tutors provided a total of 4,423 individual tutoring sessions throughout the year. The number of tutoring sessions per student varies. Both UCD and Peer tutors saw a combined total of 905 students. Of this group of students, 579 (64%) were Hispanic. In addition, 233 were White, 34 were Asian Indian, 17 were African American, six were Chinese, three were Filipino, two were Japanese, two


were Laotian, 16 were other Asian, four were other Pacific Islander, three were Vietnamese, one was Cambodian, and two were other. Workability: This is a grant program designed to work with students with disabilities by providing them with school to career options. The program could technically serve all students on an IEP; however, Workability is currently serving 125 students between the two high schools. The program is staffed with a credentialed teacher who specializes in both special education and work programs. The program has placed over 65 students in a work environment. Clubs and Support Honors and Campus Recognition: WHS has several vehicles in place to honor and recognize students who are exemplary. Each month teachers are encouraged to nominate one student for the H.E.R.O.E.S award assembly. At these assemblies, students are recognized for their honesty, equity, respect, openness, excellence and sensitivity. At the end of each semester, students earning a GPA of 3.0 are awarded a certificate and recognized with an ice cream social. Students with perfect attendance are also recognized. In the spring, an awards assembly is scheduled for those students who have demonstrated their competence either academically or personally. At the conclusion of each sports season, a dinner recognizes those students who participated as well as excelled. WHS’s senior scholarship recipients are recognized during an evening ceremony in the spring. Parents are invited to these recognitions. Clubs at WHS: In order to offer students a positive experience outside the normal school day and to help students be connected to school, WHS sponsors a variety of social, academic and cultural clubs. Currently, there are 29 clubs offering students an opportunity to interact with one another outside the classroom. Every club is sponsored by at least one certificated staff member, indicating that there is considerable effort on the part of our staff to become involved with students beyond the classroom. In addition, there are four class advisors who guide students in specific extra-curricular activities such as Student Orientation, Club Week, Homecoming, Back-to-School Night and Open House. From the Student Survey taken in the spring of 2003, 565 students out of 1917 or 29% indicated that they participated in one or two clubs on campus, 148 students or 7% stated an affiliation with three or four clubs, and 44 students or 2% stated that they participated in five or more clubs. Five hundred thirty-five students or 28% indicated that they did not participate in any clubs; however, 154 students or 8% said they did not participate, but they would like to participate if they could.


The clubs and organizations that WHS sponsors are: Academic Decathlon, Art Club, Asian Club ATV Motorcycle Club, Bible Club, Black Student Union, Business Club, California Scholarship Federation, Chess Club, KOLORS, E.A.O.P, Fenix, French Club, Friday Night Live, Future Farmers of America, F.H.A. HERO, Gay-straight Alliance, Law Enforcement, MECHA, Ski Club, Spirit Squad, Spanish Club, Student Leadership, Teen Parents, Thespians, V.I.C.A., AVID, and Mock Trial. WHS’s new principal, Dr. Francisco Reveles, has encouraged students to develop new clubs based on their interests. As a result, several students are developing new clubs that will be considered for approval by Student Council. The Latino Achievement/ WJUSD Steering Committee: This is a new committee to WHS campus. This organization originated through the efforts of teachers, administrators, and parents who were concerned with the low achievement of WHS’s Latino population. The Mission of this group is to identify concerns, seek solutions and take action that will improve student success. This committee works collaboratively with all stakeholders (parents, students, community members, and school personnel) to identify concerns, recommend solutions and establish priorities. This committee also seeks to develop an accountability system to effect and sustain change. The goals of this committee are to:

• Increase the college going rate for students • Increase parent involvement in the students’ educational process (parent learning,

student learning, school involvement, accessing resources) • Raise achievement level of Latino students to the level of non-Latino students

(classroom focus) • Assure that students will be proportionately represented in all facets of student life.

Currently the committee is includes approximately 15-20 members comprised of parents, teachers, community members, and the principal. Movimeinto Estudiantil Chicano de Aztlan (MECHA): MECHA originated nationally in 1969. It is part of a statewide network of Chicano/Latino student organizations in colleges, universities, and high schools that works towards advocating for educational equality with the Chicano/Latino community. MECHA supports cultural events designed not only to celebrate the beauty of the Latino community, but also to educate members of the Woodland community on the Chicano/ Latino experience. Learning and sharing different cultures fosters a sense of community among diverse individuals and nurtures an environment of tolerance. MECHA was restarted approximately four years ago at WHS and has become an adjunct to the AVID/MESA program. Currently 40 students are active members of the program. The Career Center: The Career Center at WHS was established to help students identify their career interests and abilities and explore the many jobs, skill building, college and career opportunities available to them. This year the librarian, a secretary and a vice principal have assumed the Career Center function because the district eliminated the career technician position. Currently, all materials, including college catalogues, trade and business school catalogues are housed in the career section in the library. A computer program (Careercruising.com), as well as


the Internet, is also accessible to the students in the library. The Counseling department also maintains a collection of college catalogues. The secretary issues approximately 200- 300 work permits during the school year. The vice principal is coordinating a Career Fair, which includes college and career presentations, community service opportunities, and possible job opportunities. When students are in 10th grade English, they participate in an I-Search Career Project, which familiarizes them with a computer program called Careercruising.com to guide their search. During that search, students also utilize other career materials as well as the Internet by using computers in the four computer labs in the library. WHS has regularly hosted career days where speakers come to campus to speak to small groups of students about the prerequisites for their career field. In 2002, WHS hosted its first Career Fair where approximately 80 business and ROP teachers set up displays and spoke with students about careers. In November 2003, another Career Fair was held where businesses, colleges, the military, and ROP informed students about careers in their chosen field of interest. School Nursing: WHS has a school nurse assigned full time to provide comprehensive health services. Additional school nursing time is also provided one day a week due to high student enrollment and the teaching contract. The school nurse provides heath assessments, medical referrals, crisis intervention, first aid, administration of medications, referrals to community agencies, and hearing and vision screenings. The nurse is involved in case management activities with students who have complex health issues. The nurse also develops individual school health care plans, emergency protocols for students, and staff trainings. Teachers, counselors and/or administrators refer students to the nurse. In 2003-2004, 1148 students were seen by the nurse for health related reasons. When the nurse is off campus, the counseling secretary who has been trained in emergency protocols performs the nursing duties. WROK (Woodlanders Reaching Out and Caring): WROK provides drug and alcohol counseling services for teens at WHS. It provides group and individual counseling, a tobacco cessation program, recovery groups and re-entry groups, and also a program for the children of alcoholics. Along with the counseling services, it also provides a leadership component, which includes an eight- week mentoring, and presentation skills unit. The teens have presented to the 9th graders at the junior highs. They also, if invited, have made presentations to classrooms at the high schools and participated in the assemblies. Five hundred sixty of our students over the past five years have been active in community outreach as well participating in the local Teen Forum.


TABLE AS

Parent Focus Groups: Efforts were made to have parents on each of the focus groups. A presentation was made to the Parent Teacher Association (PTA) in November 2003. Because WHS is in the process of building the PTA and the English Learners Advisory Council (ELAC), it has been a challenge to find parents to be members of the WASC committee. This concern is an area that is addressed on the WHS Action Plan. WHS has two parents and/ or community members who have are on the leadership team. The WASC document has been shared with both the PTA and ELAC groups. Parent and Teacher Association (PTA): Woodland High School PTA is in its second year of rebuilding after two years of inactivity. Currently there are 200 members composed of both parents and staff. Working with the new principal, the PTA Board decided to focus on enhancing communication from school to home. After every business meeting, the principal holds an open forum entitled "Conversations with Dr. Reveles." This provides an opportunity for parents to learn about Dr. Reveles and his approach to education, and also provides a stage for parents to ask questions about their specific interests and concerns at the WHS. PTA has used technology to communicate with their members. Currently e-mails are sent before every meeting. Many of the staff at WHS have presented at the PTA meetings. The goal is to inform parents about specific programs such as English Learners Advisory Council (ELAC), the literacy program, the technology program and WASC accreditation. PTA has recently joined forces with the ELAC parents to get to know one another and share how they can support students, teachers and staff at WHS.

1998-2003 Statistics Tobacco Cessation 225 students Children of Alcoholics 162 students Mentor Panels (teen presenters) 120 students Recovery groups 283 students Parent-Teen Network 289 families Gang and teen violence 59 students (2000-2003) Other types of services and counseling 361 students Classroom presentations 1,530 students Community Teen Forum 560 students attended Red Ribbon Week/”Varsity Healthy Halftime” 6,300 community members

participated (2000-2003)


PTA is working hard to publish a monthly, bilingual newsletter, The Wolves’ Howl. It is the PTA’s goal to make sure that it is sent to every student’s home by the first of each month. PTA worked with the technology coordinator to complete a PTA link to the WHS Website. This provides another way of communicating to parents whose schedule prevents them from attending meetings. PTA has several small fundraisers during the year. The proceeds from these events are being used to fund TB testing and fingerprinting for volunteer parents that wish to work with students on campus. The goal is to work with the service organizations in the community to continue the funding so that the PTA can use money to support the teachers and the students. The fundraising committee will begin to focus on some major events with the intention of supplementing the monies given to each department. PTA would also like to establish an annual student scholarship. Parameters have yet to be determined. Recently the PTA worked with the ELAC parents to provide food for the staff to show staff appreciation. PTA has also helped provide lunch for the participants of Career Fair Day. PTA has been involved in the process of nominating parents for Site Council and preparing to help in any way they can for the WASC accreditation process. English Learners Academic Committee (ELAC): Although the committee is open to all parents of second language learners, most of the attendees are Latino. ELAC meets monthly and functions similar to School Site Council. ELAC’s purpose is to bring awareness of the programs that are available to the students at WHS. Members disburse the EIA/LEP funds. Approximately 20 parents meet monthly under the direction of the Bilingual Coordinator.


Summary of Profile Findings and Evidence WHS has chosen to focus on two ELSRs. They are Literate Person and Self Directed Person. The staff feels that students not only need to be literate in whatever discipline they encounter, but also students need to be able to self evaluate their learning and readjust. ESLR 1 Literate Person: All students meet the content and performance standards in all academic and vocational areas. They use technology to calculate, solve problems, collect data, and communicate. They explore multiple types of communication in order to function effectively in a global community. Students will be able to read and analyze various types of instructional materials. They will be able to communicate their thoughts through their writing and oral presentations. They will also show their understanding through various art medians. They will apply their knowledge to the real world. Between 1/3 and 2/5 of our students are meeting the content and performance standards.

Table L, M, N, O

Approximately 32% of our students are meeting content standards in Lang. Arts.

Table L, N

Approximately 8% of our students are meeting Algebra I standards.

Table O

Approximately 11% of our students are meeting Geometry standards.

Table O

Approximately 40% of our students are meeting Algebra II standards.

Table O

Approximately 30% of our students are meeting Summative Math.

Table O

API grew by 46 pts. Table K 87% of our students taking AP exams have passed. Table U SAT scores have increased. Table W, X Students attending UC/CSU have increased. Table AF, AG AP class enrollments have increased. Table U AP class offerings have increased. Focus Group 9th and 10th grade students read and analyze a variety of thematic short stories, poems, plays, novels and essays. Students analyze the plot, character, setting, theme, point of view, tone, and symbols in the assigned literature.

Tests, quizzes, literary analysis of essays, historical newspapers, student short stories, round-robin literature discussion and group presentations and peer observations

11th and 12th grade students read a variety of American and British literature including historical short stories, poems, plays, prose, and novels. Students write literary essay responses, complete sequential study guides, deliver analytical presentations and promote whole group discussions.

Reading guides, book clubs, thematic group presentations based on novels, evaluations, essays, peer responses, self evaluations, quizzes and tests

9th & 10th grade students use the writing process by producing drafts, revising, editing (including peer review suggestions) and publishing.

Quizzes, tests, graded essays, papers

Social Science students read and analyze primary source documents that become progressively more difficult as the students progress through grade levels.

Observation, tests, quizzes, projects

Social Science students research and give oral and group reports which could result in participating in informal discussion and debate.

Rubrics for research, oral reports, and debates

Visual & Performing Arts students learn about the technical, historical & cultural perspectives of artwork. Students make connections between the art discipline they study and other disciplines. All projects require students to be able to follow verbal and written instructions. Many show entries.

Observation, art show entries and awards, news articles, videotapes, gallery and museum reports

Performing arts students apply their musical literacy at the many performances that are offered to the Woodland Community.

Observations, show entries and awards, news articles

Math students learn appropriate vocabulary, solve problems, interpret and develop graphs.

Observations, charts, graphs, quizzes, tests

Foreign Language students listen to dialogs, create oral and written presentations based on their interests.

Observations, quizzes, tests

Business students apply business principals to practical Observations


daily living experiences. ESLR 6 Self-Directed Learner: Students take responsibility for setting personal and academic goals. They monitor, adjust and reflect on their progress. They apply learning to real situations. Students are able to take responsibility for setting personal and academic goals. They monitor, adjust and reflect on their progress. They then apply their learning to real situations. Attendance has increased by Table AB Number of students admitted to UC/CSU has increased

Table AF, AG

Number of students completing a-g requirements has increased

Table AA

Expulsions have decreased Table AK SAT scores have slightly increased Table W, X, Y AP class enrollments and the number of students taking the AP classes have increased

Focus Group

ELD students set personal and academic goals Observations, written journals AVID students set personal and academic goals Written journals Special Education students set personal and academic goals.

IEPs

9th & 10th grade English students use the writing process to revise, edit and publish their work

Completed essays

Visual Arts students create various art pieces in different medians

Portfolio of work, observation, projects and awards

Performing arts students apply their musical literacy at the many performances that are offered to the Woodland Community

Observations, show entries and awards, news articles

Math students monitor and adjust their work to reflect learning

Observations, quizzes, tests

Business students apply business principals to practical daily living experiences

Observations

Business students in Virtual Enterprises use the internet to establish a fictional business

Competition with other Virtual Enterprises classes

Social Science students in Economics establish a fictitious business plan

Product

Social Science students in Economics use the internet to establish a stock portfolio

Stock portfolio


Chapter II

Expected School-wide Learning Results


Chapter II

Expected School-wide Learning Results Critical Academic Needs It has been quite a process to gather the necessary data and then decide upon a direction to lead the WHS community. The Leadership Team was established two years ago. In the first year, under the direction of an English teacher, the group was able to choose focus groups and chairpersons, outline areas of critical needs for WHS and survey students, parents, and teachers. This past year, under new leadership, WHS has looked at data gathered from SAT 9 scores, students’ semester grades, school profile information and has determined that the school’s most important critical needs are: 1) to increase the achievement of Latino students; 2) to increase the number of students who attend a four-year college; and, 3) to reduce the number of students who receive D’s and F’s for semester grades. WHS feels that by focusing on each of these three levels of student achievement, WHS will reach the broadest number of students. Evolution of the ESLRs At WHS, the staff has attempted to use the seven district adopted EDLR’s, which provided standards for student learning and achievement. As time went on, however, the staff discovered that it was extremely difficult to develop data to solidly measure student growth (or lack of growth) using these descriptors. As a result, during the 2002-2003 school year, the Leadership Team reexamined the EDLR’s and decided to rewrite them in more measurable language. The Leadership Team entitled these descriptors ESLR’s because they pertain directly to WHS. The Leadership Team felt that these statements are more measurable. The ESLR’s eliminate redundancy and are both clear and concise, so that students and staff can better understand them. After reviewing data on student test scores, especially in math and language arts, the Leadership Team decided that the two ESLR’s that directly reflected student achievement data were Literate Person and Self Directed Learner. Thus, the Leadership Team chose those two as a focal point. The information was presented to the staff, School Site Council and the PTA as a draft. The staff will vote on a formal adoption at the conclusion of this school year. Because WHS had a turnover of administrators during this process, it was decided to keep the original Focus Group Chairpersons for the Leadership Team to provide a level of continuity. It was also decided to maintain the Home Group Committees (formerly the department chairs). The Leadership Team has expanded by adding members from special education, library staff, CSEA, and students. Training for the Leadership Team has been sporadic. A group of six members attended WASC training in 2002-03 and another group of four members attended training in 2003-04. The principal and the counseling department have arranged Leadership Team members’ schedules to include common planning time. The Leadership Team was able


to meet as a team every Wednesday during a common time. The Leadership Team includes two parents as well as three students who add their voices to the leadership group. The coordinator also meets with a Student Home group during lunch after every leadership meeting. In addition, the coordinator meets with the PTA in the evenings to inform as well as gain input for the report. The Leadership Team has approximately 30 members. From September through December, 2003, the Leadership Team has continued to build a framework for the self-study by assessing data and reviewing written responses. Home Groups have taken the ESLR’s and have adopted those that are relevant to their disciplines. They have examined student data, held discussions and submitted their suggestions. The departments have used their ESLR’s to create a collection of student work. The plan is to use this method to do a longitudinal study of student work to look for improvement and growth.

Expected School-wide Learning Results All WHS Students will be: Literate people who. . .

• Meet the content and performance standards in all academic and vocational areas.

• Use technology to calculate, solve problems, collect data, and communicate. • Explore multiple types of communication in order to function effectively in a

global community. Effective communicators who. . .

• Convey messages, ideas, thoughts, feelings, and beliefs to others by various methods.

• Demonstrate the ability to implement a variety of communication techniques including written, auditory, visual, and nonverbal.

• Listen carefully and respond appropriately. Complex thinkers who. . .

• Produce work that reflects a variety of thinking and reasoning skills. • Select appropriate informational resources. • Question, analyze, and evaluate information to create solutions and make

decisions. Quality producer/performers who . . .

• Create a plan based on the outcome criteria. • Select, adjust and apply problem-solving strategies. • Create a well-crafted product/performance that meets established criteria.

Team player/leaders who . . . • Contribute to a group. • Maintain a positive atmosphere. • Stay on task. • Offer and accept constructive criticism. • Encourage and support others.


Self-directed learners who . . . • Take responsibility for setting personal and academic goals. • Monitor, adjust, and reflect on progress. • Apply learning to real situations.

Responsible and ethical citizens who . . . • Show respect for self, others, and the environment. • Exhibit self-discipline and personal responsibility. • Abide by the rules, laws, and regulations written for the school and the

community. • Contribute time, energy, and talents to improve the community.

ESLRs ESLR 1 Literate Person who:

• Meets the content and performance standards in all academic and vocational areas.

• Uses technology to calculate, solve problems, collect data, and communicate. • Explores multiple types of communication in order to function effectively in a

global community. ESLR indicator: Students will be able to read and analyze various types of instructional materials. They will be able to communicate their thoughts through their writing and oral presentations. They will also show their understanding through various art mediums. They will apply their knowledge to the real world.

Department Content Standards Sample Assignments

Visual Arts

2 Creative Expression 3 Historical and Cultural Context (From CA Visual and Performing Arts Framework)

Art 1, 6 Watercolor series on 20 Century Artists

3 D Design, Mona Lisa Project

Color and Design, Self Portraits

Performing Arts

3 Historical and Cultural Context 5 Connections, Relationships, and Applications (From CA Visual and Performing Arts Framework)

Music: Community Functions and Concerts

Drama: Shakespearean Scene/Greek

ELD

Reading (From CA English Language Development Standards)

Able to read and comprehend at targeted grade level.

Strong grasp of the structure of the English language: syntax, grammar, orthographic shown through activities embedded in curriculum.

English

State Standards: 9th – 12th 1.3, 2.0, 3.0, 3.3,

Respond to text, answer questions

Learn/apply vocabulary Respond to study guide


questions Tests and quizzes Portfolio

ESLR 1 (cont)


Science

Investigation and Experimentation 1a. Students will select and use appropriate tools and technology to perform tests, collect data, analyze relationships, and display data. 1b Students will communicate sources of unavoidable experimental error. 1d Formulate explanations by using logic and evidence.

Various types of labs Lab reports include

hypotheses, procedures, data collection/analysis, and conclusions.

Graphing, probes, spreadsheets, and standard lab methods

Students to collect and analyze data.

Social Science

Historical Interpretation Various contents according to grade level 10-12

Researches data to support standards

Reads primary and secondary documents Researches and presents information to validate opinions

Math

Answer questions using

appropriate math vocabulary Learn/apply vocabulary to

solve math problems Interpret data from graphs,

charts, tables Develops graphs, charts,

tables from data

Home Economics Careers and technology

Apply Learning to Real Situations

Organize Unit Assignment Packets

Create and update a job readiness portfolio

Agriculture

Students required to read and write in the AG Record books

Write lab reports Construct science fair

projects


ESLR 1 (cont)


Foreign Language

1. Communicate in Languages other than English: four aspects of communication: listening, speaking, writing, and reading

Researches data to support standards Reads primary and secondary documents 2. Researches and presents

information to validate opinions

Listen to dialogs and answer questions based on comprehension

Create written and oral presentations based on personal interests

Play Charades to communicate meaning through body language

Compare and contrast sentence structures through parts of speech

Research cultural information and practices using technology

Understand the communalities among languages

Read various types of literature and analyze historical and cultural relevance

ESLR 2 Effective Communicator who:

• Conveys messages, ideas, thoughts, feelings, and beliefs to others by various methods.

• Demonstrates the ability to implement a variety of communication techniques including written, auditory, visual, and nonverbal.

• Listens carefully and responds appropriately. ESLR indicator: Students research projects, participate in performances, listen and respond to prompts, and self evaluate their work.

Departments Content Standards Sample Assignments

Social Science

Historical Interpretation Researches and presents information to support and validate opinions

Writes essays on various topics to demonstrate the


comprehension of various standards

Presents oral summaries of current events and connects their importance to what is being studied

Creates an oral history To give added perspective to standards being covered

ESLR 2 (cont)


Visual Arts

2 Creative Expression 3 Historical and Cultural Context (From CA Visual and Performing Arts Framework)

Art 1, 6 Watercolor series on 20 Century Artists

3 D Design, Mona Lisa Project

Color and Design, Self Portraits

Performing Arts

3 Historical and Cultural Context 5 Connections, Relationships, and Applications (From CA Visual and Performing Arts Framework)

Music: Community Functions and Concerts

Drama: Shakespearean Scene/Greek Monolog

Foreign Language

1. Communicate in Language other than English: four aspects of communication: listening, speaking, writing, and reading

Listen to dialogs and answer questions based on comprehension

Create written and oral presentations based on personal interests

Play Charades to communicate meaning through body language

Ag Dept Speeches in class for

competitive activities Public speeches

ELD

ELD

• Listening and Speaking (From CA English Language Development Standards)

• Writing (From CA Eng. Language Development Standards)

Class presentations (imbedded in curriculum)

Participate in social conversations and class discussions

Demonstrate understanding of expressions and discussions

Compose written work with developed central ideas and consistent use of standard English grammatical forms according to specific EL level.


ESLR 2 (cont)


Business

Business Communications Career Preparation and Job Acquisition Financial Concepts Human Resources Development

In/Out of class reading and writing assignments

Use of appropriate software applications

Complete research and mathematical computations for car, home loan

Use of appropriate keyboarding technique

Speaks to teacher for help, assignments, life situations

Handles/Learns all aspects of paid employment responsibly

English

State Standards 9th – 12th: 1.0 (1.6, 1.7, 1.8, 1.9) 2.5 3.0(3.3, 3.3, 3.4, 3.6, 3.7) Writing: 1.0 (1.6, 1.7)

Project Student Evaluation Portfolio Oral Presentation Essay


ESLR 3 Complex Thinker who:

• Produces work that reflects a variety of thinking and reasoning skills. • Selects appropriate informational resources. • Questions, analyzes, and evaluates information to create solutions and make

decisions. ESLR indicator: Students research and analyze data throughout their high school career. They produce abstracts, projects, portfolios and other types of assessments to show their performance in this ESLR.


Science

Investigation and Experimentation 1. Students investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings.

Current topic study such as: global warming, ozone depletion, cloning, engineering of crops and foods, etc.

Research topics and data Analyze findings Communicate

understanding

Social Science

Chronological and Spatial Thinking

Use timelines of key events

Use maps, charts, graphs and primary documents

Distinguish fact from opinion

Analyze immigration data to determine trends

Analyze the changing interpretations of the Bill of Rights over time

Analyze the interpretations of the Constitution and the effect on Supreme Court decisions

Create and analyze data from the 1920’s to determine causes of the Great Depression

Investigate and debate of the bombing of Hiroshima and Nagasaki


Visual Arts

1 Artistic Perception 2 Creative Expression

(CA Visual and Performing Arts Framework)

Art 2: Enlargement to the Point of Abstraction

Color and Design: Grid/ratio Enlargement

Performing Arts

4 Aesthetic Valuing 1 Artistic Perception (CA Visual and Performing Arts Framework)

Music: Analyze Bach Score

Drama: Play Analysis, Character Analysis

Agriculture Science Fair projects

Lab reports Shop projects

ESLR 3 (cont)


Math

Various national or California State Mathematics standards according to course level from Pre-Algebra through Calculus B/C

Questions, analyzes, and interprets multiple types of communication in the discipline of mathematics

Chooses the most efficient or appropriate problem solving skill for math problems

English

State Standards: 9th – 12th 2.0; 3.0 (3.2,3.3,3.5,3.7); 1.0; 2.0; 2.3 (a, b, c); 3.5; 3.6

Project Essay Oral Presentation Student Evaluation Portfolio

Home Ec.

Home Economics Ca. State Standards Health Framework Standards

“Create a Book” Project Design Board Current Trends in

Nutrition Project Research Projects and Oral Presentations


ESLR 4 Quality Producer/Performer who:

• creates a plan based on the outcome criteria. • selects, adjusts and applies problem solving strategies. • creates a well-crafted product/performance that meets established criteria.

ESLR Indicators: Students at WHS excel in this ESLR. The Visual Arts Department and the Performing Arts Department consistently produce art and music scholars. Their performances for the community are appreciated and supported. Portfolios, projects, presentations and essays are regularly used in many of our departments. ESLR 4 Quality Producer/Performer who:

Departments State Standards Sample Assignments


Science

Earth Science Standard 10f Chemistry Standard Density

Measuring in SI Lab.

Measure the volume and the mass of 3 rock samples to determine density in SI units.

Produce a lab report after measure dimensions (volume and displacement of water)

Calculated density. Compare the

displacement values.

Social Studies

Writes critically and analytically

Topical essays in all social science classes

Interpret information and apply it to new situations

Research topics on WWI and present as newspaper articles

Oral interview for Vietnam

Illustrations and descriptions of amendments

Guide to the West to show issues facing the settling of the Great Plains

Create a memory game using Supreme court cases

Visual Arts

2 Creative Expression 4 Aesthetic Valuing (Ca Visual and Performing Arts Framework)

Art 3: Pod Drawing Color and Design: Oil

Pastel drawing using Positive and Negative Space

ESLR 4


English

State Standards 9th – 12th 1.1; 2.1; 2 (1a, 1b); 1.1, 1.2; 1.3, 1.8, 1.9, 1.10, 1.11; 1.4, 1.5, 1.6, 1.7

Essay Portfolio Project Presentation

Home Economics Careers and Technology

Home Economics State Standards Health Framework Standards

Clothing Projects Careers in Ed. Portfolio Appealing and Nutritious

Foods “Improve-A-Recipe” Project “Diet-for-Client” Project

Health Education Research Project

Agriculture

Student projects Student presentations FFA officers Public speakers

Business

Business Communications Career Preparation Financial Concepts Human Resources Development Leadership Development

Prepare Resume, cover letter, letter of thanks

Paycheck and time card computations, budgeting, net profit, net sales, produce financial statements

Assignments relating to child labor laws, occupational safety and welfare, and work permits

Meeting State requirements for Work Experience


ESLR 5 Team Player/Leader who:

• Contributes to a group. • Maintains a positive atmosphere. • Stays on task. • Offers and accepts constructive criticism.

ESLR Indicators: A number of students participate in extra curricular activities. WHS has been honored in athletics as well as leadership competitions.

Department State Standards Sample Assignments

Agriculture FFA membership

Home Economics Careers and Technology

Home Economics State Standards

FHA-HERO Leadership competitions and activities

Culinary Arts Group Projects

Science Physics Motion and Forces 1a and 1b.

Work in groups to calculate average speed, time, velocity, and acceleration.


ESLR 6 Self-Directed Learner who:

• Takes responsibility for setting personal and academic goals. • Monitors, adjusts, and reflects on progress. • Applies learning to real situations.

ESLR indicator: Students evaluate their work. They set personal goals and monitor and adjust their work. They apply their learning to real situations.

Department State Standards Assessment

Performing Arts

2 Creative Expression (Ca Visual and Performing Arts Framework)

Music: Evaluate works by composers

Drama: Children’s Theater Performance

Visual Arts 1 Artistic Perception (Ca Visual and Performing Arts Framework)

Art 1: Locked In 3 D Design: Andy Warhol

Project

ELD

Cultural Awareness- EL students will be aware of own culture and of other and use this to meet goals of self-directed and life long learner. Organizational Skills- EL students will develop study skills and life organization skills

Embedded in curriculum (multicultural themed stories)

Career planning, academic planning, study skills, test taking skills.

Math

WHS math department has established these as student goals to help them access the California Mathematics standards

Evaluate self by: Grading assignments are completed on time Checking if solutions are correct or not Making a note of problems missed and seeking help on them

Agriculture

Student projects SLEWS research Science fair projects


ESLR 7 Responsible and Ethical Citizen who:

• Shows respect for self, others, and the environment. • Exhibits self-discipline and personal responsibility. • Abides by rules, laws, and regulations written for the school and the

community. • Contributes time, energy, and talents to improve the community.

ESLR Indicator: Students exhibit good work habits. They follow the rules of the school. The decrease in the number of suspensions and referrals for discipline show this as an indicator.

Department State Standards Assessment

FHA – HERO Competitive Events

Home Economics State Standards

Regional and State Competitions in Child Dev’t, Foods & Nutrition, Culinary Arts, Interior Design, Clothing, Prepared Speech, Careers in Ed.

HEROES AWARD

This award is given to students by WHS staff. It is awarded one time per month with a certificate and a pizza lunch. Approximately 80-100 students are given this award each month.

Teachers award this honor to students who exemplify the character values on our web site. Values such as honesty, equity, respect, openness, excellence, and sensitivity are rewarded.

Agriculture All students must participate in

community service activities


Chapter III


PROGRESS REPORT

Chapter III

Progress Report This report was written in response to the recommendations suggested by the WASC team in the spring of 2001. Although WHS has undergone significant changes in leadership and staff, WHS has continued to make some progress in addressing the suggestions from the WASC Midterm Review Visiting Committee Report. A. Establish a formal school Leadership Team that represents: Administration, Counseling, Career Paths/Academies, the Teacher’s Association, Departments and other stakeholders.

• A formal school Leadership Team has been established composed of Administration, Counseling, Academies, Teachers, Classified staff, students, one community member and one parent. This team has taken the leadership in writing the WASC document.

• Department chairs continue to make decisions regarding curriculum. They relay information to the staff at large. Department Chairs are regularly given updates from the Leadership Team.

• The principal meets regularly with the Teacher’s Association representatives and parent groups. He has been instrumental in working with the PTA and the ELAC parents.


B. A data collection and analysis system to monitor student achievement in a wide variety of assessment areas, and that this system be the basis for all program evaluation and modification.

• This still continues to be an area of concern for WHS. WHS staff lack the training to interpret the standardized test results and the training to evaluate and plan for improvement of program. The staff participated in the district sponsored Data Works program. The results were presented to the staff at an after school in-service. A small number of teachers attended the follow up Data Works training offered by the district.

• Various individuals are responsible for keeping statistical information and it is a problem accessing the information.

• WHS has not been able to obtain disaggregated data from the district office.

• WHS is lacking information regarding graduate student performance. • For the first time, the WHS Site Plan was developed from the data from

the student achievement scores. • Program adjustments are being made for GATE, and the Arts and

Communication PAC after reviewing student surveys. • Departments are developing common assessments, such as chapter

tests, projects, portfolios, pre and post-tests. Some departments are compiling a database of standards -based questions that teachers can use to create their own assessments.

• Each classroom has a computer with access to the ABI attendance program created by Eagle software. This program gives the teacher the following information for each student: attendance, classes currently enrolled in, contacts, testing information, and grades.

• WHS has identified skills needed to excel in all classes/departments. • WHS has rewritten the ESLR’s to make them more measurable and has

aligned them to student skills. • WHS has begun to look at student work within departments using a

common rubric. C. A system of regular, periodic reporting of the results of the assessment of student achievement in a variety of areas to all stakeholders.

• Testing data for SAT 9, CAT 9, CAHSEE, AP is sent home to parents. • Trimester and semester grades are mailed home to parents. • An area of concern for WHS is that parents and stakeholders be given the

opportunity to understand the significance of the scores. D. Integration of the career paths, academies and other curriculum alignment efforts with state standards and the EDLR’s.

• Since WHS lost the funding for the Career Path Coordinator, the staff is currently in the process of making decisions about career paths for every student at WHS.

• During 2002-2003, all students were placed in a career path, and according to surveys, teachers and students alike did not feel that they were benefiting from their career paths.


• Three career paths remain successful. Arts and Communication, Academy, Agriculture Academy and the FHA/Hero Career Path. According to surveys, students in these paths feel encouraged and supported and prepared for a career goal.

• This area is addressed further in the School’s Action Plan. E. Report to all stakeholders including the Board of Trustees.

• Student information has been shared with the following stakeholders: staff at our faculty meetings, Site Council, the PTA, and the Latino Achievement Council.

• The Board of Trustees received an update.

Chapter IV


SELF STUDY FOCUS GROUPS

FOCUS GROUP A


Standards-Based Student Learning: Curriculum and Instruction

Focus Group A.1, A.2: Standards Based Student Learning: Curriculum and Instruction

Karen Hannum, Chairperson Counseling Department

Agricultural Dept: Eric Dyer

Business Dept: Hellen Campen

English Dept.: Chuck Bruns Christine Clegern Anne McKeever Sharon Sasser Karen Taylor Industrial Tech Dept: Jeff Sheline


Home Economics Dept: Danny Eoff

Math Dept: Adam Hancock Mike Miles John Morelli

Science Dept: Clayton Reece

Social Science Dept: Mary Lou Perea

Special Education: Trish Decker Erica Retter


Evidence examined: • WHS Accountability Report Card (2001-2002) • Student Survey (2003) • Parent Survey (2003) • Teacher Survey (2003) • Course Catalog (2003) • Bell Schedule (2003/2004) • Master Schedule (2003/2004) • Senior Exit Survey (2003) • Observation Form for Student Learning (2003) Findings: Students at WHS participate in a relevant and meaning-centered academic program that is aligned with district, state and national standards and state frameworks. This aligned academic program is woven together with lessons and assignments emphasizing the district’s Expected School-wide Learning Results (ESLR’s). WHS’s Student Learning Observation Form indicated that almost 73% of the teachers were using higher order thinking skills. Eighty-two percent of teachers indicated that the students were challenged to think and communicate their thoughts, and 88% of the teachers had their students on task. All of the teachers evidenced the value of learning in their classroom. Students at WHS participate in a traditional six-period day. Monday classes run approximately 50 minutes each, and Tuesday through Friday, each class is approximately 60 minutes long. Students choose sequences in the curriculum that lead to a basic, general, or college preparatory education. Students’ academic needs are monitored and guided through the counseling department. Each counselor is responsible for approximately 550 students. One counselor is fluent in Spanish. Students receive individual and group advising through annual visits to the feeder middle schools and annual scheduling sessions through their English classes. Counselors spend a great deal of time tracking twelfth grade students who are deficient in credits to strategize a plan for graduating on time. With the addition of 9th grade students to WHS in 2003-2004, the counselors worked with students in the Tech 9 classes to complete an individualized four-year plan and college/career search. Each department has made a substantial effort to align instruction with state, district, and national standards and state frameworks. Departments hold bimonthly meetings to discuss educational strategies and curriculum alignments. Some of the larger, core academic departments (i.e., math and English) use departmentalized assessments,

A-1: 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.


assignments, and grading rubrics to ensure that all students are receiving equal access to the standards, frameworks, and ESLR’s. Most departments make a conscientious effort to emphasize critical thinking activities, group projects, and a variety of uses of technology. Smaller learning communities have been established in some departments. The Agriculture Academy (AG Academy), Arts and Communications Academy (A&C Academy), and the AVID program help students feel more connected to school and create a curriculum aligned with academic and career goals. The number of students enrolled in these academies varies; the Ag Academy has 66 students, A&C has approximately 400 students, and AVID has 84 students. The English Language Development (ELD) Department at WHS provides an opportunity for students to practice and learn specific skills enabling them to develop proficiency in English as a second language. The ELD department closely monitors the academic progress of each student through a case management design with the assistance of a bilingual resource teacher. The ELD department strives to work closely with other departments and counselors to communicate the academic and language acquisition needs of its English Learning students. Increasing numbers of students, including increasing numbers of diverse students, enroll in academic courses that prepare them for college eligibility. In the 2003 Senior Exit Survey, 83% of seniors indicated that they were going immediately to college, 33% to 4-year institutions. This is an increase over previous years. In 2002/2003, of the 129 Advanced Placement exams taken, 103 were scored at level 3 or higher, earning college credit. All WHS students may enroll in any class for which they meet the pre-requisites, including honors and advanced placement classes. In addition to the core curriculum, WHS offers students’ ten AP courses, five Honors classes, and three Advanced classes. These courses cover six departments and are available to students who meet the pre-requisites. Beyond the six-period day, some WHS students choose to participate in classes offered zero and seventh period (before and after school). Currently, there are 12 sections of zero period and two sections of seventh period, serving a total of 502 students. More students request these courses than space permits. Members of the WHS staff have researched the possibility of offering a seven period day for several years. Tutorial help is available to students before school through the Interventions program and in the evenings through the Evening Tutorial Center. WHS also has a program staffed with UCD tutors in the Community Learning Service Center (CLSC). At the CLSC, students can get academic help during the school day, at lunch, or after school. These tutoring services are all available at no charge. Areas of strength: • A qualified, credentialed, dedicated faculty, which cares deeply about meeting the

academic needs of its diverse population. • Staff’s use of a variety of teaching strategies to meet standards.


• Opportunities to enroll in numerous Advanced, AP, and Honors classes. • Vocational opportunities through ROP and elective courses. • Academic support for students. • Staff collaboration in lesson planning and assessment writing to ensure student

exposure to standards. • Strong ELD department. Areas for growth and improvement: • Increased academic performance for low performing students. • More focused tutoring and mentoring for students who are not meeting standards. • Increased parental involvement and outreach to students showing low achievement. • More student time with counselors for academic and career advising. • Increased time for faculty to plan interdepartmentally as well as intra-departmentally. • Mandatory Intervention classes for students performing two or more grade levels

below their peers. • WHS must reduce class size to meet the county average per the 2001 CBEDS data.

Evidence Examined: • Course Catalog • API • Surveys (GATE, Parent, Teacher, Student, Exit) • Dataworks research • Teacher/student interviews • Master Schedule • Community Service Learning Center services list • School Profile Findings: Not all students at WHS have access to the school’s entire program. Certain programs, such as English Language Development, are appropriate for specific populations based on test data. To the greatest extent possible, students are able to choose the WHS program that fits with their academic and career focus. Students begin academic planning in eighth grade. Counselors spend two weeks in the spring visiting the middle schools to introduce students to graduation and college entrance requirements and to register students. One WHS counselor is fluent in Spanish. When necessary, this counselor assists with students and parents from the Hispanic community.

A-2: 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?


English Language Learners (EL) are scheduled into English classes based on test data. The Bilingual Resource Specialist works with the counselors to ensure correct placement. Special Education students continue with their learning program as determined by their Individualized Educational Plans (IEP). WHS currently has 192 students on IEP’s, 426 EL students, and 34 students on 504 plans. In grades 10 and 11, group and individual counseling helps students determine their course selection and schedules. These counseling sessions are scheduled through the students’ English classes. To ensure that students are on track to graduate, counselors monitor students’ credits and courses, as well as college entrance requirements for those students progressing directly to college. Special Education students have an IEP, which changes according to their needs and progress. Ethnic minority students, and EL students of low SES background require additional support and services. WHS needs more counselors to fully service the needs of our students. SB813 is intended to support counseling of sophomore students and their parents in academic and career goals. Because of our district’s interpretation regarding the use of these funds, counseling services at WHS are limited. With increased enrollment and the addition of 9th grade students, each counselor now has a caseload of 550 students. WHS is fortunate to have additional support for students outside of the school day. This diverse support network helps to address the educational, personal and career goals of students. School and community-based programs such as Community Service Learning Center, Intervention classes, and Evening Tutorial Center help provide a broad base of support for WHS’s varied ethnic and socio-economic student community. These programs address state and district learning standards and the needs of our students. These services are available to all students without charge. AP and honors courses in art, music, math, science, English, Spanish, French, and social science are offered at WHS. All GATE students along with other students who meet the pre-requisites may enroll in these classes. The ABI attendance program and AERIES database provides teachers and counselors access to students’ academic history to make sure individual academic needs are met. On the GATE survey form, it was noted that on occasion, students cannot take the AP and honors classes they request because of conflicts of course offerings. For example, French 4 Honors and AP Music Theory are both offered only 5th period. This results in a student needing to choose which course he or she can take for the year. Additional support outside of the classroom is available to all students. Many teachers offer help before school, after school, or at lunch. Peer tutors are available in the Community Service Learning Center. Evening Tutorial Center (ETC) is open Monday through Thursday, from 6:30-8:30 with at least one math teacher in attendance. The Bilingual Resource Specialist provides support for EL students by creating an individualized learning plan to help students meet English language proficiency requirements. The Migrant Education Program works with migrant students, helping them meet high school and college graduation requirements. WHS’s Special Education Program provides Workability, work experience and community-based instruction for transitional skills and independent living. Mentoring programs, such as Talent Search


and Hands Together, provide students an opportunity to meet with an adult mentor to discuss personal challenges as well as academic and career goals. WHS offers a variety of services for students who plan to attend college after graduation such as a growing AP program, offering courses in Economics, French, and Spanish Literature. The Advancement Via Individual Determination (AVID) program provides academic and individual college preparation to students enrolled in the program. Students take an elective AVID class focused on meeting requirements for UC and CSU. The Early Academic Outreach Program (EAOP) has been a huge support to our students in college guidance for many years. Both of these programs have qualifying criteria. Announcements of college visits are posted as well as read in the daily bulletin. Students in senior English classes complete a research paper on a college of their choice. Also Princeton Review presented a college entrance exam assembly to our students in November. According to the 2003-2004 School Profile, 88% of our graduates continue their education past high school. Twenty-three percent of WHS graduates continued their education at four-year institutions, and 65% went on to community colleges. WHS recognizes that it must meet the needs of all students, not just those bound for college. Because of budget cuts, WHS eliminated one counselor, the Career Center Technician, and the Career Path Coordinator. The Career Fair and Job Shadow Day have been delegated to an administrator. The job-shadowing program, with the help of local businesses, gives students the chance to view various careers in a “real world” context. Another result of budget cuts was the elimination of the student planner books. These books helped students organize themselves academically, and also listed graduation/college requirements. For students to understand careers, WHS uses a “CareerCruising.com” link through our website. This site enables students to take an interest inventory to assess their career interests and abilities. In tenth grade, students complete a career exploration I-search project in their English class where they research a career. Students also have the opportunity to take the ASVAB test offered through the armed forces. WHS curriculum offers a variety of career education courses through the Regional Occupational Program (ROP). ROP offers vocational courses, which compliment the academic core curriculum. These courses include Floral Design, Veterinary Science, Auto Technology, Computer Application, Computer Aided Drafting, Architectural Design, Welding, Construction Technology, Careers in Education, and Health Careers. Students who have jobs may participate in work experience. Students enrolled in the Ag and Arts & Communication Academies receive instruction to prepare them for careers in these fields. Students at WHS have a limited number of opportunities to develop and explore college and career goals. Our counseling staff is able to help students focus on their individual academic plan, but WHS staff understands more support is necessary in the college application process. Ideally, students would have more access to counselors.


Areas of Strength: • WHS serves a diverse population with a variety of support services. • Support for EL students and Special Education is strong. • WHS curriculum aligns with UC a-g requirements and CSU standards. • WHS offers a variety of opportunities for students to explore colleges and careers. • Students have the opportunity to meet with counselors to review academic plans. • Change in leadership has been very positive. Areas for Growth and Improvement: • Support services must better match student needs. • More counselors must be hired, and their outreach must become more focused on

students’ needs. • More information on available resources must reach at-risk students. • WHS staff must better serve low SES, ethnic minority, and EL students. • Reopen and staff the Career Center.


Focus Group A.3, A.4: Standards Based Student Learning: Curriculum and Instruction

Charles Warner, Chairperson Art Department

Art Department: Dawn Abbott Sharon King

Counseling Dept.: Merri Herman

ELD Dept: Lorena Morales English Dept.: Robert van Eyken

Foreign Language Dept: Catherine Chetelat Leticia Villagrana

Home Economics Dept: Debby Truitt

Math Dept: Minda Morton Tom Russell

Science Dept: Mark Jones Brian Levings

Social Science Dept: Jeff Boncutter Ted Goodykoontz

Students: Elizabeth Madueno Erinn McGrew


Evidence:

• WHS Course Catalog • WHS Web Page • Counselor’s records of student contact • Student transcripts • Woodland Daily Democrat, October 2 • Standards and ESLRs posted in classrooms • Lesson plans • Staff development (see last years meetings): Intel teach to the Future, Future

Kids, Consortium • A & C PAC Portfolios • Data Works results • Career brochures • AP class lists • Woodland Community College classes • UCD classes • Interview with appropriate staff (AVID, District Psychologist, etc.) • School attendance records. Questionnaire for King • E-mail from Elson Markwick • CBEDS • Teacher Survey • Student Survey • Parent Survey • Senior Survey • Dataworks

Findings: Students choose their core curriculum, which reflects their academic and career interests, when they enroll at WHS. The curriculum choices, beginning in the 8th grade, are designed to result in students’ high school graduation, as well as preparation for college and/or career. The counselors make students aware of graduation requirements through visits. Graduation requirements are presented in the course catalog; these requirements are also posted on line. The requirements and progress towards completion is communicated through grades, parent/teacher meetings and counseling sessions.

A-3: To what extent are students able to meet all the requirements of graduation upon completion of the high school program?


The staff continues to work on ways to address the California State Content Standards in the classroom, enabling more students to pass the CAHSEE for graduation. Several departments were reviewed by the program Data Works to ensure these programs were standards based and on grade level. The results from Data Works indicated, “the curriculum at WHS is working in the right direction.” The Data Works review was for the most part positive. Students’ improved ability to meet the standards is evidenced by this year’s CAT6 test results. Although some students are unaware of the meanings given to the WHS’s ESLRs, teachers continue to incorporate these life-long learning skills to make the curriculum more accessible to students with varying learning modalities enabling, students to grasp the curriculum needed for graduation. As of fall 2003, all students had the opportunity to participate in a Career Path, although most of the freshman and sophomores have not been notified in which Path or PAC they are scheduled. This year, Career Paths and PACs have not been provided with formal meeting time to organize activities or meet with students. The normal Career Path or PAC activities related to graduation are not occurring outside active Path or PAC classrooms. Two of the current Career Paths, Agriculture and Arts and Communication, have created Academies within their groups. These specialized programs have specific entrance criteria and include graduation, career and higher education counseling. The HERO’s Career Path is the current form of the Health and Wellness PAC. This specific PAC reflects home economics related occupations and health careers. All the PAC/Paths have brochures listing classes that address graduation needs, but five of the Career Paths are virtually nonfunctional at this time. Some teachers and several PACs/Paths provide encouragement and counseling for higher education including community college, college and continuing vocational training. Advisory has changed within the past years from a very strong weekly class where graduation requirements, portfolios and ESLR support were addressed to an organized one time per month presentation, to its current state of nonexistence. WHS has had a large turnover in administrative and teaching staff for many reasons in the past four years; therefore, continuity has been lost. With the construction of Pioneer High School and the student population split, students and teachers are unclear about what to expect of an advisory. Students who have met graduation requirements early may petition for early graduation, attend school four periods a day and attend community college classes concurrently, or focus on their Career Path/classes in more depth. For those students who might need other avenues to meet graduation requirements, WHS supports many programs: the Learning Resource Center, peer tutors and UCD tutors, Adult Ed, UCD Writing Ambassadors, EAOP (Early Academic Outreach Program) ArtsBridge, Woodland Community College classes, Independent Study, UCD classes, ETC (Evening Tutorial Center), Migrant Education PASS Program and after school Intervention classes during the regular school year and summer school. WHS has several programs to encourage and direct students who come from situations in


which higher education has not been a priority. These programs include addressing graduation requirements issues. In addition, classes such as Healthy Start and AVID, provide an organized structure, role models and counseling within a classroom to encourage students to graduate and go on to higher education. Enrollment in these programs is increasing. To graduate, students are required to complete a total of 230 units including:

Units Required courses Alternative courses 40 Language Arts 30 Math (including Algebra) Business Math 30 Social Science (including

Economics and Government) Ag Econ, Virtual Enterprises, Ag Government

20 Science Designated classes in Industrial Technology, Ag and Home Health and Human Services

5 Health 10 Foreign Language or Fine Arts

(including Visual Arts, Drama, and Music)

Yearbook, Floriculture, and designated Industrial Tech courses

20 Physical Education 5 Technology 40 hrs Documented Community

Service

On a WHS transcript, Special Education courses may be denoted with “M” (Modified) to illustrate that the course was modified from the regular education core curriculum. Students may also be able to access these services through site based service processes. In previous years, students needed to pass the district proficiency exams in math and English to graduate; the CAHSEE or California High School Exit Exam replaced these district tests. To help students pass the proficiencies, individual tutoring was given in the Learning Resource Center during and after school. The tutoring was designed to address the specific area of student need. Depending on the language of the student, instruction was in both English and Spanish. In 2003, the requirement for passing the CAHSEE was suspended by the state legislature. WHS is currently testing our sophomore class in the spring; tutoring to pass the CAHSEE is being provided after school by the Community Service Learning Center with both peer and UCD tutors. As WHS’s student population continues to grow and the district reduces the counselor positions by one, WHS counselors are overwhelmed with student needs. In addition, the turnover among the counseling staff has been high. WHS has been forced to accept counselors part-time, as well as elementary counselors not familiar with high school requirements. Despite these factors, the counselors make tremendous efforts to ensure students’ graduation. Counselors keep track of students’ progress, and call students in


regularly to make sure they are on track for graduation. Currently 9th graders meet with their counselor to make a 4-year plan for graduation. After that, students annually meet with their counselor to register for fall and spring classes and assess progress towards graduation. Every fall, students falling behind in credits or requirements are sent a letter by the counseling department. In 12th grade, students again meet with their counselor for an individualized graduation plan. At that time, some students may be redirected to an alternative program such as Cache Creek, Midtown, ILC (Independent Learning Center), or Adult Education to make up credits or continue their education. According to the Teacher, Parent and Student surveys conducted by the WHS staff, students are executing their four-year plans for graduation. WHS counselors also work to articulate graduation requirements with the requirements set by colleges. In 2003, three counselors attended the training session sponsored by the University of California, familiarizing them with the a-g requirements. The fourth counselor attended the CSUS Conference. Although counselors are trained, not all teachers are familiar with changing standards set forth by colleges. UC Davis’ Early Academic Outreach Program (EAOP) provides mentoring, counseling, encouragement and assisted enrollment to disadvantaged students. WHS has also a partnership with Woodland Community College (WCC), where many WHS students are enrolled concurrently, and students are encouraged to earn credit for graduation and enrichment. Often individual teachers, AP Instructors, the District Psychologist, Special Ed. Teachers, AVID instructors and coaches counsel students to make sure they are on track for graduation. Poor attendance, truancies, and insufficient credits are some of the reasons students are not able to meet graduation requirements. A full time Attendance Coordinator has been recently hired to contact habitual truants and place them on contracts (SARB or PSART). In addition, WHS has a School Resources Officer on campus to aid with the truancy problem. Having these personnel on campus makes communication with the faculty more effective. The staff has noticed a marked decrease in habitual truancies. Habitually truant students are coming to class more often. Attendance has been steadily improving in all areas over the past few years. According to the WJUSD District Office statistics, the drop out rate at WHS has been steadily declining. The drop out rate for 2001 was 4.2%; 2002 was 4.0%; and 2003 was 3.9%. WHS’s programs are working. These percentages do not include redirected students (those who move, switch schools, pass the GED, attend Adult Ed. etc.) Areas of Strength:

• WHS students and parents understand graduation requirements and almost all students meet these requirements.

• The school community encourages students to consider post- secondary education or vocational training.

• WHS students’ attendance has been showing significant improvement over the last few years. This addresses a recognized factor in students’ failure to graduate.


• There is a strong support system to aid students in meeting graduation requirements.

• Staff modifications in curriculum are addressing the standards better as evidenced by the API growth; therefore, more students are prepared for passing the CAHSEE.

• Two Active Academies.

Areas for Growth and Improvement:

• Counselors have very large student loads and do not have enough time to work meaningfully with all of their students.

• Not enough of our struggling students take advantage of the support programs available to them.

• There are still a significant number of Hispanic students who are not being successfully encouraged to attend college.

• Intervention programs need to target students in their freshman year. • WHS needs a consistent method of collecting and reviewing data on issues

pertaining to high school graduation, and post graduation education. • Student Advisory issues need to be addressed.



FOCUS GROUP B

Standards-Based Student Learning: Assessment & Accountability


Focus Group B: Standards-Based Student Learning: Assessment & Accountability

Jason MacDonald, Chairperson English Department

Administration: Christy Gardner Agriculture Dept: Marcus Tanaka Business: Fred Schutzman Jim Wehner English Dept.: Chris Tomsett Janice Rose

Foreign Language: Javier Valdivia Industrial Tech Dept: Dave Trainer Math Dept: Debbie Ayers Nancy Clark Faten Rocha Jaime Rocha Staci Turner Special Education: Rebecca Pratt Science: Thulana Leubane Student: Alex Koelsch


Criterion B-5: Do teachers employ a variety of strategies to evaluate student learning? Do students and teachers use assessment results to enhance the educational progress of every student? Evidence Examined:

• Teacher Survey (2003) • Teacher interviews • Departmental “Snapshot Sheets” • Departmental reports • Assessment & Accountability Focus Group student report • Student Survey (2003) • Parent Survey (2003) • Administration interviews (2003)

Findings: WHS incorporates a variety of assessment tools used to measure student achievement and growth. Teachers employ a variety of strategies to evaluate student learning and assess students so that students may understand their abilities and learning styles and be encouraged to participate in their education. Teachers often provide feedback to students and modify instruction to accommodate those students who need clarity. By creating standards-based assessments, teachers provide multiple learning and assessment options for students to address their individual needs, such as differing learning styles, language, abilities, cultures, personal problems or health issues. Furthermore, by using the assessment results for each quiz, test, assignment, or activity, teachers can check for students’ mastery of the standards. Also, by providing a rubric for each unit, students and teachers can determine if the standards and the ESLRs are being met. Additionally, many teachers feel strongly that WHS’s educational program and resource allocation is driven by assessment of student achievement, often asking students to apply knowledge in real-life, performance-based tasks. Standardized test scores provide teachers with information about student proficiency levels and are used when designing standard-based lessons. At the beginning of each year, the staff is given a three-year comparison chart that reveals the percent of students at each performance level, based on the STAR Program and California Standards Test. English, math, science, and social science teachers receive STAR data reports for all students they taught the prior school year. The data allows teachers to evaluate their teaching and the curriculum, so they can modify curriculum, instruction, learning activities, and assessment strategies. Additionally, STAR data is useful in allowing teachers to develop strategies targeted toward students performing below acceptable levels. Furthermore, the English Department has incorporated two new standard-based curriculum studies that require frequent assessment of students. The High Point Series allows teachers to teach sequentially to students who have been


recognized as being below grade level in Language Arts. The Holt Rinehart Winston Series is a strategic program that incorporates all the necessary performance standards and is aligned to the CAHSEE. CAHSEE test results were used to determine placement in the remedial math course. The California Standards Math class focuses on the California math standards, which are on the CAHSEE. In addition to using standardized test results, the goal at WHS is to have one generic rubric for holistic grading across the curriculum. These strategies will help students reinforce what is taught in one class and show its relevance in a separate subject area. These strategies aim to help students organize, develop, synthesize, apply, and evaluate what they are learning so they can use these skills outside of high school. Traditional assessments such as quizzes and tests used in all departments give teachers and students objective evaluation tools. Long-term assessments such as portfolios, projects, notebooks, and reports, all represent student academic growth. In addition, interactive assessments such as simulations, presentations, PowerPoint, technology, performance evaluations, and oral interviews provide students alternative learning experiences. These alternatives are especially helpful to those who do not perform well on traditional assessments and offer students the opportunity to take a subjective approach to their courses. Informal assessments such as classroom question and answer exercises and whiteboard exercises allow teachers to get immediate feedback regarding student learning. Departments such as visual and performing arts, industrial technology, business, agriculture, and foreign language use performance-based assessments (i.e., projects, performances) to measure student achievement. Science also uses performance-based assessments in lab activities. English and social science employ performance-based assessments for oral reports and PowerPoint presentations. The math department also uses mathematical proofs to assess writing and to determine whether or not students understand the process of problem solving as well as produce solutions. Additionally, Cornell note-taking is a school-wide strategy used by many teachers. Many teachers provide computer generated grade reports for students and parents, in addition to periodic formal reports provided by the school. Based on these periodic evaluations, students are given the opportunity to attend ETC, tutoring or to meet with teachers for additional help. Many teachers require students to keep track of their own progress and grades through assignment logs and grading logs. Teachers, when requested, provide daily and weekly progress report information. Based on standardized test results and individual teacher assessments, students are given the opportunity to attend a before school or an after school tutoring session. The emphasis is to prepare students for meeting academic standards in the classroom as well as being better prepared for standardized testing. Students also play an integral role in their achievement. Students often evaluate each other’s assignments in their English and social science classes and participate in peer-


grading each other’s presentations. Students are also asked to evaluate their own work, such as completing self and course evaluations, determining what they learned well, and in which areas they are struggling. Areas of Strength:

• Teachers receive STAR test results for their previous and current classes and may use the data to determine curriculum needs.

• Teachers use a variety of strategies to assess students. • Many traditional and alternative strategies address the diverse strengths and

learning styles of the students and offer them opportunities for success. • Students are made aware of their performance levels as defined by deficiency

notes, grade postings in classrooms, and report cards. They are referred to tutoring for additional help if necessary.

• Teachers use the results of their assessments to reflect on their own teaching and curriculum as well as the progress of their students.

• Results are used to assess students before, during and after the learning process.

• Core mathematics courses are consistent throughout the department. All math teachers use the same timeline, grading scale and grade categories (assignments, tests, quizzes, and final exam).

• There are various support and tutoring services available to the entire student body.

• The English department is currently using two standards-based programs designed to improve reading comprehension, writing fluency, and grammar skills.


All teachers do not have sufficient time and expertise to analyze and utilize STAR data.

Many teachers and parents have difficulty interpreting STAR test results. There is a need for teachers to meet with concerned parents and students to discuss results of standardized tests.

Currently, WHS lacks a fair and equitable school-wide assessment strategy (i.e., writing rubrics, learning logs.)

Students participating in after school tutoring have not been tracked over the years to mathematically determine the success of these efforts.

Dialogue needs to continue within departments and among staff members about new ways to assess student achievement.


Criterion B-6: Do the school, district, and community regularly review student progress toward the achievement of the academic standards and the expected school-wide learning results and report to the parents and other stakeholders of the community? Evidence Examined:

• Parent Survey (2003) • Community Member Interviews • School Newsletter (The Wolves’ Howl) • School Accountability Report Card • Summary of Star 9 Test Results • Revised ESLRs • School wide Action Plan

Findings: Prior to the 2003/2004 school year, the Expected District wide Learning Results (EDLRs) were not easily measurable; therefore student progress in them was difficult to assess and rarely reported to the community. In the fall of 2003, EDLRs were revised to ESLRs and became measurable objectives. With this change, the staff met in department groups to continue the process of aligning curriculum with the ESLRs. Unlike the ESLRs, the California Academic Content Standards are objective based and are incorporated daily throughout planning and assessment in all core departments. Student achievement in the academic content standards has been regularly evaluated and discussed among department members at the Monday department meetings. In the Mathematics department, for example, all assessments are standards based and most include a reference to the standards being assessed. In many instances tests or evaluations are sent home for parent signature and comment. The Math department members meet and review student results from the midterms and finals so that the course content and objectives can be revised as needed. Since the California Standards Tests have become part of the STAR-testing program, the California Standards Tests, administered each spring are a main instrument to evaluate students’ progress toward meeting the content standards. Individual student results from these statewide tests are mailed home to parents, while staff access individual information via the ABI attendance program. Individual results are discussed at annual IEP meetings, especially the student’s progress pertaining to standards assessed on the California High School Exit Exam. School-wide results for student’s progress on the California Standardized Tests are published in the local newspaper and linked to the district and school’s website. School


and department results are presented separately at school board meetings, Leadership Team meetings, and staff meetings by the district testing coordinator. After the overall results are disseminated, departments meet with the testing coordinator to discuss ways to improve student progress. WHS has several other systematic methods of communication with the community in place. The Wolves’ Howl is published monthly, providing community members with information about the activities, events, and progress of the school. The principal, Dr. Reveles, has been working with the PTA in order to establish regular forums through which he can address community members and receive feedback. WHS also hosts a “Back-to-School Night” on campus each fall and an “Open House” each Spring. Parents can meet staff members and discuss their students’ progress. Progress reports are mailed home every six weeks. The School Accountability Report Card is made available to the public and appears on the district website. Many students also use Weekly Progress Reports, available in the counseling offices, to inform their parents of their progress. Teachers have space on these forms to comment on students’ achievements and needs. Additionally, many teachers use phone calls home, emails, and notes to communicate with parents. Many teachers also encourage parent-teacher conferences. Areas of Strength:

• WHS tracks and communicates student progress in a variety of ways. • The ESLRs have been revised so that they are measurable. • The ESLRs are posted in classrooms and around the school. • Parents/guardians and community members are receiving regular reports of

student progress. Areas for Growth and Improvement:

• Students often seem unaware of the number of units they personally need and many find themselves short of credits.

• Parents/guardians and community members have some difficulty interpreting test data.

• WHS needs to continue to monitor the achievement gaps among groups of students and involve the community in creating solutions.


Evidence Examined:

• The School Site Plan • The school budget • Interviews with teachers • Interviews with administration

Findings: The development of WHS’s program has been guided mainly by the assessment of student achievement in regards to the academic standards and the Expected School-wide Learning Results (ESLRs). Although supported by inadequate funding, all of the departments are currently aligning curriculum to these standards of education as effectively as possible. In addition to the work that the individual departments are conducting, there is a multitude of trained and experienced staff members who help meet the academic needs of students. The current students’ SAT 9 & CAT 6 scores are available in the library and on the ABI attendance program. Many teachers use these results to modify instruction in the classroom. The evaluation of standardized testing results has also been instrumental in creating remedial English and mathematics courses to raise students’ achievement to grade level. Along with SAT9 and CAT6 scores, Holt & High Point tests were given to place students in an English class appropriate to their skill levels. High School Exit Exam results were used to place students in appropriate mathematics courses. Funding however is not sufficient to place all qualified students in remedial courses. Also semester course grades in Algebra I (a requirement for all students) are used to determine the number of sections offered and the number of students repeating the course. Second semester Algebra I is offered in summer school so that students may complete the year. In 2001, the Mathematics Department adopted a new textbook and curriculum. Class sets of graphing calculators were also purchased. In 2003-2004, the English Department adopted the revised Holt, Reinhart, & Winston textbook. Several departments, including Foreign Language, have been unable to obtain new textbooks for students. Also in 2003-2004, AP Spanish Literature and AP Economics were first

Criterion B-7: Does the assessment of student achievement in relation to the academic standards and expected school-wide learning results drive the school’s program and resource allocation and use? Are the human, material, physical, and financial resources sufficient and utilized effectively to support students in accomplishing the academic standards and the ESLRs?


introduced. Several classes at WHS are not labeled AP, but the students are provided preparation for the AP exam. In association with the Sheriff’s Department, WHS has also implemented Teaching Tolerance curriculum. In addition to these developments, WHS received a Digital High School Grant during the 1998-1999 school year in order to modernize the technology on the campus. There are four operational computer labs in our Library Media Center, as well as a computer in every classroom. Various other technologies are also available departmentally (e.g. equipment specific to the Music department or Industrial Technology department). Department budgets were cut 15% again in 2003-04, making three consecutive years of cuts. Cuts are also projected for next year’s budget. This ongoing funding crisis makes it extremely difficult to implement the programs necessary for student achievement. The statewide budget crisis is directly affecting our ability to provide for students’ needs. The Technology Staff and Staff Training (TSST), for instance, is no longer available to fund technology improvements. WHS is currently unable to update the technology infrastructure. Also WHS lost its Career Center, which aided students in making decisions about the lifelong plans. Due to budget cuts, WHS lost one counseling position. Counselors have even less time to spend individually with students. Cuts in the budget also affected funding for bilingual tutors. WHS, however, hired a full-time Truancy Coordinator and Attendance Office Clerk in order to directly address tardiness and absenteeism. Many staff members are also involved with extra-curricular activities, and some are compensated for their efforts. Many staff members helped to organize and assist in the operations of student-run support groups and clubs. WHS has several programs directly engaged with our specific student population’s learning and achievement, including AVID, SDAIE, ELD, GATE, the after school Intervention Program, Evening Tutorial Center (ETC), the Community Service Learning Center, and Migrant Education AVID: The assessment of the underrepresented number of students that were attending a four-year college drove the school to initiate the AVID program for Fall 2001 with incoming 10th and 11th graders. The main focus of AVID is to increase the four-year college attendance rate of students from underrepresented groups (in Woodland, most especially the Hispanic population). Students are selected from the academic middle, rather than students already with GPA’s above 3.5.The program has a tremendous success rate of not only getting students into college but AVID graduates stay in college at a much higher rate than the norm. The AVID curriculum is standardized. The learning and performance standards of AVID and WHS’s ESLRs are addressed though writing, inquiry, collaboration, and reading. AVID also stresses writing to learn strategies, essays and writing process, timed writings, Socratic seminars, Socratic tutorials, test preparation (SAT), organization skills, learning skills (Cornell notes, binders, progress reports, time management, SQ3R), and collaborative group work. The funds come from the regular FTEs for the school; AVID is not categorically funded. The district has paid for most of the teacher training, including this past summer's institute that Brian Levings and Cliff Roberts attended. AVID has a budget just like any department. There are


about five staff development workshops each year. Normally AVID does not charge for the workshops. When the current program was implemented, AVID paid a portion of the cost for the institute that six teachers attended in 2001. AVID gave us the AVID Library because the program at WHS is considered a re-start. ELD: Learning that over half of WHS students did not read at grade level prompted the school to initiate the High Point Program. Beginning with secondary district-wide attendance at the SLSN 11-day training sessions in 2002-03, the district and the school's focus has been to increase student achievement by focusing on literacy. Test scores showed that over half of the students did not read at grade level. To assist these students, all students in ELD and English classes were tested for reading placement into an intervention program during the 2003 Spring Semester. Beginning in the fall of 2003, all ELD students attend either two or three hours in the High Point Intensive Intervention Program, depending on the student's placement. All English Only students scoring at Basic or Far Below Basic were assessed for placement into the High Point program. These students also receive two hours of English/Reading per day in the High Point program. GATE: All of WHS’s classes are based on academic standards. In AP classes, students are held to higher standards than the regular or advanced classrooms. Since the standards are high, school-wide learning results are also high. Students' work is of the highest quality. GATE resources are used to assist teachers in training and purchase of materials that foster high level thinking skills. Students were surveyed in 2003 for the first time to determine their needs. From the survey, it was determined that GATE would hold two GATE social gatherings during 2003-2004 so that GATE students could learn to know each other. One gathering would be in the Fall Semester, and one would be in the Spring Semester. GATE used funds to pay for six teachers to attend training between 2001-2003. Intervention Program: The intervention program was established to help students in danger of failing a class, not passing the CAHSEE and not graduating due to deficiency in credits. The Invention Program funds Evening Tutorial Center, summer school classes and after-school classes. The state provides $3.45 for each student that participates in any of the above in order to pay the teachers to conduct these programs. ETC runs Mondays through Thursday from 6:30-8:30 in the library with two teachers, and at least one who is a math teacher supervises and tutors students. Most students come in to get help in mathematics. The summer school classes and after school classes are for students who have failed a class. Courses include: Algebra 1, Power Math, Power English, US History, Economics and Government.


Community Service Learning Center (CSLC): This program is to help all students from remedial level to advanced placement level. The Community Service Learning Center located inside the library is open daily to tutor students, help students prepare for a test, assist students with additional practice to prepare for California High School Exit Exam and to support students who are in danger of dropping out of high school or not graduating. Also this program helps students who are struggling to meet university a-g requirements and students who need additional help in their advanced classes. Thus, this program helps all students ranging from at risk youth to college bound students. Students refer themselves to participate in this program. Teachers, counselors and parents also refer the students that need extra assistance. The center keeps track of students who have not passed the High School Exit Exam and students are given passes requesting that the students attend tutoring sessions. The center is composed of different programs to assist students. The UC Davis Tutoring Program provides college tutors for students struggling in their classes. The tutors are recruited through the UC Davis Human and Community Development Department, UCD Internship and Career Center, UCD Talent Search Program and California Mini-Corps. Tutors are in the center throughout the day, Monday through Friday. These tutors are trained on how to help students with their questions. The tutee’s progress is assessed via school records including attendance, grades and teacher remarks. Another program at the CSLC is Peer Tutoring. Tutors in this program are students from WHS that are juniors or seniors with a GPA of 3.0 or above and maintain good attendance. These tutors are trained on how to tutor other students; some are trained specifically on certain topics. The peer tutors are placed inside the classroom to assist students with the class work or are placed at the Learning Center to tutor students outside of class. Migrant Ed: The assessment that students of farm workers have a lower graduation rate is the reason that WHS still continues to offer special services to help guide these students towards high level education or a career. The students who qualify for this special service are children whose parents are employed in agriculture and move to seek employment in agriculture at least every three years. The services provided by the Secondary School Advisor of Migrant Services are guidance, academic, career and personal counseling, post secondary opportunities, PASS program and parent involvement. The Migrant Services Paraprofessional provides health and social services. Another service provided is extra assistance in the classroom with high number of migrant students. The tutor is a college student of migrant background, usually bilingual, and is obtained through Mini-Corps. WHS usually receives two Mini-Corps tutors that are placed in the classroom and the Learning Center. An average of 180 students at WHS receive these services. The money to fund Migrant Ed. and Mini-Corps is Federally funded, Title 1.


CS Math: The assessment that many students were failing the California High School Exit Exam and not meeting the academic Algebra 1 standards prompted the school to create a new math class, California Standards Math. The class focuses on the skills students need to be successful in Algebra 1 and pass the CAHSEE. The class uses a Pre-Algebra book with supplemental material to help students improve on their basic skills. Facilities: Currently WHS is overcrowded. Courses are staffed at 32:1, but some rooms cannot accommodate 32 students. There are also not enough lockers for students. The Modernization Plan, currently scheduled for implementation in 2004, will not address these issues. WHS did receive eight new portables in 2001 and projected a slight decrease in the population in fall of 2004 due to the opening of Pioneer High School. WHS is currently experiencing a shortage of funding for custodial staff, so the campus is not always as well maintained as desired. When student and staff satisfaction is low, achievement suffers. Areas of Strength:

• Despite insufficient funding, many programs are finding ways to operate effectively in meeting students’ needs.

• A diverse, talented, dedicated, and well-trained team of individuals supports students academically, socially, emotionally, and physically.

• A wealth of technology is made readily available to students. • WHS has a support structure in place to meet students’ needs.


• Some classrooms on campus cannot accommodate the number of students on the class rosters.

• Funding is not available or limited for a number of support programs.


FOCUS GROUP C


Standards-Based Student Learning: Assessment & Accountability


Focus Group C: Support for Student Personal and Academic Growth

Lynn Plocher, Chairperson Business Department

Administration: Hector Molina

Counseling: Damian Martin

English Dept: David Quensenberry Kristina Roys Andrea White

Industrial Tech Dept: Stan Jones

Math Dept: Beth Findley

Performing Arts: John Abigana

Science: Myrtis Hadden Deena Stanley

Social Science: Frank Avalos

Special Education: Joanna Lugo


Evidence Examined:

• “Focus on Learning” – Chapter 1 Profile, 2004 • English Learner Program Summary • Advanced Placement Summary • Literacy Program • Community Service Learning Center Program • Student Interview

Findings: Support activities and services at WHS provide aid and encouragement for all students to be successful in an academically rigorous curriculum. The school has established the support mechanism to ensure access to and success within an integrated, standards-based curriculum for all students. To ensure academic success, WHS, through evaluation of SAT9 scores, has implemented a reading program for students scoring in the lower percentiles. The reading programs being used are High Point, SRA, and Houghton Mifflin’s Holt. WHS staff believes that students must be able to read in order to access curriculum. Students are enrolled in one class period a day in the reading program, allowing students to progress steadily at their ability through reading and writing. The program is in its first year of implementation following one year of staff development and training. The Technology Resource Center, located in the library, offers extensive staff development workshops to increase staff competencies in technology. WHS, through a state grant, became a Digital High School in 1999. The grant funded a technology coordinator as well as wiring and computer equipment. The coordinator oversaw the implementation of the grant, trained teachers and students and provided technical assistance to students and staff. When the grant funding ended, WHS continued to support a technology coordinator three periods a day. The Technology Resource Center has four classroom labs, with additional labs in the Business and Industrial Technology departments. All ninth grade students are required to take a computer applications class. In keeping with the state standards adopted in most curriculum areas, technology has become an integral part of various lessons. Most English and Social Science teachers require Word processing on major papers as well as Internet research on term papers. Other departments require presentations using Publisher and/ or PowerPoint. Small Learning Communities (SLC) are another academic support service that assists students toward academic success. WHS has three SLCs: Arts and Communications,

Criterion C-8: Do all students receive appropriate support to help ensure academic success?


Agricultural Academy, and Advancement Via Individual Determination (AVID) program. The existing SLCs provide academic support to the students served through teacher collaboration and the sharing of students. To further support accelerated learners, WHS has maintained partnerships with Woodland Community College and the University of California, Davis. Woodland Community College offers college classes on campus after school. Students have the opportunity to take ceramics 12A/B, 42R; Commercial Art 19A/B; College Theatre Production 29R; Technical Theatre 45A/B; and Physical Education. Through the High Potential program, the University of California, Davis, allows qualifying students to enroll in mathematics and science classes and are then considered continuing students if they choose to stay at Davis for their undergraduate studies. The Regional Occupational Program (ROP) at WHS currently helps students develop job skills in a variety of occupational areas. Students may choose from 11 vocational courses. The courses are Veterinary Science, Floral Design, Computer Applications, Health Careers, Careers in Education, Power Welding, Architecture Design, Auto Technology, Construction Technology, Environmental Science and CADD. The Special Education Department at WHS consists of five full time Resource Specialist Program teachers and three Special Day Class/Learning Disabled teachers and one Special Day Class/ Severely Handicapped, Developmentally Delayed teacher. The department serves more than 190 students. The department is in full compliance with the intent of IDEA97 as well as the spirit of the law. One of the unique qualities of the department is the cross-collaboration. All teachers serve all students, regardless of program placement in order to meet their needs in the least restrictive environment. Students are also mainstreamed into general education courses with support from instructional aides in class. While students are expected to meet content standards, some grade level content standards may not be appropriate for all students due to their disabilities. In these cases, accommodations and notification are written in the student’s Individual Educational Plan (IEP) While WHS no longer has a Career Center, WHS has continued to provide support to students through the efforts of the counselors, the library media teachers, library technician, a secretary and a Vice Principal. WHS has continued to present an annual career fair allowing students the opportunity to acquire information from sixty different employers and fields of endeavors. Areas of Strengths:

• The SLCs are providing support for students within those learning environments. • The Digital High School Grant has brought WHS into the twenty-first century with

respect to technology. • WHS has maintained partnerships with Woodland Community College and U.C.

Davis to promote higher education opportunities for its students. • WHS is addressing the needs of lower performing students through an intensive

literacy program. Areas of Growth and Improvement:


• WHS teachers need staff development in support systems for ‘at risk’ and disenfranchised students.

• WHS teachers need staff development in high school graduation requirements and college a-g requirements to support students in making course choices.

Evidence Examined:

• WASC Focus on Learning – Chapter I Profile, 2004 • The Wolves Howl – Monthly Parent Newsletter • Club Lists • Focus Group C Survey (November, 2003) • Counselor Daily Appointment Schedules • Graduation Requirement forms

Findings: Through the leadership of the school nurse, WHS has a broad spectrum of support services. The nurse assists an average of 30 students daily and tests students for sight and hearing deficiencies, in addition to bringing health care agencies onto campus to educate and assist teens. WROK (Woodlanders Reaching Out and Karing) has an office on campus and provides drug and alcohol counseling services. In addition to group and individual counseling, recovery and re-entry programs, 560 students over the past five years have been active in community outreach, as well as participating in the local Teen Forum. The truancy coordinator is playing a vital role in supporting student attendance. The four WHS academic counselors have always had an instrumental role in ensuring that students achieve academic proficiency through appropriate class placement. In the spring semester of every school year, counselors work with students in all grade levels to select courses that are appropriate to their individual skill level and academic goals. On a daily basis, counselors conduct meetings to assist students with their needs in areas such as personal issues, conflict mediation, study skills, graduation requirements, college and financial aid information, career plans, student/teacher/parent meetings, and other support services. Tutoring services are available for almost every subject in the Community Service Learning Center. Tutors in all disciplines are available to help students with course work. Evening Tutorial Center (ETC) provides academic support through the Intervention Program four evenings each week. The program provides access to the computer lab and teachers from core curriculum areas. ETC is open to any student who needs academic help with course work.

Criterion C-9: Students have access to a system of personal support services, activities and opportunities at the school and within the community.


The Community Service Learning Center (CSLC) promotes a personalized approach to student learning. UCD tutors provide academic support for students who are struggling to meet grade level expectations, the California High School Exit Exam and University a-g requirements. The program is structured around one-on-one tutoring during the school day and after school. Last year 603 students received assistance from 47 UCD tutors. In addition, peer tutors work in classrooms daily to help students with math and language arts. Participation in student clubs and involvement in community service has assisted students in becoming socially responsible citizens. Students have access to clubs that are rich in diversity: MECHA (Movemeinto Estudiantil Chicano de Aztlan), Gay Straight Alliance, Bible Club, KOLORS, Thespians, Ski and Board Club, Mock Trial and Future Farmers of America. These are just a few of the many choices students have in clubs. Students are also encouraged to create new clubs that reflect their interests. Areas of Strength:

• Strong support network of skilled professionals to assist students with personal and academic issues.

• A variety of clubs that reflect diversity and are staff sponsored. • Tutoring services are available in almost every subject.

Areas of Growth and Improvement:

• Systematic, responsive referral process for students needing academic and personal support.


FOCUS GROUP D

CULTURE


Focus Group F: Culture

Dan Steiner, Chairperson Special Education Department

Administrator: Dr. Francisco Reveles Agricultural Dept: Jerry Delsol Business Dept: Bob Brian

ELD Dept: Teresa Morales Nancy Salm English Dept: Erica Chung Foreign Language Dept: Joaquin Perea

Math Dept: Brent Hunter

PE Dept: Dana Anglin Brent Birdsall Rob Rathbun

Science Dept: Derek Dockter Social Science Dept: Paul Hanks Brad Johnson Mike Owens Jessica Summers Special Education Dept: Joan Bingham Students: Jonathan Baker Emily Foster Brock Kearns

Matt Perez



Evidence examined:

• Faculty and Staff Interviews • WASC staff surveys (October 2004) • Course Offerings • Staff Observation • The Wolves Howl Parent Newsletter • Parent Interviews • The Orange Peal Student Newspaper

Findings: WHS’s staff encourages students and each other in many different ways. One way the staff encourages students is by acknowledging them at a special lunchtime meeting called HEROES. The students are presented their certificates in front of their peers and the staff. During the month, staff acknowledge the contributions other staff members have made by nominating them to receive a “Wolf’s Howl” certificate at a monthly staff meeting. Student achievements are also mentioned in the local paper and each semester there is a section of the Daily Democrat, the local newspaper, that showcases students who have done well academically. Newspaper clippings about students’ achievements in sports and other areas can be seen decorating the office, the library, and various classrooms. To maintain the standards and high expectations for each student, the staff participates in various staff development trainings and collaboration days that also foster professionalism, trust, and respect among the staff. Although staff development trainings are sponsored by the district and offered throughout the year, they are limited in their area of focus. During the 2002-2003 school year, teachers in the ELD and English departments spent approximately forty hours training to become proficient in the new reading curriculum purchased for these departments by the district. Currently, the science department is participating in training for new curriculum. These trainings help teachers to remain current in their disciplines and help them teach to the standards. In addition, they provide an opportunity for teachers to interact and get to know each other better. To ensure that teachers understand the standards and can teach to them, departments meet frequently to discuss their lessons. They review where they are in the curriculum and where the department is as a whole, align standards to grade level, and address other issues that may be affecting the department. This collaboration process fosters trust and collegiality among staff members within each department. In addition to department meetings, the faculty meets monthly. During these meetings, the staff

Criterion D-10.1: Is the culture of the school characterized by trust, professionalism, and high expectations for all students, and a focus on continuous school improvement? improvements?


discusses issues of concern for the school, and the administration often plans training during that time. Another program that WHS teachers participate in is BTSA, a new teacher support program that matches an experienced teacher with a new teacher. BTSA is extremely helpful for new teachers to have someone they can work with, confide in, and ask specifically for help. Many new teachers who have participated in the program have found BTSA to be a rewarding experience. Teacher Research is another a voluntary program that WHS teachers participate in. In essence, the classroom becomes the teachers’ laboratory where teachers can research relevant problems and have a chance to solve them. The teachers meet together weekly to discuss their findings, to collaborate and to discuss research methodology. By extending the classroom and doing relevant research, teachers contribute to a culture that has high expectations, fosters respect and trust, and is characterized by professionalism. An unusual phenomenon in the culture of WHS is that many new teachers are alumni of WHS. Currently there are 22 teachers who are graduates of WHS. Many of these teachers are working alongside their former teachers. In an effort to foster a sense of community and respect among WHS students, a variety of clubs have been formed. These clubs explore, inform, and celebrate the various ethnicities, religions, and ideologies found at WHS. The list of clubs includes Gay and Straight Alliance, MECHA, Ski Club, National Honor Society, Radical Humanitarians and a large number of other clubs are open to all WHS students. These clubs meet at lunch or after school. Students are invited to form a club if they feel that the need exists. Clubs at WHS have sponsored a variety of activities, including food drives, clothing drives, food sales, and field trips. Students are also involved as stakeholders in their education by being part of other groups such as the Associated Student Body (ASB) group, the English Learner Student Representative group, and the “No Name” group. Students are elected into ASB positions by their peers and are then enrolled in a one period class. Students in ASB hold monthly general meetings, which are open to the classroom representatives of the general school population. ASB organizes school activities such as school dances, rallies and spirit week. English Language Development classes elect their peers to represent them in the English Learner Student Representative group. Students in this group work with the English Learner Resource Teacher, administration and the English Learner Advisory Committee to develop and refine their academic program. To ensure that students’ needs were being heard and addressed by the administration, the ‘No Name’ group was established. Students in this group meet on a weekly basis with the principal during lunch to discuss any concerns they may have about their experience at WHS. The staff, students and parents at WHS work together. Through committee collaboration, the WHS community nurtures trust for one another. The School Site Council, the WASC Leadership Team, the Parent Teacher Association (PTA) and the English Learner Advisory Committee (ELAC) focus on working together to give all


members of the WHS community a voice in the decisions made for the school. The School Site Council and the WASC Leadership Team, both composed of administrators, teachers, parents, students and community members, work together to discuss students’ performance, the school’s vision and to make sure it represents the entire school community’s needs. The PTA and ELAC have concentrated their efforts on establishing trust among parents, teachers and students through a forum whereby everyone can discuss the issues concerning the school. Additionally, the PTA and ELAC have made a commitment to collaborate with each other on a regular basis. Holding PTA and ELAC meetings on the same night, combining meetings, working together on parent sponsored activities and working together to publish the school’s bilingual monthly newsletter has fostered a spirit of cooperation among the parent groups. This school year’s reports have shown a dramatic drop in the number of students referred to the administration for disciplinary reasons. The table below shows that the school’s discipline referrals are significantly down compared to last year, despite an enrollment that grew more than 11.3%. Dr. Francisco Reveles believes that this is due to a team effort on the part of our staff, students, and parents. WHS has taken tremendous strides in making our campus a safe and respectful environment. The following table clearly shows that WHS is committed to excellence. This report is a positive outlook in the direction we are heading, yet it is only the beginning. There is much work to be done, as WHS is committed to give everyone the opportunity to succeed. 2002 Sept-Oct.

Total Student Pop: 1858 (10-12) Avg. G.P.A. 2.30

2003 Sept-Oct. Total Student Pop: 2095 (9-12) Avg. G.P.A. 2.44

Percent Change

Total Referrals 1479 1090 -26.9% Suspensions 101 74 -24.7% Truancy 470 355 -24.7% Tardies 350 245 -30.0% Fights 29 21 -27.6% Failure to follow rules

211 98 -53.6%

WHS students are expected to demonstrate that they meet high standards by extending their learning beyond the classroom, and many teachers work hard to ensure that students are able to apply the skills they are learning. The Agriculture and Natural Resources Academy is a unique partnership between education and industry. Coordination between school, and community agriculture, and natural resources provides an effective educational program, which promotes teamwork, problem solving, and work site experiences. Its goal is to provide diverse opportunities in agriculture and natural resources careers, with an enriched curriculum for all students so that upon graduation, students will be prepared for skilled entry level jobs and/or entrance into colleges, universities, or technical schools. The WHS Arts and Communication Academy commits to the development of life-long learners who work independently,


participate collaboratively in groups, think constructively, create quality products, communicate effectively in many modes, and contribute to a community. Teachers present instruction based on the WJUSD EDLRs and the California State Standards for Visual and Performing Arts. Arts and Communication focuses on the development of aesthetic perception, creative expression, artistic valuing, cultural and art history, and a variety of interdisciplinary connections. Faculty, staff, administration, and students share in an energy and enthusiasm, and are dedicated to carrying out the school’s vision that all students will have the opportunity to meet his/her academic, career, personal and social needs. The culture at WHS is a positive guide for students, faculty, parents, and staff, which drives and creates a sense of trust, professionalism, and high expectations. The school staff is dedicated to improving the school and student success. Students and the community are beneficiaries as well as partners. Areas of Strength:

• WHS has a wide range of clubs that serve the student body’s interest and help foster respect for the diversity on campus.

• WHS has improved communication and collaboration between parent groups (PTA and ELAC).

• WHS’s existing Small Learning Community (Ag Academy, HEROES and A&C PAC) has been established with excellent faculty, student, parent and community input.

• There is a strong sense of trust, professionalism, and high student expectations among the staff and students.

Areas of Growth and Improvement:

• Additional Small Learning Communities need to be established campus wide. • Trust building needs to continue between staff, administration, students, parents

and the community at large. • Student groups need to work on collaboration to ensure that all student needs

and interests are being met and that activities are not duplicated.

Evidence Examined:

• Student survey (October 2003) • Staff survey (December 2003)

Criterion D-10.1: Is the school a safe, clean, and orderly place that nurtures learning?


• WHS Student Handbook • Campus pictures as evidence by students

Findings: Although WHS is an over-crowded and diverse high school is a safe and orderly campus. The following evidence supports this finding:

• Fifty-one percent of WHS students said they felt mostly safe at school in the 2003 Student Survey.

• Ninety-five percent of certificated and classified staff participating in the WASC survey said it was always or mostly true that they felt safe working at WHS. Zero respondents marked occasionally or never safe.

• The School Resource Officer, Woodland City Police Officer Tony Chavarria, is available to our campus from 8 AM-4 PM daily and attends most basketball and football games as well as graduation and other special events. Chavarria works to provide the services needed to make the school as safe as possible including counseling, mediation, and mentoring, as well as enforcement and protection. He works closely with the three vice principals.

The campus security team of five staff (four full-time and two one period staff) assists in maintaining the security and safety of WHS students and staff. They patrol the campus throughout the day, monitor behavior and control campus and exits. Security assist staff as needed and often work with parents of students who have attendance, drug, or other personal problems. With only five security staff, it is difficult to cover all 47 acres especially in areas such as the portables and student parking lot. Several staff members feel that the student parking lot is not well monitored. Of the teachers surveyed, 75% percent said that when they see or hear inappropriate behavior outside of their classrooms, they almost always intervene. Eighty-five percent of the teachers said they mostly always monitor the area outside of their classroom during passing times. With a strong staff presence, students feel safe and can concentrate their energies on their studies. A Student Handbook, revised annually, is given to every student during the first week of school. The handbook contains information about school personnel, student support services, graduation requirements and outlines school rules, dress code, and behavioral expectations. It also includes an explanation of the grounds for suspension and expulsion. The handbook is also available online at the school website.


Every classroom is connected to the front office by a two-way intercom system. When problems arise in the classrooms, teachers are able to contact the vice principal's office to get assistance. The school recognizes the need to have telephones in all the classrooms. Although most of WHS's buildings are 32 years old and suffer the ill effects of decades of "deferred maintenance”, the staff continually works to keep the campus attractive and clean to create a nurturing environment for work and study.

• Forty-six percent of students who responded to the Student Survey (2003) indicated that it was always or generally true that the campus is clean.

• Sixty-eight percent of students who responded to the Student Survey (2003) indicated that they were generally glad that WHS is their high school.

• One hundred percent of staff members who responded to the Staff Survey (2003) indicated that WHS's custodial staff generally works hard to keep the campus clean.

• Seventy percent of staff members who responded to the Staff Survey (2003) indicated that the administrators and staff are mostly concerned about having a clean and pleasant campus.

• Sixty-five percent of staff members who responded to the Staff Survey (2003) indicated that aside from litter, the campus is mostly clean and pleasant. Ninety percent indicated that staff restrooms are generally clean, and 75% said that their classroom receives regular conscientious custodial care.

WHS custodians and grounds maintenance personnel are visible and hard working. They consistently clean the classrooms and pick up litter around campus. Litter is recognized to be a problem on campus, and this problem demonstrates a lack of respect for school and for classmates. Solutions frequently mentioned included more trash cans, a fully staffed custodial component (including adequate substitute custodians), campus cleanup days, a student government campaign to restore pride in the campus, increased supervision of areas where students eat, enforcement of rules about not eating in the classrooms, and creating additional areas for students to eat. Immediate elimination of graffiti is a top priority of the custodial staff. They remove it the same day unless there is an intervening emergency. Some student clubs and classes have regular projects involving beautification or campus cleanup. These organizations include: student government, Humanitarian Club, National Honor Society, Future Farmers of America, and the ROP program (Landscaping, Wood Shop, Metal Shop). A graffiti free, clean campus is vital to creating a nurturing environment for student learning. Areas of Strengths:

• Staff, students feel safe. • Custodial staff.



• Increase security personnel. • Increase custodial help.


FOCUS GROUP E

LEADERSHIP AND STAFF


Focus Group E: Leadership and Staff

Tracy Evert, Chairperson Science Department

Administrator: Judy Simas Agricultural Dept: Jason Feuerbach Counselor: Mary Scarlett

ELD Dept: Ramiro Hernandez Virginia Lantry

Shamina Qureshi English Dept: Jamie Hudsbeth

Home Economics Dept: Nancie Wilson

Industrial Tech: George Loney Foreign Language Dept: Sandra Olszewski

PE Dept: Mike Gimenez Rob Rinaldi

Science Dept: Shalini Mishra Social Science Dept: Ray Abaurrea Special Education: Tanya Clarke Joseph Bulum Michelle Mann Students: Brittany Covell Taylor Young


Criterion: E – 11: To what extent 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? Evidence Examined:

• Parent Handbook • Student Handbook • Faculty Handbook • District Dress Code Policy • I.E.P. Forms • Teacher Profile

Findings: The WHS administrative staff consists of a principal and three vice principals. In addition, WHS has four academic counselors, a nurse, a bilingual coordinator, and a High Point Assessment Coach. Also participating in leadership activities are Leadership Team, PTA, School Site Council, Department chairpersons, R.O.P., Ag, Digital High School and Home Ec. Advisory Committees, GATE Coordinator, AVID Coordinator and Student Government. Others who participate in leadership activities are the various athletic coaches, drama teacher, music director, club advisors and ROP teachers. These leadership groups have regularly scheduled meetings, complete with agendas, budgets and minutes. The people involved in leadership positions serve on various school Leadership Teams that focus on meeting the achievement needs of the students. Areas of Strength:

• Leadership structure is established: WASC, Dept. Chairs, Site Council, PTA, Student Council, R.O.P. Advisory Committees, R.O.P. Coordinator, GATE and AVID Coordinators.

• 2003-2004 school year transition has been smoother than anticipated with the new principal, addition of 9th graders campus, and double lunch schedule. Teachers were consulted and their input was appreciated.

• Copies of EDLRs are posted in each classroom. The new draft copies of the ESLRs are only being tested in the Math, English, and Science Buildings.

• One hundred percent of ROP students finished the program and graduated with their class.

• The powerful IEP process with continual feedback from the students’ teachers works well to support academically challenged students.



• Establish programs to encourage students to be successful at school. • Continue to recruit students for the AVID program. • Provide continuity in academic goals and accomplishments for our 9th grade

students. • Continue efforts to make sure students internalize and understand the purpose of

the ESLR’s. • Provide opportunities for staff and students to attend conferences and activities

that enhance classroom academic achievement. • Need more CLAD-certified teachers to teach SDAIE. • Need more delineated schematic of responsibilities of each leadership group.

Evidence Examined:

• Woodland Joint Unified School District (WJUSD) Seniority Report • WJUSD Buy-Back Days • WJUSD Staff Development/Conference Workshops chart 2002-2003 • WHS Teacher Survey, May 2003 • WHS Parent Survey, April, 2003 • Informal Staff Surveys, Fall 2003

Findings: Generally, the school makes every attempt to have teachers fully qualified for their assigned areas.

• Eighty-nine percent of teachers are placed in their areas of expertise. • Forty-six percent of staff has CLAD, BCLAD or SB 1969. • Eight-one percent of staff is tenured. • Four percent of staff is on emergency credentials. • Twenty-nine percent of staff is teaching ELD, SDAIE and primary language

without CLAD/BCLAD (four teachers out of 14). • Seventy-two percent of parents surveyed had confidence that teachers were

prepared to provide a quality education. During the 2002-2003 school year, the WJUSD sent teachers and administrators to a series of workshops and trainings. WHS, along with all secondary schools in the district,

Criterion E-12: Does a qualified staff facilitate achievement of the academic standards and the ESLRs through a system of preparation, induction, and ongoing professional development?


sent a five-member inter-disciplinary team to the Secondary Literacy Support Network (SLSN) to participate in a yearlong training. These teachers became the core of a Literacy Team on campus that has worked to address the literacy needs of students performing below the 25% percentile in Total Reading on the SAT 9/CST. In late fall 2002, the team reviewed student test results and targeted all students performing at or below 25% in Total Reading on the SAT 9 for Intensive Intervention.

In the spring of 2003, the district adopted the High Point Intensive Intervention program with English Only and English Language Development students who needed intensive reading instruction. This program is a state- adopted English Language Development (ELD) reading intervention program. The entire ELD staff was offered training in this program, and the program was implemented in the spring of 2003. In fall, 2003, High Point teachers have been offered the opportunity to participate in the second phase of this training, which will begin in the spring of 2004. This training will offer strategies on how to better implement the program as well as the opportunity to collaborate with other High Point teachers. In the 2002-2003 school year the district adopted Holt Reading Program. The entire English Department staff was offered training in Holt, which began among select teachers with a pilot program in the spring of 2003. This year, all 9th and 10th grade English teachers are implementing the Holt Program. In 2004, WJUSD has required an additional year of English for graduation. Therefore, the Holt Program will replace some 11th and 12th grade English elective courses (Modern Communications, Fantasy Literature, etc.) currently being offered to our students. During the fall semester of 2002, WJUSD invited interested secondary teachers to attend a four-part Kate Kinsella workshop titled “Strategies to Promote Responsible and Engaged Reading to Learn in Secondary Classrooms.” These strategies focused on the needs of English Learners and all secondary students who could benefit from Strategic Interventions and Literacy Development. Four WHS teachers from different academic disciplines (English, History, Foreign Language, and ELD) attended this training. SRA trainings for the Special Education Department have occurred on collaboration Mondays at the district office. All the Special Education teachers were required to attend the mandatory training. An inter-disciplinary team of six WHS teachers and two WHS administrators attended a yearlong series of Data Works seminars. This training focused on developing standards-based instruction and assessment in all disciplines. Teachers learned how to align and calibrate their curricula to standards and design units using backward mapping, a lesson planning strategy. A few teachers representing a cross-section of academic departments responded to an informal survey stating that departments work together to support each other and share strategies. Yet, there is a strong sentiment among departments and individual teachers


that there is no cohesive school-wide effort to encourage mentoring, collaboration, coaching, and peer observations. While individual teachers have benefited from the aforementioned workshops and trainings, WHS lacks a structured forum where this knowledge can be disseminated to rest of the staff. Time and resources have not been dedicated to ongoing formal training and collaboration among teachers who are trained in and implementing the new adoptions. Also observations of practice and implementation necessary to promote and develop best practice have not occurred. The wealth of strategies and knowledge gained benefits only those few who attended trainings. According to a survey of the staff (2003), only 21% of teachers feel supported by the district office in professional development and curriculum alignment. Moreover, the staff indicated in the survey that the district office allots neither money nor time to ongoing professional development. Effort has been made within departments to align teaching to state standards in Math, Foreign Language, ELD, English and Social Studies, but this has not been done within a structured school-wide framework of support and guidance that provides training and follow-through. While BTSA (Beginning Teacher Support and Assessment) is a formal mentoring program for new teachers in the district, only two mentions of BTSA were made in the Staff Survey (2003) as providing some support to those who are new to the teaching profession. Being in BTSA is not currently required of new teachers in the district, but it is highly encouraged. In 2003-2004, there are four BTSA mentors on staff. These mentors work with a total of five new teachers on staff. Also during 2002-2003, mentors provided to after school in-service open to all new teachers in the district Departments have met to discuss and develop strategies for addressing and assessing the standards. The Foreign Language Department has developed a set of essential standards for student mastery based on state instructional standards and ESLRs. The Ag department is currently implementing Ag standards and is working on how to incorporate these standards in to instruction. The Art Department participated in the summer art institute at the Crocker Museum on standards based instruction. Their weekly department meetings include specific instructional applications for ESLRs. The Science Department began to develop lists of vocabulary and skills that a student needs to learn in order to be proficient in each particular standard. The physical skills test helps the Physical Education staff determine the physical fitness of students. In addition to physical tests, the physical education staff also uses written tests to evaluate student knowledge and achievement in individual sports. Several of the ROP classes use portfolios to determine if students are meeting the standards and ESLRs. These portfolios include resumes, cover letters, examples of student work, and written assignments. In addition to portfolios, several teachers use reports from the students’ employers to evaluate performance in the work place.


Both the agricultural and science departments use proficiency checklists to determine if students are meeting the standards/ESLRs. The vocational classes use skills tests and written tests to determine if students were meeting the standards/ESLRs. Some of the skills tests include welding items in various positions, the construction of many wood projects, the proper usage of hand and power tools, and correctly troubleshooting diesel/gasoline engines. Despite these efforts, teachers still feel a need for further training and time devoted to professional development in the areas of standards and ESLRs as well as increasing the variety of class offerings for students. Areas of Strength:

• Most parents feel that the teachers at WHS are prepared to provide a quality education to their student.

• Most teachers are teaching in their field of expertise. • The majority of our staff is tenured. • The new adoption of High Point Intensive Intervention has helped us to organize

and focus our efforts to address the needs of our ELD and other students who are reading below grade level.

• The new Holt program is being implemented to all 9th and 10th grade students. • Departments are working on addressing and assessing the standards.


• Need to find resources and time to work on school-wide efforts that involve mentoring, collaboration, coaching, and observation of our peer groups.

• Need a system that will facilitate the sharing of information from conferences and trainings.

• Need more support from the district office in the areas of professional growth and curriculum alignment.

• Provide coaching opportunities for experienced staff. • Staff should use technology more to communicate with parents and other staff. • New teachers need more academic and emotional support. • Teachers need additional training and time to learn a variety of ways to address

and adequately assess achievement of the standards, the ESLRs, and school policy.

• Need more teachers to be trained in CLAD, BCLAD to assist our students of other languages.

Criterion E-13: To what extent are leadership and staff involved in ongoing professional development that focuses on identified student learning needs?


Evidence Examined:

• The administration, department chairs and teachers were questioned and

interviewed • Staff survey, Spring 2003 • Staff surveys, Fall 2003


Findings: There is a need to develop a comprehensive site staff development plan. WHS staff takes advantage of district and site sponsored opportunities for professional development. WHS continues to assert its need for own use of district provided time. Individual teachers participate in individual professional development for a variety of reasons, varying from meeting the standards for evaluation and credentialing to obtaining training for literacy and computers. Staff development tends to be departmental or individual, but not part of an organized plan. According to the various staff surveys, over half of the teachers stated they had taken some staff development while at WHS. Thirty-seven percent of teachers stated that their professional development options had led to student learning and the accomplishment of the ESLRs. Of 34 respondents in one survey, only seven indicated there was follow-up training. In addition the staff responses identified Reach/SRA training, Holt training, Futurekids training, High Point training, Intel Teach to the Future training and BTSA training as part of their professional development. Areas of strength:

• Staff members engage in professional development despite the fact there is no comprehensive school plan.

• Approximately one third of the staff, in total, has participated in professional growth over the past year.


• WHS needs to develop a comprehensive plan for professional development based on WASC concerns. Follow up training needs to be developed as well.

• A stronger connection between professional development and the ESLRs needs to be established. Priorities need to be set for the entire school.

• Use qualified staff members for on-site teacher training. • Training in administering standardized tests, such as the CAHSEE, STAR, etc. • Use technology to develop curriculum that reflects students’ needs.


Evidence examined:

• PTA newsletter—Wolves’ Howl • Minutes from PTA • Minutes from School Site Council • Minutes from the Agricultural Advisory Committee • Minutes from the Latino Achievement Committee • Minutes from Band Boosters • Minutes from ASB Student Council Meetings • Telephone directories • WHS Website • Parent Survey 2003

Findings: Under the current administration, WHS’s leadership has successfully attempted to increase parent and community involvement in the school by using a variety of strategies. One vehicle the school employs is The Wolves’ Howl, a monthly newsletter that is mailed to the parents or guardians of all students enrolled at WHS. Copies are also made available to the public at the front desk in the administration building and put in staff mailboxes. The purpose of the newsletter is to keep parents, teachers, guardians, and the public informed of the various activities occurring on and off campus. The Wolves’ Howl includes a variety of articles from school personnel, including a counselor, the nurse, the vice principals, the principal and the PTA president. Also included are a school calendar of events, bell schedules, monthly activities and important test dates (SATs, ACTs and standardized testing dates). Parents are asked to help with school activities such as the Career Fair, Parents on Campus, Back-to-School Night and other events at the school. WHS also maintains a web page which contains the e-mail addresses and voice mail extensions of all teachers and administrators. The Daily Bulletin is also posted on the website. The Yolo County Office of Education sponsored a forum called “Improving Latino Student Achievement” in August 2002. At this forum, speakers from the State Department of Education, California State University Sacramento and the University of California, Davis, presented information to members of the educational community.

Criterion: E-14: To what extent does school leadership employ a wide range of strategies to encourage parental and community involvement?


As a result of this forum, the WJUSD held a study session where district office staff presented achievement and program data as well as the critical indicators for student performance in 2002-03. Following this study session, the Latino Education Committee was formed and continued to meet throughout 2002-03. Professors from CSUS presented best practices for serving Latino students. Dr. Jesse Ortiz, the chair of the committee, facilitated feedback from the community, parents, teachers and administrative groups for possible future dialogue and planning. It was determined that this committee should be a community driven advisory committee on Latino achievement. The Latino Achievement Committee also invited students to their meetings to share their college aspirations, diminished expectations from teachers, issues at home, and stereotypes and feelings of discrimination. The committee continued to review and refine its mission statement and worked on four major goal areas. The English Language Advisory Committee (ELAC) is another parent group that meets monthly. The input from ELAC is valued especially when decisions are made regarding issues affecting students and parents. Parents and community members are involved in the school’s decision-making process by participating in the PTA, School Site Council, the WASC Leadership Team and the English Language Learner Advisory Committee (ELAC). These bodies meet monthly to advise the principal and participate in decisions made regarding students and school policy. Recently, at the encouragement of the principal, PTA and ELAC met together to discuss student issues, which concern both groups. These groups plan to continue their joint monthly meetings to encourage more involvement of Latino parents in the decisions of WHS. Other groups such as the Agriculture Advisory Committee and the Band Boosters meet throughout the school year to advise the instructors on curriculum and activities for their respective classes. These advisory groups are instrumental to the functioning of these programs at WHS. Areas of Strength:

• The school encourages parents to become involved in the decision-making process through participation in PTA, School-Site Council, ELAC, Agriculture, Home Ec., Advisory committees and Band Boosters.

• Administrators and teachers are seeking ways to involve Latino parents in order to improve their students’ achievement at school and success in the future.

• The Wolves’ Howl is mailed home monthly to all parents. It is comprehensive and informative.

• The school receives considerable community support for its school programs and student body activities.

• The school web page assists parents and the community in communicating with staff. It has been praised for its ease of use.


Areas for Growth and Improvement • All information for parents should be available in a variety of languages so all

parents can stay informed and know about school events. • The Wolves’ Howl needs to be mailed in time to reach parents by the beginning

of each month. • The Wolves’ Howl should be translated into multiple languages. • Seek more ways to involve all parents, especially the parents of struggling

students. • Develop solid partnerships with the community to bring businesses onto campus • Provide volunteer opportunities for parents that are plentiful and mutually

beneficial. • Expand Back to School Night so parents have more time in each class to learn

about the expectations of the teacher for academic excellence. • Respond more quickly to parents’ request for information about their students. • Expand the phone system so it is adequate to handle the number of incoming

calls.


FOCUS GROUP F

VISION AND PURPOSE



Focus Group F: Vision

Dan Steiner, Chairperson Special Education Department

Administrator: Dr. Francisco Reveles Agricultural Dept: Jerry Delsol Business Dept: Bob Brian

ELD Dept: Teresa Morales Nancy Salm English Dept: Erica Chung Foreign Language Dept: Joaquin Perea

Math Dept: Brent Hunter

PE Dept: Dana Anglin Brent Birdsall Rob Rathbun

Science Dept: Derek Dockter Social Science Dept: Paul Hanks Brad Johnson Mike Owens Jessica Summers Special Education Dept: Joan Bingham Students: Jonathan Baker Emily Foster Brock Kearns Matt Perez


Evidence Examined:

• Student handbook and school profile report • Previous WHS mission statements and District mission statements (Available in

previous WASC report) • Expected School-wide Learning Results • Student survey (2002) • Clubs that promote cultural and individual diversity • Wolves Howl newsletter • School Mission survey

Findings:

The Woodland Joint Unified School District’s and WHS’s Vision and Mission statements are stated in the previous WASC report, and are based on student needs, current educational research, state standards, and the philosophy that all students must be given equal access to curriculum and educational programs. The district has focused on standards-based instruction and the central administration has provided state standards in each core mission and vision. The district’s mission statement is posted in classrooms and is available in the teachers’ and students’ handbooks. The Mission provides guidance and purpose for all secondary and elementary components. The district’s goals correlate directly with WHS’s draft ESLRs (Expected School-wide Learning Results), which are posted in all English, Math, and Science classrooms. WHS’s current academic goals are to increase reading, writing, and math proficiency, with an emphasis on literacy, while continuing to raise our API. We provide all programs available including skill-building classes in reading and math as well as AP and Honors courses.

The district and the school board assures that our existing mission and vision statements are integrated by emphasizing site based decision making, community support services, high academic standards, accountability, standards based instruction, a data driven culture, parental participation and staff development at all levels.

WHS’s Leadership Team of teachers, administrators, classified staff, students and parents have been meeting on a weekly basis to assure that district and school goals are aligned and all stakeholders have input in the process. Even though WHS has undergone a 55% turnover in teachers in the past five years, including three principals in that same period of time, an effort has been made by the current administration to include new members of the staff on the school team.

Criterion F-15: Does the school have a clearly stated vision or purpose based on its student needs, current educational research and the belief that all students can achieve high levels? Is the school’s purpose defined further by ESLRs and the academic standards and supported by the governing board and the central administration? Do the ESLRs stress attainment of the academic standards?


Due to the district’s increasing student population, WJUSD is currently undergoing a transition in its secondary school system. WHS has added a freshman class this year. The district added a second high school this year that currently houses a freshman and sophomore class. Staffing changes and voluntary transfers occurred this year at WHS due to Pioneer High School’s opening, again changing the makeup of our staff. This turnover will continue to occur at WHS with the expansion of classes at Pioneer High School until 2005 / 2006. Under a new principal’s leadership our school has begun the task of instilling a sense of teamwork, purpose, and vision.

As WHS concludes the self-study of the past year and a half, the Vision, Leadership and Culture group focused on developing a vision statement that encompasses all the stakeholders’ beliefs. WHS has determined that staff does not know the content of the existing WHS Mission statement. A School Vision survey of staff showed that 61% felt there was not a clear vision or mission statement. The current Vision statement is cumbersome and is also not well known, again as evidenced by staff response to a School Vision survey. The survey also showed that 67% of staff believes that WHS can work together to develop and implement a comprehensible vision statement for WHS.

The 2003-2004 school year has begun with WHS beginning to develop a clearer vision. It will be an ongoing development by a staff, which has the ability to work together and implement an understandable vision for WHS, where administration, staff, student and parent groups, and community will share in the school’s success.

Areas of strength: • WHS’ vision is an ongoing work in progress that changes according to the

student/school needs. • Majority of staff have demonstrated they are willing to work together to meet

students'/school’s needs. • The district’s and school’s emphasis on improving student literacy reflects current

educational research and emphasizes a commitment to helping students become literate by assuring proper placement, testing and support for students reading at the Far Below Basic reading level.

• Teachers and students have a positive outlook on the direction the school is taking under the leadership of our new principal.

Areas For Growth and Development: • Continue to articulate WHS’s mission and vision. Lack of a vision statement

means that we are not yet sure of the way we are going, or how we will get there. • WHS still needs to close the achievement gap for Latino and economically

disadvantaged students. • Development of closer teamwork between school board, WHS, and district office.


Chapter V

SCHOOL-WIDE ACTION PLAN


Chapter V

School-wide Action Plan

Action Plan Process The staff of WHS is committed to the ongoing WASC self-study process and has composed and agreed upon the following School-wide Action Plan. Each Home Group was asked to formulate two to four critical areas of growth. These areas of growth were then presented to the faculty and through consensus became targets of the Action Plan. Part of the action is already being carried out, and other action steps will begin on the specified dates in the timeline. The WASC Leadership Team composed of the principal, vice principals, Focus Group and Home Group chairs, parents and students will monitor the implementation of the action plan. The progress of each action step will be reviewed at the monthly WASC Leadership Team meeting. Other teachers, staff members, students and parents will be involved through their departments, student council and PTA meetings. The principal will update all stakeholders on the progress of each school-wide focus area through The Wolves’ Howl. The concept of having structured release work time for teachers is an important one in order for teachers to implement, discuss, team plan and execute the action steps. WHS is currently working with the WJUSD Board of Trustees to have three days per year of early release of students. During the afternoons, the teachers will be scheduled for in services based on our three identified areas of concern. The workshops will allow all the teachers to listen to the presentation, meet in Focus Groups to discuss how they could apply information to their program, and spend time working in their Home Groups implementing the new information. The subsequent Home Group meeting on collaboration Mondays will involve progress toward implementation and possible revision if necessary. The Leadership Team will be given a progress report from the Home Groups quarterly. Staff members responsible for each action step will report to all stakeholders after evaluating the progress being made. Because of WHS’s commitment to the success of this process, WHS has decided to release a teacher for one period every day to oversee this process. The teacher/coordinator, named the School Improvement Facilitator, will plan and implement the Academic Mentoring periods, work on staff development with the administration, keep statistics and reports for the Board of Trustees and other stakeholder groups and work with teachers to implement the school wide action plan. The teacher will also work with the counselors to establish a method to track our graduates. The three action plan criteria were selected to correspond with the academic performance history and data based on the last six years’ statistics and revised ESLRs. Specifically, and most importantly, WHS staff recognize the need to improve academic


achievement for all students, especially our large Hispanic community, decrease the number of D’s and F’s, and assure that students have the opportunity, if they desire, to attend a four year college. WHS feels that it can achieve these goals, along with meeting the API growth indicator, and the Adequate Yearly Performance criteria as measured by the STAR test in reading and math. Since the school schedule already has an advisory period, staff will not need to carve out minutes from the yearly schedule. However, staff will need to immediately implement the Advisory time with a quality program designed to meet the needs of all students at each grade level. Currently, WHS is proposing having two sets of advisors for students. The first set is a Frosh/Soph Advisor. That Advisor will meet with the same group of students for two years. During that period, graduation requirements will be stressed, D’s and F’s will be monitored and in the last half of the sophomore year, the concentration will be on college requirements. Students will be placed in appropriate tutorials to assist them in approving their academic achievement. The second set will be the Junior/Senior Advisor. This advisor will concentrate on two areas: College applications and job possibilities. This is where the Career Paths will be implemented. Again, graduation requirements will be reviewed, D’s and F’s will be monitored, but the focus will be college and jobs after graduation. WHS believes that by working with the same students for two years, the advisors will develop an expertise in their area of focus that will benefit the students. WHS also believes that by having a two-year Academic Mentor period, the advisor and students will develop a Small Learning Community, which will ultimately provide success for the students. Because WHS is focusing on state content standards to design curriculum and instruction in the major subject areas that have established content standards, the school will provide timely data for the teachers and in service training to help teachers understand the data. In turn, the teachers can use the data to plan and adjust instruction to meet student needs. WHS is also committed to creating a stronger sense of pride, acceptance, and respect in students. The school climate must be conducive to students learning and teachers teaching. Although WHS has made progress during the first half of the year, WHS will need to continue to provide avenues for students to express their needs and wants. WHS will also need to work with students’ attitudes about academic success. WHS must also continue efforts to decrease behavior referrals, detention, tardiness and suspension. School-wide Areas of Strength

1. Diverse Population: The student population is culturally, economically, and ethnically diverse. WHS takes pride in that diversity. 2. A variety of program offerings: WHS offers a variety of programs and extra curricular activities to students. GATE, AVID, ROP, clubs and athletics are all in place and accessible to the students. In addition, WHS has a broad range of support systems available to the students.


3. Developing Technology: WHS has a wide array of computer labs in the Media Center for all classes to use. WHS has Internet accessible computer workstations in every classroom. Staff members have received staff development training on e-mail, Power Point, Groupwise, and ABI Attendance. The computer labs are in continual use throughout the day. 4. Literacy Action Plan in place: WHS is in the first year of a four-year process of implementing a literacy program. High Point and SRA are designed to assist the students who are scoring in the lowest quartile. With the Holt adoption throughout the district, WHS hopes to see an increase of literacy at the high school level from students from the feeder schools. 5. A significant reduction of discipline referrals/incidents has occurred during the past year. A number of factors have attributed to that change: administrators are visible during both lunch periods, students are not allowed to congregate in previously designated gang turf areas, campus supervisors rotate supervision areas on a weekly basis, and staff is visible during passing periods. WHS has also changed Saturday School criteria and hired a Program Administrator to track SARBs. The collaboration with SRO/SARB/Gang Task Force weekly by the administration has also attributed to the reduction of discipline issues. 6. Caring Community/Positive Atmosphere: There is a collaborative spirit of the WHS staff and cooperative efforts of the WHS community of parents, students and alumni. It is evidenced in the Leadership Team, the numerous parent organizations and parent-sponsored booster organizations, the various student government and other student led activities, teachers’ sponsorship of clubs, tutoring, and fundraisers. All these illustrate the collaborative, helpful spirit of support for students. In addition, guest speakers regularly come to the campus especially during our Career Fair presentations. School-wide Areas of Growth

1. Latino Achievement

Data indicates the need to continue to work on improving the academic achievement for Hispanic students in order to close the achievement gap and to meet the API growth target.

2. Low number of students attending four -year colleges Data indicates the need to assure students are encouraged at an early grade to consider attending four-year colleges. With the large turnover of the counseling staff, a program needs to be put in place to reach all students who have the potential of attending college.

3. Number of D’s and F’s


Data compiled for the last three years shows the huge number of D’s and F’s students earn. Many of these students have difficulty keeping on track for graduation and are, therefore not considered for four-year colleges. STATEMENT OF PURPOSE The Action Plan developed by staff, after participating in the WASC Self-Study, focuses mainly on how to improve the academic achievement of all students, with particular attention on the Latino population. The staff recognizes the need for staff development training to learn effective strategies for teaching reading in all academic areas so that all students have access to a rich and varied curriculum. WHS staff believes that by focusing on strategies to improve teaching they will, therefore improve academic achievement for the Latino population, increase the college-going rate for all students, and reduce the numbers of D’s and F’s that students are currently earning. It is the WHS staff’s goal to increase the college-going rate and reduce the numbers of D’s and F’s with improved academic achievement for all students, including the Latino population. Although the following Action Plan has repetition, it is designed to include all the components with specific staff development that will address multiple issues.


WHS Action Plan

Documents

Woodland High School 2003-2004 Focus on Learnings3.amazonaws.com/zanran_storage/€¦ · parents in the groups is not the ideal, but WHS feels that every effort has been made to include