MID-CYCLE VISIT VISITING COMMITTEE REPORT WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES FOR MAYWOOD ACADEMY HIGH SCHOOL 6125 Pine Avenue Maywood, CA 90270 Los Angeles Unified School District April 10, 2011 – April 13, 2011 April 28, 2014 – April 29, 2014 Visiting Committee Members Lynn Hammer, Chairperson Educational Psychologist, Retired, Palm Springs USD Minerva Samayoa Juarez Teacher-Librarian, Dominguez Senior High, LAUSD WASC Mid-cycle Visit Revised 9/13
The City of Maywood is one of smallest cities in Los Angeles County and its population of 27, 395 people (97.4% Hispanic) live in a total of 1.18 square miles. It is said to be one of the most densely populated areas outside of New York City. The 2010 Census reported that Maywood contains 6,430 households and 32% of its population is under the age of 18. The per capita money income for Maywood is $12, 210.
Maywood Academy High School is one of nine high schools in the newly reconfigured Education Service Center- South, of the Los Angeles Unified School District. In September 2006, the newly re-named Maywood Academy High School (MAHS) opened at its permanent location and on October 4, 2006. In September 2007, Maywood Academy met its capacity of approximately 1330 ninth through twelfth grade students, utilizing a traditional September through June calendar. The opening of this new school has alleviated the need to bus students from overcrowded Bell and Huntington Park High Schools, and as a result, all high school students who reside in the cities of Bell, Huntington Park, and Maywood are able to attend neighborhood schools.
The school was not assigned geographic boundaries because the site does not contain football, track and field, or tennis facilities. From its opening through the present school year, Maywood Academy High School had an “enrollment by application” policy. Any 8th grade student attending one of the three feeder middle schools: Gage, Nimitz, Ellen Ochoa Learning Center, or Orchard 2A and 2B are able to apply to Maywood Academy High School. Students are selected on a first come, first served basis originally with about 49% of the students coming from Maywood and 20% each from the cities of Bell and Huntington Park. The remaining 11% have been comprised of siblings of attending students. For the 2011-12 school year, the percentage of students from the City of Maywood increased to 60% while the percentage from the other cities decreased to 15% each. The remaining 10% was allocated to siblings of students currently attending Maywood. These changes will increase the number of Maywood residents who will attend Maywood Academy. For the 2012-13 school year Maywood became part of a Zone of Choice, which will allow parents to select enrollment at Maywood Academy, Bell, Elizabeth Learning Center or South Region High School #9. For the 2014-15 school year, Maywood will again be part of a Zone of Choice.
In September 2009, Maywood Academy was selected by LAUSD for possible takeover by an outside agency through LAUSD’s Public School Choice program. Rather than becoming a charter school, the teachers, staff, community, parents and students of Maywood Academy wrote a proposal to run the school as an Expanded School Based Management Model (ESBMM) school. In March 2010, the LAUSD Board of Education approved Maywood’s proposal and Maywood became an ESBMM school beginning in the 2011-12 school year. At the same time, Maywood Academy was awarded a three-year, $1.8 million per year School Improvement Grant. Per the requirements of the grant, Maywood Academy began the 2010-11 school year with a new administration in place. In 2013-2014, a new principal was selected via the ESBMM model.
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SPECIAL POPULATIONS:
12 ¼% of Maywood’s students are identified as GATE, which has increased from 10.5% in 2011-12. Advanced Placement course enrollment has increased as well as the number of students participating in Honors classes.
English Language Learners represent 16% of the student population.
For the first time in the history of LAUSD English Learners are being served differently at the Secondary level based on their CST proficiencies and the number of years that they have been classified EL. English Learners (LTEL) and are being offered an English Language Development (ELD) course in addition to their English Language Arts course. The LTEL students are then programmed into the appropriate ELD course based on their California Standards Test (CST) ELA score and individual Education Plan (IEP) where applicable.
Just over 10% of the Maywood student population is in Special Education. 34% of those students are also classified as ELL.
ATTENDANCE DATA:
Maywood was able to invest in a full time Pupil Services Attendance (PSA) Counselor for two years. Due to budget cuts, Maywood was unable to invest in a full time Pupil Services and Attendance (PSA) counselor for the 2013-2014 school year. The work of the PSA and the school around attendance has resulted in improved attendance each year.
STUDENT PERFORMANCE DATA:
API:After experiencing a 50-point gain in API in the 2009-10 school year, Maywood enjoyed an 8-
point gain in the 2010-11 school year and a 15-point loss in the 2011-12 school year. In the 2012-2013 school year, Maywood made a strong 37-point gain. Maywood attributes this gain to adjustments made to the CST schedule, the grade bump implementation, Maywood’s extended school day, data awareness created between student and class size reduction. The math and language arts test were given at the beginning of CST testing and teachers informed students of a grade bump if they scored advanced or proficient on the CST. Students were made aware of the importance of standardized test as they were presented with periodic assessment and CST data throughout the year. As indicated by Maywood’s predictive data (periodic assessment scores and CAHSEE scores), Maywood realized higher CST scores in math and English. Maywood is elated with the results from the 91-point gain with our EL students. The district commended and awarded Maywood a certificate of excellence for the strong increase and the work well done with EL Learners. In addition to adjustments made and the extended school day, special efforts were made of letting English Learners know of the importance of the CSTs with relevance to reclassification. The master schedule was adjusted mid-year to meet the needs of the students.
Maywood Academy decided to reduce class size in the 9th and 10th grade core subjects in order to see gains on the CST.
CAHSEE Data:
In 2012, Maywood achieved the fifth highest CAHSEE pass rates in LAUSD and the highest pass rates of any comprehensive high school. In 2013, Maywood had a slight drop in passing scores.
Maywood Academy High School adheres to the District’s 2013 A-G Resolution by giving all students’ access to the A-G required courses necessary for admission to college. The A-G Resolution fosters a “college bound” culture by offering all students equal access to the courses required by the University of California (UC) and California State University (CSU) systems.
Students are required to complete a 15-unit pattern of courses, known as “A-G” subjects and at least 7 of the 15-unit courses must be taken during a student’s last two years of high school. By adhering to the District’s A-G Resolution, Maywood Academy fosters a culture of equitable access to all students. The table below shows the percent of students passing and failing the A-G required courses.
During their last Focus on Learning WASC Self Study, Maywood Academy noted that their students were not performing as well on college entrance examines as other schools in the district and the state. Therefore, Maywood engaged in professional development training on S.M.A.R.T. Goals and SDAIE strategies. In addition, Maywood students have the opportunity to participate in SAT prep courses offered by Kaplan. The largest gain on both the SATs and ACTs can be seen in the area of Math.
In computing actual graduation rates, LAUSD schools defer to the state formula, which can be one to two years behind or subject to availability. The following is based on state provided data.
Graduation Class
Number Passed
Graduation Rate
Change
2010-2011 236 84.79 +1.59
2009-2010 344 83.2% +52008-2009 218 78.2% -
16.72007-2008 189 94.9% -3.52006-2007 221 98.4% -
Significant Changes:Several significant changes have occurred since Maywood’s last WASC visit in April 2013.
Staffing changes due to adjustments in A-G requirementsAt the end of the 2012-13 school year, Maywood lost 1 Science teacher, 1 health teacher, 1 physical education teacher, 1 counselor and 1 dance teacher, but gained 1 World Language teacher, 2 English teachers, 2 math teachers, 1 college advisor and 1 Drama teacher. The A-G requirements deleted technology as a requirement for graduation, added an additional year of math and an additional year of world language to graduate beginning with the class of 2017. New requirements for all Long Term English Learner (LTEL) also affected staff changes. An increase in 9th grade enrollment also created a new norm position for 2013-2014. As changes in the A-G requirements and LTEL mandates occurred, Maywood adjusted to best fit the needs of the students.
LTEL/Math Algebra 1 supportThe 2013-2014 school year brought with it changes for Long Term English Learners (LTEL), students who have not reclassified. Students who fall under this category must take another English class in addition to their grade level English class, to support their progress and eventually lead to reclassification. Similarly, students in Algebra 1 must take a Math Tutorial class to assist in supporting them with the Algebra 1 curriculum. Since more English classes were going to be needed the school obtained two additional English teachers.
Loss of 7th Period In-school Intervention/ Credit RecoveryMaywood adopted an extended school day funded through a School Improvement Grant (SIG) in 2010, in which a seventh period was added to the school day for intervention, credit recovery and enrichment. As the School Improvement Grant came to the third and final year,
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the additional opportunities for in school intervention and credit recovery diminished. The school returned to a 6 period day and incorporated Credit Recovery/Apex into their master schedule along with after school opportunities for students. The $800,000 carry over funds was announced at the end of Fall 2013, has allowed for after school tutoring and credit recovery/Apex, which were reinstituted in Spring 2014.
Credit RecoveryIn the Fall of 2013, the APEX (online virtual class) program was introduced as a credit recovery option for students. It was offered before school, afterschool and on Saturdays. Students are required to complete the lessons and take notes and then take quizzes and tests for every unit with a minimum score of 70%. The course also has a final exam, which students must take and obtain a minimum score of 70% before they can receive their final grade. The unit tests and the final are taken under direct supervision of a credentialed teacher. Maywood is now making the APEX program part of the six period day in order to provide students with the opportunity to obtain intervention/credit recovery during the school day.
Increased use of TechnologyUsing their School Improvement Grant (SIG), Maywood Academy invested in a significant amount of technology to support instruction. Every teacher on campus has an Interactive Promethean Board. Teachers have been trained on the use of the boards. Along with the six (6) laptop carts that were purchased last year, this year Maywood purchased five (5) iPad carts. As teachers are still in the process of being trained, their use is still in the early stages. The use of technology has proven to increase student motivation.
New AdministrationMaywood entered the 2013-2014 school year with a new principal. Since the school’s opening in 2006, Maywood has had four principals. There have been major changes in the number of administrative staff over time. The school opened with one principal and four Assistant Principals. This year they have an administrative staff of one principal and one Assistant Principal with no significant decrease in student population.
Common Core State StandardsIn preparation for the Common Core State Standards, (CCSS), Maywood is in the process of transitioning as the district has provided performance tasks (formative assessments) to aid in preparing the students for the CCSS. Math, English, Science and Social Science implemented the first performance tasks in the Fall 2013. Maywood teachers have attended workshops offered by the district to assist with the transition to the Common Core State Standards. In addition, some of Maywood teachers attended a Common Core conference held in the Spring of 2013 to begin to familiarize themselves with the new core standards. The teachers stated they gained more information and knowledge from the ‘in house’ trainings and the collaboration time provided to them. They also stated they saw themselves as the professionals by discussing ‘best practices’ in house as opposed to bringing in trainers who were not as well versed with classroom experiences.
New Evaluation Process
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The 2013-2014 school year brought a new evaluation process for teachers. It is The Teacher Growth and Development Cycle, and is also for the administrators. The staff believes it is more specific and has goals for the teacher to set for themselves.
Loss of PSA CounselorWith the end of the School Improvement Grant, there were no monies to hire a Pupil Services and Attendance Counselor (PSA). A reduction in Maywood’s categorical budget did not allow for the funding of a PSA counselor. Maywood’s School Site Council was able to restore a full time PSA counselor this April 2014 and voted to fund the service full time for next academic year.
Loss of PSW CounselorWith the end of the School Improvement Grant, there were no monies to hire a Psychiatric Social Worker. A reduction in Maywood’s categorical budget did not allow for the funding of a PSW counselor.
Small Learning Communities (SLC ) Three goals established by SLCs this year were, peer observation, sharing best practices and writing across the curriculum. Although Small Learning Communities have been de-emphasized this school year the goals have been followed thoroughly. Teachers have been doing peer observations during their conference periods, where they fill out a form and give their colleagues some feedback. During SLC professional development time teachers, share best practices and discussions are taking place to address writing across the curriculum. This school year, SLC Leads do not have a preparation period to assist with SLC duties because of the ending of the School Improvement Grant. Due to the size of the school and the loss of staff over time, the SLC are not ‘pure’ making it difficult to include cross curricular assignments to students within their selected SLC. As a result, the pathways are not clearly defined within each SLC.
English and Math CoachesWith the end of the School Improvement Grant, there were no monies available to continue purchasing an instructional coach for the 2013-2014 school year. As the first semester progressed, the district obtained a Core Waiver Grant in which the district was given money and in turn, Maywood was able to purchase an English and a Math Coach for the Spring of 2014. Both academic coaches are exemplary teachers who are respected and trusted by the staff. The Maywood Academy staff has embraced the academic coaches and the professional development that they provide. The academic coaches are proactive in assisting the teachers and getting into the classrooms. The staff is not at all hesitant to invite the academic coaches into their classroom for assistance and/or guidance.
Parent Center RepresentativeMaywood saw a reduction in Parent Center staff/representatives in the 2013-2014 school year. Maywood went from having 2 parent representatives in the 2012-2013 school year, to having 1 parent representative for the 2013-2014 school year. Currently, the Parent Center has approximately 20 Parent Volunteers who have taken ownership of the Parent Center. They are there to encourage students, other parents and perform tasks which are requested of them,
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(i.e. print student work, assist with parking lot supervision and campus lunch time supervision, translation services, chaperone field trips, check students for uniform adherence, monitor hallways during passing periods, assist with parent Conference Nights and Back to School Nights). The Parent Center has implemented parent workshops to teach parents basic computer skills and how to send emails to the teachers, how to gain access to the LAUSD website along with how to access their child’s information on grades, missing assignments and attendance.
Reduction in TutoringThe 2013-2014 school year saw a reduction in after school tutoring. A decrease in Maywood’s categorical budget did not allow for the same funding as previous years.
CORE Waiver and CORE Waiver Partnership GrantsLAUSD along with several other districts in California applied and received a waiver from the Federal Government’s No Child Left Behind resulting in the new CORE Waiver reform grants. Secretary of Education Arne Duncan has approved the No Child Left Behind (NCLB) Waiver for the California Office to Reform Education (CORE) district. The eight districts, Los Angeles, Fresno, Long Beach, Oakland, Sacramento, San Francisco, Sanger, and Santa Ana Unified School Districts, will immediately implement the School Quality Improvement System, which is far less dependent on a single test score. Maywood Academy is part of this new reform that will provide professional development opportunities and resources to increase the instructional focus of student centered instruction and writing across the curriculum. As part of this reform, the school is just beginning a partnership with Orthopedic Medical Magnet High School to collaborate on best practices that promote the transition to Common Core State Standards. This is their first year of a three-year reform grant.
II. Follow-up and Progress Report Development Process
Following Maywood’s 2011 WASC visit Maywood set to work aligning the WASC Action Plan, Single Plan for Student Achievement and Public School Choice plan. All three plans now align. In addition, Maywood received a three year School Improvement Grant (SIG) in 2011 and the budget narrative for SIG supports the work that is being done to meet the WASC Action Plan.
The following groups meet on a regular basis to help guide the work of the school as it relates to student outcomes and the WASC Action Plan. All faculty members are required to choose a subcommittee to participate with. They work collaboratively to assist with the implementation of the WASC Action Plan.
School Leadership Council : As an ESBMM school, the Council is charged with the running of the school. As such, they make all decisions relevant to student instruction. The Council has six standing subcommittees, which meet on a monthly or bi monthly basis. Each subcommittee makes recommendations to the Council within their assigned area.
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Instruction, Curriculum and Professional Development Subcommittee : The Instruction, Curriculum and Professional Development subcommittee, also known as the PD Committee, meets at least once a month. This committee oversees professional development. Determination about professional development contracts, types of professional development and the amount of professional development are all made in alignment with the WASC Action Plan. The PD Committee also reviews the instructional impact of the professional development and makes recommendations for continued implementation of the professional development.
Budget Subcommittee : The Budget subcommittee meets monthly to discuss how best to utilize resources to meet student needs as defined with the WASC Action Plan.
Technology and Library Subcommittee : The Technology and Library subcommittee meet at least once a month to determine technology and library resources needed to meet student need as defined within the WASC Action Plan. For example, in order to provide additional rigor and support within the math department the Technology and Library subcommittee decided to purchase Smart Boards for use within all math classrooms.
Calendar and Activities Subcommittee : The Calendar and Activities subcommittee is charged with the annual development of Maywood’s instructional calendar in a manner that aligns with the WASC Action Plan. The Calendar and Activities subcommittee calendars professional development, shortened days in support of professional development, testing days and open houses. This subcommittee also ensures that the use of time within the school year and school day allows for maximum student learning and instruction.
Student Recognition Subcommittee : The Student Recognition committee meets monthly to discuss how to motivate students towards meeting the WASC Action Plan goals in terms of student achievement. To do this the Student Recognition subcommittee recognizes student achievement by providing motivational rewards to students. This committee also assists with the development of awards for use within Maywood’s School Wide Positive Behavior Support Plan.
Departments and SLCs : Each department and SLC developed an action plan around meeting the critical needs identified by the WASC Visiting Committee and have been monitoring their progress on a regular basis over the last two years. In addition, each department and SLC has worked towards implementing the WASC Action Plan goals relevant to their department or SLC. SLC leads meet at least once a month to discuss progress to date and plans. These meetings were also, where targeted responses for the WASC report were discussed and gathered. Department chairs and SLC leads are automatic members of the Instruction, Curriculum and Professional Development subcommittee. As such they meet at least once a month to discuss next steps
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School Site Council : The School Site Council (SSC), consisting of parents, students, faculty and staff, oversees categorical funding and the Single Plan for Student Achievement. The SSC meets monthly to align categorical budgets to student needs.
Coffee with the Principal : Coffee with the principal is conducted once a month in order to keep parents informed of upcoming meetings, events and workshops. It is a place for parents to voice any concerns or ideas they may have and to collectively make suggestions, which are then presented at the Council meetings. Parents report that they enjoy having this opportunity to talk with the principal.
While the above-mentioned groups meet on a regular basis and report back to the School Leadership Council, as a Public School Choice institute the district annually monitors Maywood’s progress. In 2011-12, LAUSD sent a PSC monitoring team to engage in two-day review of Maywood’s growth. In addition to district personnel, the monitoring team also included parents and faculty. As part of the monitoring process, Maywood analyzed data, wrote a progress report and prepared the school for a monitoring visit. Following the visit, the Office of the Superintendent met with Maywood’s leadership team to report on Maywood’s progress. Information and evidence gained through the PSC monitoring process was then incorporated into the WASC Action Plan.
The WASC Committee Chair was tasked with the writing of the Progress Report. Information was gathered with the assistance of the Small Learning Communities, (SLCs), and Leads. The SLC Leads assisted in the gathering of necessary information and presenting to other stakeholders. The information was gathered and presented to parents during Coffee with the Principal meetings. The WASC Chair and the principal met with students and gathered information and presented the progress report. The student Leadership class was instrumental in the section regarding ‘school spirit’. During after school faculty meetings information for the progress report was gathered and presented to the faculty, which led to discussions and refinements of the report.
The WASC Progress Report was discussed at the School Leadership Council. Most parents who sit on the School Leadership Council attended Coffee with the Principal and gave input in that setting. Students who attend the School Leadership Council were present during the student meetings and the faculty who sit on the School Leadership Council were present and gave input during the faculty meetings. All stakeholder groups had opportunity to provide input in at least two different settings.
III. School’s Progress on Critical Areas for Follow-up within the Action Plan
A. Summary of Progress:
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#1: Continue to expand opportunities for higher-level courses (e.g. Advance Placement)
Maywood continues to expand opportunities for higher-level courses. Maywood has nine AP classes: AP Spanish, AP Calculus, AP Biology, AP English Language, AP English Literature and AP Government. The number of students in AP classes has increased from 263 in the 2012-13 to 287 in the 2013-14. The number of Honors classes offered has decreased, but the number of students taking Honor classes has increased. Maywood went from having 1,057 Honor students in 2012-13 to having 1,077 in the 2013-14. Considering the newly implemented mandates of additional ELA and Math Tutorial Classes, which limits the number of advanced courses Maywood, can offer the increase in the number of students taking higher-level classes is outstanding. Although, as a result of lower class sizes for 9 th grade core subjects, class sizes at the AP level have significantly increased. Some teachers report having class sizes of 42 to 52 students, (Recommendation #1 was added into Action Plan Goal 1, Action Step 1 in the 2013-14 Action Plan).
#2: Identify ways to increase school spirit.
Maywood Academy has made efforts to develop a culture of school spirit on campus. The faculty and staff are encouraged to wear the Maywood Academy uniform shirt and to celebrate teams on campus by wearing t-shirts throughout the week but definitely on Fridays displaying their Nighthawk Pride. To encourage student voice, on campus, the leadership class introduced “shout-outs” which are greeting requests students make for each other and they are presented during the daily announcements. “Shout-outs” have been encouraged by the administration as a means to validate student culture on campus. The leadership class has sponsored School Spirit Week each semester. The number of students participating has increased with 9 th graders beginning to embrace the Maywood Academy High School’s school spirit.
Maywood has conducted annual award ceremonies to promote student achievement and attendance. In order to encourage participation, the ceremonies have been conducted in the evening so parents have the opportunity to participate in the recognition of their child’s achievements.
Maywood has held an annual art show where students display their work. Student work displayed demonstrates a variety of knowledge and skills, which apply to the art curriculum and to skills in the workplace. Work included: 2 point perspective (skills used in architecture and 3D renderings for film, TV, and gaming, manufacturing and engineering), grid method portraits (copying an image box by box from a photograph), freehand drawn portraits, Samoan Siapo patterns, Dia de los Muertos skull patterns, Chinese New Year Stamp designs, food package design, and drink bottle design.
Another tradition at Maywood Academy is the Dia De Los Muertos displays. The Spanish teachers also usually create a display for Dia De Los Muertos. Students display their work of art and pictures of their deceased family members for all to see. Students are able to explain to visiting classes what each level of their display means and students show ownership of their own
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work.
On May 2013, the Science department hosted a three day Science Fair allowing students the opportunity to display their work. Teachers and students were invited to attend this event to acknowledge the work of their fellow classmates. Parents were invited to view the science projects during the school day to support student learning. The success of the Science Fair was the determining factor in continuing to host a Science Fair again this school year, in May of 2014.
The service-learning project fair hosted by the Social Science department in May 2013 allowed students to display their research projects. They were able to explain and educate other fellow classmates on the topic of their research. The success of the presentations is encouraging the Social Science department to conduct the service-learning project fair again in May of 2014.
A new tradition includes a culminating project for 9 th graders’ Spring semester. Maywood Academy hosted its first 9th grade display “What Makes Nighthawks Soar!” in March 2013. This event allowed 9th graders to show off their work to their parents and fellow colleagues. Four venues were in place for students to display their math skills, their science skills, their poetry, and their performance skills. This event was conducted to promote school spirit among the freshman class. They had a great turnout and students enjoyed making their parents work. Maywood plans to host another showcase event including all grade levels May 2014. The parents and students report they appreciate the fact that the principal wears the same uniform the students are required to wear to school each day.
(Maywood Academy did not immediately revise their 2012-13 action plan to include this recommendation. However, the WASC committee immediately began working towards increasing school spirit, as described below, and this recommendation was added to the 2013-14 Action Plan as Goal 5).
The last three recommendations Maywood has embedded into their Action Plan within their four action plan goals. Updates are:
#3: Continue to focus on and monitor the four action plan goals.
#4: Continue to provide professional development in the areas of instructional strategies, data collection, and data analysis across content areas.
#5: Continue to monitor the identified “critical areas for follow-up from 2010-2011 WASC Visiting Committee.
1. To build leadership capacity, improve communication and connectedness between all decision-making groups and committees while maintaining a student-centered focus for all decisions.
2. Develop a systematic use of professional development to include data analysis, research-based instructional strategies, leadership, and collaboration which is monitored for implementation and effectiveness.
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3. Use structured collaboration time, including common planning periods to analyze data, continue aligning standards, refine curriculum maps, develop common assessments and solidify SLCs.
4. Define and increase opportunities for students to engage in rigorous learning that is reflected in proficiency levels on standardized tests.
5. Merge and regularly monitor the following action plans: Single Plan for Student Achievement, WASC Action Plan and Public School Choice.
6. Based upon formal analysis of data, provide research-based in-school interventions to meet individual student needs.
Goal #1: Maywood will increase the number of students performing at proficient or advance on the CST and CAHSEE English Language Arts and Mathematics Standardized Tests by 5% annually.
Mathematics: 2013-14 School Year
As the math department, analyzed CST data for 2012-13 school year there was a 5% increase from the previous year bringing student achievement to 11% reaching Advanced and Proficient levels and a 4% decrease of students scoring at the FBB and BB levels for a total of 68%. To continue the growth in the Advanced and Proficient levels the Math Department has continued administering Common Formative Assessments.
When the CST data was analyzed for the 2012-2013 school year, the data stated that 9% of the Algebra 1 students reached Advanced, Proficient, and 67% of students scored at the FBB and BB. In Algebra 1, the increase of 7% in the Advanced and Proficient band and 18% decrease in the FBB and BB band affirms the effectiveness of the implementation of DARTS (Diagnostic, Rescue, Translations and Story Problems). As a result, the Math Department continues with instructional practices that make DARTS successful. In place of having students respond to ten multiple choice problems per week, there is a combination of multiple choice problems and multiple constructed response questions students will respond to as required by the Common Core State Standards. To assist in these efforts the Math Department is participating in PD sessions during the regular instructional day facilitated by the Math Instructional Coach. The goal is to produce units of study that embed the rigor that is found in the Common Core Standards.
A significant factor that has contributed to the increase in student achievement in Algebra 1 as measured by the CST was allocating additional resources to reducing class size in 2012-2013. The leadership team adjusted the master schedule in the Fall of 2012 that carried into the 2013-2014 school year that reduced average class size of Algebra 1 sections to 30 and below.
Maywood Academy High School continues its efforts to be innovative in the Math interventions.
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In the Fall of 2013, Maywood Academy offered Apex Learning (APEX) afterschool and Saturdays. The online credit recovery program offers all students failing Math an opportunity to interact with certificated staff on site who support their learning. The students are able to access the program from home and are able to work at their own pace. Every benchmark assessment requires a 70% pass rate in order to meet proficiency and obtain credit for the course. Poor attendance during afterschool and Saturdays led Maywood Academy to pursue embedding APEX during the school day for Spring 2014. As a result, all students needing to recover math credit can take it any period during the regular instructional day, as well as afterschool.
The math department’s flexibility and willingness to embed innovative instructional practices (i.e. DARTS and APEX) are promising innovations, which is leading to the success of the students on Common Core and CAHSEE performance assessments.
English: 2013-14 School Year
When the CST data was analyzed for the 2012-2013 school year, the data stated that 42% of the students scored Proficient and Advanced in English Language Arts (ELA), which is an 8% increase from the previous year. The increase in Proficient and Advanced inversely correlates to a decrease of 9% in FBB and BB, which takes them to a 22% in ELA of FBB, and BB. The gains in Proficient and Advanced bands desegregate as follows: ELA 9 (45%), ELA 10 (35%), and ELA 11 (48%). For the FBB and BB performance bands the data shows: ELA 9 (18%), ELA 10 (26%), and ELA 11 (21%). The focus on continuing to improve Proficiency for all in the Fall 2012 led Maywood Academy to implement class size reduction in ELA 9 and ELA 10. In the 2013-2014, class size reduction continues to be a priority for all ELA 9 and ELA 10 classes with averages at or below 30 students per section. The rise in CST scores may be attributed to any of the following: CST based lesson construction and implementation in groups of 9 th and 10th grade teachers. The department focused on CSTs through data analysis of individual class scores from My Data facilitated by the Instructional Coach and Department Chair. Tenth grade teachers implemented CST ‘boot camp’ lessons during the instructional time in the days preceding to the CST exam, and the use of common strategies during the implementation of CST lessons and ‘boot camps’ which included word walls, exit tickets, think-pair-share and visual analysis.
Intervention support is provided to the Long Term English Learners (LTEL) through the following courses: Strategic Literature Classes and Advanced English Language Development classes in addition to the Sheltered English setting. All English teachers assigned these courses have participated in district sponsored PD sessions on weekends, in the Summer of 2013, and throughout the academic year. All English Learners have one additional English course as support for reclassification.
English Language Learners
Currently, a total of 1,272 students are enrolled in Maywood Academy High School. Of those students, 194 are classified as English Language Learners. Comparing data from the 2011-12 with 2012-13 English Learner Progress and English Learner Accountabilities showed that Maywood Academy was able to maintain 40% in the CELDT annual growth. A 4% increase in ELL students scoring proficient on CELDT is also noted. Additionally, a 1.4% increase in math
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proficiency, a 2.7% increase in ELA proficiency and a 3.7% increase of students obtaining English proficiency in less than 5 years is also emphasized within this data.
Maywood had a 91-point gain in their API and AYP in both ELA and Math for English Language Learners. Although the school celebrated these significant gains, Maywood Academy continues to recognize the need to close the achievement gap currently experienced by English Language Learners (ELL) and Special Education students. Maywood continues to engage in school-wide professional development opportunities to enhance teaching and learning outcomes in the classroom.
School-wide intervention programs that provide additional support to both ELL and special education students are in place including after-school tutoring program, the afterschool online APEX credit recovery class, and the Language In Action program for English Language Development (ELD) students.
Maywood Academy High School continues to provide the English Learner Support classes as mandated by District policy. English Learners are scheduled into an additional period of instruction in English (LTEL-Long Term English Learner course), to provide the support needed for reclassification. Bilingual paraprofessionals are available within some general education classes in which ELD students are enrolled.
Separate student assemblies have been organized for ELL students and their parents to clarify the importance of CST scores, CELDT scores and final academic grades for student reclassification and student success. The student assemblies took place during the school day prior to Annual CELDT testing and during visitation to their LTEL classes.
Another support arrangement, which has shown success for the ELL students, is the consistent Language Appraisal Team (LAT) meetings scheduled on a monthly basis. The LAT is comprised of the Principal, Assistant Principal, Counselors, Special Education Coordinator/Bridge Coordinator, Dean, EL Coordinator, parent and student. The purpose is to meet and discuss specific student outcomes that will assist with the reclassification process and successful academic achievement. At this time, the LAT has contributed to an increase of reclassification rates and student achievement. As of August 2013 28% of the ELL students have reclassified, 59 of 213 students who were tested.
Interventions
After School Tutoring
Maywood Academy offers tutoring in most of the core content areas afterschool three times per week. Tutoring takes place in the Library on Monday and Wednesday for Math and English, Thursday for Science and English, and Wednesday for Special Education in Room 321A.
Apex Learning (APEX)
Maywood Academy provided credit recovery opportunities in the Fall of 2013 via APEX.
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APEX classes were offered afterschool for 2.5 hours and on Saturdays for four hours on a drop-in-basis. Due to poor attendance, in the Spring of 2014 these opportunities were embedded into the matrix during periods 1-6 for Math and afterschool for English, Social Science and Mathematics. Rollover monies from the School Improvement Grant (SIG) has allowed Maywood to offer an afterschool APEX program for students who are not able to take a credit recovery class during the school day. The credit recovery afterschool is offered for English, Social Science and Math.
CAHSEE Intervention
CAHSEE data for the 2012-2013 school year shows a decrease of 16% in the passing rate. The students went from 83% in 2011-2012 to 65% in 2012-2013. In the course of analyzing the data, it was noted that 78% of students passed the ELA portion and 81% passed the math portion. Because of the decrease, Maywood Academy concluded that the extended school day CAHSEE intervention course the students took during 2012-2013 was ineffective. Instead, Maywood Academy offered a CAHSEE Boot Camp just prior to the March 2014 CAHSEE sessions. The Boot Camp focused on giving students the tools they need to pass the first time. In the Fall of 2013, the school had all 9th graders take a practice CAHSEE with the intent of having them take a practice test a second time with the first time test takers in the March 2014. This was an intentional effort of raising awareness and expectations that all 9th grade students should pass the CAHSEE at their first attempt as tenth graders in 2014-2015.
Goal #2 Implement and align instruction to Common Core State Standards while continuing to provide rigorous data driven standards based instruction in all disciplines.
Professional Development
Maywood Academy continues to focus on professional development that will change classroom instruction from teacher centered to student centered which will lead to success on the Common Core State Standards and increase CAHSEE pass rates by altering the quality of the instructional practices and targeted interventions. Professional development included, 21st Century Skills for successful students, Common Core State Standards, the setting for delivering assessments, the need and importance of classroom observations and evaluations (formal and informal), analysis of CST data, development of school wide instructional goals to focus PD efforts, enabling teachers to leverage the awareness to empower students to be academically successful, and Culturally Responsive Teaching and Learning. Future PD around the Common Core Waiver will focus on literacy writing across all content areas, teacher driven PD, and student-centered lessons. Powerful teaching and learning strategies have been adopted in the classroom. These include but are not limited to, Quickwrite, Frayer Model, Think-Pair-Share and Visual Image Analysis (VIA).
Since their last WASC visit, one year ago, in March 2013, Maywood Academy has worked diligently to provide improved content specific department time that is accountable in classroom instruction. Beginning in Summer 2013, departments met to review the Common Core Standards, instructional strategies and to assess student achievement data. Maywood saw support money in the spring of 2014 in the form of the Core Waiver in which funding became available
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to purchase two instructional coaches to assist with instruction and the implementation of the CCSS.
During the past year, departments have met to analyze student achievement data, create common lessons and assessments to improve student achievement as well as planning for the new Common Core State Standards.
The math department, analyzed the CCSS, the 2012-2013 CST data, created common core lessons that embed some of the strategies learned from previous professional development. Math Overall, CST scores have improved: Proficient and Advanced scores jumped from 6.3% in the 2011-12 school year to 10.8% in the 2012-13 year. Below Basic and Far Below Basic scores dropped from 71.5% in 2011-12 to 67.5% in 2012-13. This demonstrates department time was used effectively. Time was also allocated for grading and analyzing performance tasks for the purpose of informing and driving instruction. The department has also spent some time extensively analyzing CCSS and common formative assessments for the purpose of informing and driving their instruction. Professional development throughout the school day provided by the Math Instructional Coach has been spent creating lessons, projects and collaborating on how best to deliver a common core lesson. Through collaboration, the department has decided to do more group work and to use graphic organizers to target EL Learners. It was also decided that writing needed to be imbedded within each lesson and exit tickets would be implemented at least once a week, to give students the opportunity to write in the mathematics classroom. Teachers new to the Math Tutorial classes were trained on the DARTS (Diagnostic Rescue Translation and Story Problem) program, which requires weekly diagnostics, followed by weekly practice problems (rescue) in order to obtain 70% or more on the standard being tested. Students are given 10 translations throughout the week and more than one story problem a week, which students need to solve using a graphic organizer and rubric provided by the teacher, for the purpose of making students comfortable with reading and writing in mathematics. Training was provided on how to effectively use the program in the classroom. This constant review of data has required the math department to collaborate weekly to analyze and discuss data in order to adjust instruction. The math department is in the process of adapting the DARTS program to the CCSS.
In the English department, teachers have studied the CCSS, the 2012-2013 CST data, and created common lessons that embed some of the strategies learned from previous professional development. English CST scores improved overall: Proficient and Advanced scores increased from 33.9% in 2011-2012 to 42.2% in 2012-2013. Below Basic and Far Below Basic scores dropped from 31.1% in 2011-2012 to 21.6% in the 2012-2013 school year. This demonstrates department time was used effectively. Time was also allocated for grading and analyzing performance tasks for the purpose of informing and driving instruction. The English Department determined the need for an intervention program that allowed for an innovative approach to the delivery of instruction to increase proficiency. DREAM/BLAST became the model of choice and a team of English teachers attended the DREAM/BLAST training facilitated by the DREAM creator and the supporting administrator along with the Secondary ELA Coordinator. The DREAM/BLAST model incorporates a common diagnostic exam and a reflection of it, 3-4 stations facilitated by the teacher and a teacher’s assistant and the inclusion of a technology station, an assignment where skills and content knowledge are applied, a summative assessment
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of those skills and content knowledge and a rescue assignment for students who score below the 70% percentile. A group of three teachers piloted the program in Spring of 2013. Their findings resulted in the need to adapt the model for the needs of Maywood Academy H.S. students. The Maywood Academy H.S model operates as follows; although modifications have taken place in different classes to meet the needs of those particular students, the Maywood Academy H.S model, (called BLAST), incorporates first, a diagnostic exam based on the skill and content knowledge, next are 3-4 stations/centers, (some teachers incorporate the use of a technology station), an assignment where skills and content knowledge are applied, then, a summative assessment of those skills and content knowledge, and lastly, a rescue assignment for students who scored below the 70% percentile as well as, what is termed, an ‘an above and beyond’ assignment to provide opportunities for higher performing students. 9th and 10th grade classes were targeted for the DREAM/BLAST structure. The goal for 2013-2014 is to implement DREAM/BLAST with the additional support of the purchase of an English Instructional Coach. For the first phase of DREAM/BLAST implementation, selected English teachers have participated in professional development throughout the school day provided by our English Instructional Coach. Currently, the DREAM/BLAST adapted model is moving from its infancy stage to a more mature program boasting the support of six ELA teachers including one special needs teacher. The department believes further professional development time is necessary to make the program robust through on-going collaboration within the department. In the near future, the department aims at mainstreaming DREAM/BLAST into all English classes.
The Science department has used collaboration time to analyze the CCSS and to create common lessons that embed some of the strategies learned from previous professional development. The department has spent time extensively analyzing CST data. Time was also allocated for grading and analyzing performance tasks for the purpose of informing and driving instruction. The Science department continues to use common formative assessments, which they review within their department to determine whether there has been growth over time or whether there is a need to re-teach concepts. Time was spent creating common labs as well as review packets for the CSTs for the Spring, 2013. In May 2013, the science department held a science fair in which students displayed their science projects.
In the Social Studies Department, time was used to analyze the new CCSS and the CST data. After the Social Studies department had analyzed the data, the department then discussed and implemented the increased use of access strategies in the classroom such as Visual Image Analysis (VIA), Think-Pair-Share, graphic organizers, PowerPoint notes, primary source analysis and hands-on learning activities to improve student learning. In May of 2013, the Social Science department put together a Service Learning Project where students displayed their work and had to teach one another a particular topic in history they had researched. Teachers were invited to visit the displays every period and the social science students explained their work to those who came to hear their presentation. The History/Social Studies CST scores have improved overall: Proficient and Advanced scores jumped from 41.3% in the 2011-12 school year to 43.2% in the 2012-13 year. Below Basic and Far Below Basic scores dropped from 28.6% in 2011-12 to 24.6% in 2012-13. This demonstrates that department time was used effectively to promote the needs of the students through the analysis of data. Time was allotted to grade and analyze performance tasks in order to assess the needs of the students and to drive instruction. The Social Studies department continues to meet twice a month and is currently working on the
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development of additional common rubrics for projects and essays, and is in the process of developing common formative assessments in addition to the performance tasks. As performance assessments are given, the department will continue to use time to analyze data in order to reteach the standards and in order to improve instructional strategies. The BLAST model is going to be incorporated into the social studies curriculum.
Goal 3: Maywood Academy will increase the achievement of all students through the implementation of fully developed Small Learning Communities.
Maywood Academy high school has three Small Learning Communities: the School of Liberal Arts, (housing 417 students), the School of Science, and (housing 432 students) and the School of Information Technology and Business Career, (housing 429 students). Students continue to self-select the SLC of their choice. The following paragraphs lay out each SLC’s mission for their work. As it pertains to all SLCs, there is a shared belief in providing the opportunity for high levels of academic achievement to all students, with programs that meet the A-G requirements for entrance to the UC and CSU institutions.
Though Small Learning Communities have been de-emphasized this school year to focus attention on Departments and the new Common Core State Standards (CCSS), SLCs continue to meet once a month to provide supports for students and to focus on student centered instruction and writing across the curriculum as well as to do peer observations. As the School Improvement Grant ended in the summer of 2013, the SLC leads were not provided an additional preparation period as in the last two years. Consequently, the SLCs have been unable to conduct assemblies, as had been the case in prior years and student advisory boards are no longer functioning as leads and teachers find themselves focusing on the new CCSS. With the implementation of the new CCSS Maywood Academy, High School has pushed for an increased focus on writing across the curriculum and student centered instruction. Monthly SLC meetings have allowed teachers to share best practices as well as review peer observations. SLCs have supported the idea of not only sharing best practices but also that observing best practices would be much more powerful for individual teacher. Meetings have also allowed teachers to communicate about individual student performance, to review peer observations and strategies for the CAHSEE exam. As a form of intervention, teachers have had discussions, within their SLC, about discipline and classroom management techniques as a means to assist struggling students. Tools such as My Data and teacher feedback have assisted teachers in determining which students need to be targeted for intervention assistance. The rationale for the analysis and discussions revolve around how to better assist students by targeting students who need assistance through classroom scaffolding and management strategies. As you might expect, teachers have noted behavioral and academic improvement for most of the targeted students.
Goal #4: Maywood Academy will continue to develop and implement an Expanded School Based Management Model of governance.
Since their last WASC visit in March 2013, Maywood has continued to work on implementing an Expanded School Based Management Model of governance. Maywood Academy has continued to provide access to the calendar of events, meetings and activities to all stakeholders
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through the Maywood Academy website. The calendar is constantly updated. Departments and SLCs continue to make explicit links between the work that is being done and its relation to ESBMM. The informational ESBMM brochure that outlines the responsibilities of the Council and subcommittees is available on the Maywood Academy website for new faculty and any stakeholder needing an overview of the process and their role within an ESBMM school.
In Spring 2013, the calendar committee proposed that subcommittees meet during faculty meetings at least once a month. The Council approved the motion and for the 2013-14 school year, the ESBMM subcommittee has met monthly during faculty meetings. This has increased participation and has made faculty aware of their role within ESBMM. Sign-ins, agendas and minutes are provided to the principal who in turn shares the new information, updates or recommendations at the monthly Council meetings. MAHS states, “ESBMM has come alive this school year”.
The outcomes of the implementation of ESBMM have been to develop a school culture in which collaboration and high expectations through a distributive leadership help prepare Maywood students for a multi-cultural, high technological world. This has been done through increased collaboration among all stakeholders. Each stakeholder has increased opportunities to be involved in the decision making process at Maywood Academy through the various subcommittees and parent center activities. Maywood Academy students’ high expectations for themselves, their families and their school, have been realized through an increase in CST pass rates and graduation rates.
Another manner to engage parents was put into practice, Coffee with the Principal. Coffee with the Principal is held once a month and provides parents with the opportunity to discuss and engage in school matters with the Principal and other stakeholders. Meetings alternate between 9am one month to 5pm the following month to provide opportunities for all to attend. About 30 parents attend the meetings and though topics vary based on parent request and surveys, information about school activities and functions are always shared.
Parent Summits will resume during the summer to provide parents an opportunity to engage with Maywood stakeholders and outside agencies to empower their children to enroll in post-secondary educational institution. The goal of the Parent Summit is to instill pride in the work the parents, students and faculty do to create a college-ready culture at Maywood Academy High School. The importance of test scores and final academic grades is emphasized to parents. Due to the success and outcome of the Parent Summits, Maywood Academy has planned to continue with them.
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A. Recommendations:
1. Explore options for the SLCs:a. Is it beneficial to the students’ futuresb. making the school’s SLCs more ‘pure’ by possibly reorganizing into only
two, (2), Small Learning Communities.c. Increasing electives to support the different SLCs
B. Commendations:
Student centered; decisions made based on what is good for kids Strong Parent Involvement and Volunteers Principal’s leadership, guidance and trust in staff Positive school culture, great mutual respect, strong, nurturing relationship building Campus spirit, school pride and teacher enthusiasm Positive learning environment with monitoring of student progress Clean, safe, orderly campus Staff flexibility to try new and different strategies Teachers use a variety of teaching strategies to support student achievement Staff is committed to addressing student needs Strong school to home communications Parent Center Academic Coaches BLAST process DARTS Coffee with the Principal Collaboration time and common preps Jupiter Grades/online grade book
This Visiting Committee sees the only area of concern for both the teachers and the students of Maywood Academy H.S. is the Small Learning Communities. It is the hope of the VC that Maywood Academy will explore options to help SLCs make clear and pure pathways a reality as originally designed. Any changes to the elements of the school, which makes Maywood Academy H.S. unique and successful; such as strong leadership and guidance by the site administrator, use of technology, parent involvement, plus a caring and nurturing staff, needs to be carefully considered.
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The parent group reported that they are grateful for everything the school does to help their students from the academic support by the teachers and the personal and emotional guidance from those connected to Maywood Academy High School. They are extremely happy with the uniform policy and the principal’s understanding of the culture of their community.
Students reported they like the teachers at Maywood Academy High School and they feel their teachers do challenge them. As the school moves towards implementing the CCSS, the students seem to like the new ways of instruction, learning and assessment tied to the Common Core.
Staff reports: “The school feels like an extension of home”, “We like the kids and each other”, “We are solution minded”, “Everyone works together to be successful”, “We want the students to be successful”, “I like what I do”, “Awesome kids”.
The Visiting Committee is confident that the school has the expertise, support and the commitment necessary to continue implementing their Action Plan. It is also evident to this Visiting Committee that teamwork and professional commitment continues to be a tool that is collectively embraced by all staff at Maywood Academy H.S.
