Thomas Alva Edison High SchoolStockton, California
Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post‐secondary opportunities. Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and career ready.
Page1of1
Edison WASC Report 2010-11 Description of Chapters
Chapter I: School Information and Student Performance Data
Chapter II: Analysis of Student Performance Data
Chapter III: Progress Update from Previous WASC Visit
Chapter IV: Self-Study of School in Relationship to Organization, Curriculum,
Instruction, Assessment, and Culture
Chapter V: Action Plans
TABLE OF CONTENTS
I. Chapter 1: Student/Community Profile—Data and Findings 1
a. Demographic Data 1
b. Student Performance Data 24
c. Perception Data 93
II. Chapter 2: Student/Community Profile—Overall Summary 94
from Analysis of Profile Data
III. Chapter 3: Progress Report 96
IV. Chapter 4: Self-Study Findings 104
a. Organization: Vision and Purpose, Governance, Leadership 104
and Staff, and Resources
b. Standards-based Student Learning: Curriculum 124
c. Standards-based Student Learning: Instruction 136
d. Standards-based Student Learning: Assessment 144
and Accountability
e. School Culture and Support for Student Personal 157
and Academic Growth Culture
V. Chapter 5: Action Plan 169
a. Area of Improvement 1 169
b. Area of Improvement 2 173
c. Area of Improvement 3 177
d. Area of Improvement 4 181
VI. Appendix 185
Chapter 1: Student/Community Profile—Data and Findings
Page 1
SCHOOL BACKGROUND
The day unfolds gracefully at Edison High School, where the mature trees balance their limbs
over the tile roof, scattering shade. The steps leading into the main hall are wide and
welcoming; students gather there to greet each other before heading through the doors and into
the interior of the school. Built in 1941, Edison has a traditional appeal that is unmatched by
the other three comprehensive high schools in the Stockton Unified School District.
Edison pride runs strong in the South Stockton community. Because the surrounding neighbor-
hoods are well-established, many families have had multiple generations attend Edison High.
Local businesses have extended themselves to assist the fundraising efforts of Edison’s extra-
curricular activities, creating positive relationships that benefit students. The school serves the
community as an important representation of the past, present, and future.
Edison High School is a center of hope in a community that is marked by hardship. An urban,
multiethnic school with a predominately lower- income student population, Edison is affected by
the inherent difficulties of the area. Crime, particularly gang-related, is a daily reality that the
students, staff, and community must face. However, Edison has diligently enforced policies and
procedures that have ensured the safety of the campus. The negative influence of the streets
manifests itself most significantly in student achievement and attendance.
Unfortunately, the challenges of the community have resulted in a culture that is not highly
conducive to student achievement. First period tardies are a major problem on campus,
resulting mainly from two different issues. First, the economic situations of some Edison
families require students to walk their younger siblings to local elementary schools because
parents must work and the families lack alternative resources. The start times of these schools
are as much as an hour later than Edison’s; therefore, some of students miss the majority of their
first period class several days a week. Another chief cause of tardies is a prevalent attitude that
school is not a student’s most important responsibility. Many students are simply dropped off
late by parents who either do not view education as essential, or who have not fully realized the
requirements and rigor of high school.
There is an overall lack of parental involvement that has hindered the academic achievement of
students at Edison. Though the school had begun to make positive strides during the 2009-2010
school year with the appointment of a Parent Advocate, the progress was slow and has since
been further delayed by the inability to retain the position for the 2010-2011 school year due to
budget constraints. However, Edison has kept alive the belief that parents are the key to student
success. The school has made efforts to reach out to parents and the community in various
ways, including a large Community Forum, a Pre-registration and Information night for eighth
Chapter 1: Student/Community Profile—Data and Findings
Page 2
Ana’s Story
I’ve been late to school all week long. I’m pretty
sure I’m failing my first period class. We had a test
yesterday, and I didn’t know anything. I still tried to
answer some questions, mostly because I didn’t
want to look bad in front of everybody. I hate feeling
like one of those kids—you know, the ones who don’t
care about school and want everybody to know it. I
have been getting to where I care less and less,
though. It’s easier that way, to expect less of myself
so I’m not so disappointed. Because the truth is, I’m
never going to be an A+ student. I’m smart enough,
but life gets in the way too much. Like yesterday, I
didn’t get to school until third period because I had to
take my little brother to school and then come all the
way home to watch my baby sister so my mom
could work an extra day. She tries to stay home
during the week, but we need the money a lot more
than I need to pass my classes. Like she says, we all
have to do the best we can right now. What that
means for me is that I can’t just be a student. I have
to help take care of my family, too.
At least if I have to make up some classes, I can do
it easier now. The schedule at school is different
than it was last year. Instead of having six classes, I
have four until Christmas and then four new ones
from then until the end of the year. My counselor
said I’ll have room in my schedule to make up some
classes so I can graduate on time. There’s also a new
program after school where I can make up classes in
the computer lab. My friend Selena said it’s harder
than she thought it would be, but she ended up
learning a lot. That’s what I need, because I really
want to go somewhere in life. I’m tired of struggling
every day just to get by. There’s got to be something
better than this.
graders and their families, a Title I Parent meeting, and some parent coffee sessions. Active
parents themselves have reached out to encourage more involvement, voicing their opinions as
to the needs of students and the worth of attending parent meetings. Large productions, such as
the eighth grade information night, tend to receive more attendance from parents; however, the
school has not been able to
provide these sessions on a
routine basis.
Gaining a large, active body of
parents has not yet occurred,
although there are some par-
ents who serve on Edison’s
School Site Council and Eng-
lish Language Advisory Com-
mittee (ELAC). These two
committees are each respon-
sible for identifying student
needs in order to establish
relevant community-based
partnerships.
Edison's school-based Health
Center relies on the partner-
ships of several community
organizations such as Valley
Community Counseling, San
Joaquin General Hospital,
Delta Health Care, and Com-
munity Medical Center.
The YMCA, funded through
the Asset grant, has provided
the school with a much-needed
after school program. Stu-
dents check in, receive a
snack, and can then pursue
extra-curricular activities or
remediation using the APEX
program in the computer lab.
Unfortunately, the after school
Chapter 1: Student/Community Profile—Data and Findings
Page 3
program has not reached its full capacity. Edison would like to see more students utilizing the
services provided; however, the faculty has not diligently encouraged students to attend.
Edison has sought to increase community involvement through the support of students’ post-
secondary planning. To assist the aims of Edison’s industry-based Small Learning
Communities (SLCs), some teachers have secured guest speakers who work within the specialty
areas of multimedia, law, health, engineering, and business. During an SLC fair last spring,
each SLC was able to provide students with a guest speaker. It was believed that these
members of the community would add relevance to the skills taught in the SLC courses, thereby
increasing student motivation and achievement. The presentations were not well advertised,
consequently, the majority of students were not able to benefit from them.
WASC HISTORY
Edison High School completed its last full self-study in October of 2004 and was granted a six
year accreditation status with a review. In the spring of 2007, a WASC Committee visited the
campus and granted Edison a one year extension of its accreditation status. Thus, the
accreditation was extended to June 2008. In February 2008, another Visiting Committee
granted the school a two-year accreditation, which extended the accreditation to June 30, 2010.
Due to changes in leadership, the implementation of SLCs, and the adjustment from a
traditional schedule to a 4 x 4 block schedule, the school was granted a one year extens ion.
Edison’s current accreditation term expires in June of 2011.
SCHOOL PURPOSE
Edison held a community forum last year. A major outcome of this was the response from
parents and the community as to their desired future state of Edison High School. Using their
collective responses and those from teachers, students, and other staff members of Edison High
School, a committee convened in May to draft the following statements:
Mission Statement
The Edison High School community will deliver rigorous and relevant programs to support and prepare all students
for post-secondary education options and vocational opportunities.
Vision Statement
Edison High School will be a nationally recognized, collaborative learning environment where students, staff,
families, and the community work together in partnership to provide meaningful and diverse learning opportunities
for all students so that they develop the knowledge, skills, and character necessary to succeed.
Chapter 1: Student/Community Profile—Data and Findings
Page 4
Upon review of the first draft of the mission and vision statements, the leadership team
determined that both possessed weaknesses. The statements were revised to reflect these
changes:
Mission Statement
Edison High School will provide challenging and meaningful programs that are designed to prepare all stu dents
for a variety of post-secondary opportunities.
Vision Statement
To provide a collaborative learning environment where all students work with staff, parents, and community
members to advance their interests into specific post-secondary plans and skills, so that they can become productive members of society.
This draft was presented to the faculty in October with a request for feedback. Comments and
suggestions were addressed by the WASC Leadership Team. The statements were recently
revised for the final time, yet they have not yet been formally introduced to the Edison
community. They read as follows:
Mission Statement
Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs
that are designed to prepare all students for a variety of post-secondary opportunities.
Vision Statement
Thomas Alva Edison High School will be a locally and nationally renowned learning
environment where students, staff, parents, and community members collaborate to ensure that
all students are equipped with the knowledge and drive necessary to immediately enter college
and career.
Chapter 1: Student/Community Profile—Data and Findings
Page 5
The school plans to hold another community forum in February, during which time the new
mission and vision statements will be revealed. After their formal unveiling, they will be
advertised on the school website and mailed home for parents who were unable to attend the
community forum.
The mission and vision development process also led to the creation of new ESLRs. It was the
recommendation in a prior WASC visit that Edison simplify the ESLRs to better suit the needs
of our struggling students. The school then created “The 3 As,” which centered on attitude,
achievement, and attendance. While the ESLRs were easy for students to understand and
remember, the school struggled to effectively measure them. Therefore, Edison undertook the
task of recreating the ESLRs this year, with the intent of implementing a consistent structure for
assessing students’ achievement of them.
In developing the ESLRs, a team of teachers sought to reinstate “Soul-Vikes,” a decades-old
term to which alumni would strongly identify. And, as many Edison alumni have children who
attend Edison, the hope was that the term would already be familiar to a significant portion of
the student body. The team used “SOUL” as an acronym for ESLRs relating to being
SUCCESSFUL, ORGANIZED, UNIVERSAL, and a LEADER:
ESLRs, Draft 1:
Successful: Self-directed learner who demonstrates the ability to establish and achieve effective personal and academic goals.
Responsible individual who demonstrates the ability to behave in a manner that shows respect
for cultural diversity and individual differences.
Organized: Critical thinker who demonstrates the ability to identify, gather, analyze, and apply multiple resources and information.
Effective communicator who demonstrates the ability to create and express verbal and written
messages.
Universal: Complex thinker who demonstrates the ability to develop solutions to real- life problems.
Competent interpreter who demonstrates the ability to analyze and evaluate significant concepts
within academic and vocational contexts.
Leader: Conscientious leader who demonstrates the ability to follow directions accurately, facilitate collaborative assignments, and make proper decisions toward completing specific tasks.
Accountable individual who demonstrates productive work ethics, acts as a role model, and
accepts personal responsibility.
Chapter 1: Student/Community Profile—Data and Findings
Page 6
On the first day of school, all students were taught the new ESLRs using EDI strategies. Part of
the lesson included asking students to summarize the ESLRs in their own way and contribute
ideas about what else students should be expected to know or do upon graduation.
A student volunteer reviewed the responses and summarized the trends. It was made clear that
the majority of students could not understand the ESLRs well enough to summarize them. The
leadership team sought to bridge the gap between the teacher-created ESLRs and the collective
student-worded summary of them. Draft 3 reflects the revision, which was presented to the
faculty.
This draft was created to be more student-friendly, while encompassing the ideas of Draft 1, the
driving beliefs of the Mission and Vision Statements, and the traditional acronym, “SOUL.”
With rare exception, the faculty feedback supported the simplified version. Therefore, the
Leadership Team made minor adjustments and finalized the following ESLRs:
Succeed by achieving academic and personal goals
Organize information to think and communicate effectively
Use knowledge to prepare for future academic and vocational experiences
Lead by making positive choices
The school intends to take full ownership of the ESLRs now that they have been redesigned to
reflect the opinions of all shareholders involved. Discussions as to their measurement have
begun to take place in collaborative meetings, and the overall impression is that they are practical
and can easily be aligned to existing course standards, projects, and methods of assessment.
SCHOOL STATUS
Edison receives targeted assistance through Title I. At one time Edison elected to not receive
Title I funds in order to remove itself from Program Improvement status. Due to fiscal
hardship, it was decided that accepting Title I funds was both necessary and in the best interest
of students; therefore, Edison returned to Program Improvement status. During the 2010-2011
school year, Edison has transitioned from receiving targeted assistance to becoming a
schoolwide Title I school.
Chapter 1: Student/Community Profile—Data and Findings
Page 7
The school has not met Adequate Yearly Progress in the last two years. A significant factor
contributing to this is an overall lack of student achievement in reading, writing, and
mathematics, particularly among certain subgroups. The results of the CAHSEE reflect these
challenges, as less than 44.5% of Edison’s targeted subgroups were able to score proficient on
the exam. Edison has, on the other hand, made growth on the API for four consecutive years.
While the school’s subgroups have made progress, the scores of some have not increased
enough to meet their growth targets. Data indicates that overall growth is taking place over
time; however, it is a slow process. The school is calculated to have been in Program
Improvement for 5 + years.
Edison is not a Tier II school, although it has undergone Comprehensive School Reform. Two
significant changes were the switch from a six-period day to a 4x4 block schedule and the
creation of Small Learning Communities. Action Learning Systems has been the model
provider, although much of the school’s guidance has resulted from stipulations of the SLC
grant.
As Stockton Unified is a District Assistance and Intervention Team (DAIT) District, the
California Department of Education has issued evaluators from San Joaquin County to monitor
the school.
The school has not been through any audit process; however, some high schools in the district
recently have. The Administration Team has been in communication with these schools in
order to ensure the process goes smoothly if Edison is audited in the future.
During the WASC Self-Study process, Edison was informed that it must develop a Corrective
Action Plan to satisfy requirements that were not met five years ago under a different
administration. The school intends to align the Corrective Action Plan, the WASC Action Plan,
and the Single Schoolwide Action Plan so that goals are clear, manageable, and meaningful for
the growth of the school. Direction for growth has, in the past, been determined primarily
through the Single Schoolwide Action Plan, which is updated annually.
There are no state or federal imposed deadlines for improvement or evidence of growth for
identified subpopulations or the entire school populations. As Stockton Unified is a DAIT
district, there is a district-wide push toward improvement, particularly for targeted
subpopulations. Nevertheless, of the four comprehensive high schools, only Edison has shown
API growth for four consecutive years. Many of Edison’s K-8 feeder schools are experiencing
difficulty in this area, which indicates both Edison’s tremendous progress and future challenges
regarding the academic growth of its students.
Chapter 1: Student/Community Profile—Data and Findings
Page 8
ENROLLMENT
Enrollment (by grade) - 3 Year Trend
Year Grade 09 Grade 10 Grade 11 Grade 12 Total
# % # % # % # % Enrolled
2007-2008 621 26.4% 594 25.2% 599 25.4% 542 23.0% 2356
2008-2009 576 26.2% 578 26.3% 513 23.4% 530 24.1% 2197
2009-
2010 574 26.7% 567 26.3% 530 24.6% 481 22.4% 2152
Overall 1771 26.4% 1739 25.9% 1642 24.5% 1553 23.2% 6705
Ninth graders make up the greatest percentage of Edison’s students. Generally speaking,
twelfth graders constitute the smallest group at the school, with the exception of the 2008-2009
school year, during which time there were more seniors than juniors. Overall, there is a decline
in enrollment from ninth to twelfth grade.
20.0%
21.0%
22.0%
23.0%
24.0%
25.0%
26.0%
27.0%
Grade 09 Grade 10 Grade 11 Grade 12
Edison High School
Enrollment (by grade) - 3 Year Trend2007-2010
2007-2008
2008-2009
2009-2010
Chapter 1: Student/Community Profile—Data and Findings
Page 9
Edison has enrolled more ninth grade males than females for the past three years. However, by
grade 12, there are more enrolled females than males. This was especially true during the 2009-
2010 school year, during which time twelfth grade female enrollment exceeded twelfth grade
male enrollment by approximately 5%.
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
Male Female Male Female Male Female Male Female
Grade 09 Grade 10 Grade 11 Grade 12
Edison High School
Enrollment (by Gender) - 3 Year Trend2007-2010
2007-2008
2008-2009
2009-2010
Enrollment (by Gender) - 3 Year Trend
Year Gender Grade 09 Grade 10 Grade 11 Grade 12 Total
# % # % # % # % Enrolled
2007-
2008
Male 334 28.2% 291 24.5% 305 25.7% 256 21.6% 1186
Female 287 24.5% 303 25.9% 294 25.1% 286 24.4% 1170
2007-2008 Overall 621 26.4% 594 25.2% 599 25.4% 542 23.0% 2356
2008-
2009
Male 316 27.9% 300 26.5% 245 21.7% 270 23.9% 1131
Female 260 24.4% 278 26.1% 268 25.1% 260 24.4% 1066
2008-2009 Overall 576 26.2% 578 26.3% 513 23.4% 530 24.1% 2197
2009-2010
Male 288 26.5% 310 28.6% 267 24.6% 220 20.3% 1085
Female 286 26.8% 257 24.1% 263 24.6% 261 24.5% 1067
2009-2010 Overall 574 26.7% 567 26.3% 530 24.6% 481 22.4% 2152
Overall - 3 Year 1771 26.4% 1739 25.9% 1642 24.5% 1553 23.2% 6705
Chapter 1: Student/Community Profile—Data and Findings
Page 10
Edison’s largest ethnic group is Hispanic, accounting for over 50% of the total population. The
African American, Asian, and Filipino ethnic groups are closely tied for the second largest
population. The American Indian, Pacific Islander, and Caucasian ethnic groups are relatively
small. Each ethnic group has been stable in its enrollment, neither significantly increasing nor
decreasing from year to year. The Asian ethnic group shows the greatest amount of change.
Enrollment of Asian students has declined from 2007-2010.
Students Enrolled by Ethnicity - 3 Year Trend
Year Afr-Amer Amer-Ind Asian Filipino Hispanic Pacific Isl Caucasian Total
# % # % # % # % # % # % # % Enrolled
2007-2008 328 13.9% 71 3.0% 361 15.3% 314 13.3% 1211 51.4% 6 0.3% 65 2.8% 2356
2008-2009 305 13.9% 69 3.1% 315 14.3% 300 13.7% 1141 51.9% 6 0.3% 61 2.8% 2197
2009-2010 311 14.5% 63 2.9% 272 12.6% 284 13.2% 1142 53.1% 12 0.6% 68 3.2% 2152
Overall 944 14.1% 203 3.0% 948 14.1% 898 13.4% 3494 52.1% 24 0.4% 194 2.9% 6705
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Af Amer Amr Ind Asian Filipino Hispanic Pacific Isl Caucasian
Edison High School Enrollment (by Ethnicity) - 3 Year Trend
2007-2010
2007-2008
2008-2009
2009-2010
Chapter 1: Student/Community Profile—Data and Findings
Page 11
The primary language of over 40% of students is Spanish. English is the primary language of a
slightly smaller percentage of students. Hmong, Laotian, Tagalog, and Visayan, among other
languages, contribute the remaining 23%. A total of 31 different primary languages are spoken
by the collective student body of Edison.
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
English Hmong Laotian Spanish Tagalog Visayan Other
Edison High School
Enrollment (by Primary Language) - 3 Year Trend2007-2009
2007-2008
2008-2009
2009-2010
Year English Hmong Laotian Spanish Tagalog Visayan Other Total Enrl
2007-2008 874 193 57 936 82 70 144 2356
37.10% 8.19% 2.42% 39.73% 3.48% 2.97% 6.10%
2008-2009 798 173 52 889 82 65 122 2197
36.32% 7.87% 2.37% 40.46% 3.73% 2.96% 6.30%
2009-2010 831 148 43 894 68 58 110 2152
38.62% 6.88% 2.00% 41.54% 3.16% 2.70% 5.10%
Overall 2503 514 152 2719 232 193 392 6705
37.33% 7.67% 2.27% 40.55% 3.46% 2.88% 5.80%
Chapter 1: Student/Community Profile—Data and Findings
Page 12
Advancement via Individual Determination (AVID) is a successful program that supports
almost 8% of Edison students. Well over a quarter of Edison students are enrolled in at least
one honors course; however, only 2% of students take Advanced Placement courses. Over 8%
of students receive Special Education services. Almost 7% of students receive assistance
through the Migrant Education office.
7.70%
27.20%
2.00%
8.60%6.90%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
Avid Honors Advanced Placement
Special Ed Migrant Ed
Edison High School
Enrollment (by Special Needs and Other Programs)2010-2011
2009-2010
Chapter 1: Student/Community Profile—Data and Findings
Page 13
LANGUAGE PROFICIENCY
For the last three consecutive years, English Learners have accounted for 20% of Edison’s
student population. Fluent English Proficient students have remained at 15% since 2007.
Redesignated Fluent English Proficient students have declined 3% since 2007. English Only
speaking students have fluctuated between 36% and 38% during the last three years.
Students Enrolled by English Fluency - 3 Year Trend
Year
EL (English
Learners)
FEP (Fluent
English Proficient)
R-FEP (Reclass Fluent English
Prof.) Total Enrolled
# % # % # %
2007-2008 461 19.6% 362 15.4% 646 27.4% 2356
2008-2009 442 20.1% 349 15.9% 577 26.3% 2197
2009-2010 435 20.2% 329 15.3% 528 24.5% 2152
Grand Total 1338 20.0% 1040 15.5% 1751 26.1% 6705
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
EL (English
Learners)FEP (Fluent
English Proficient)
R-FEP
(Redesignated Fluent English
Prof.)
EO (English Only)
Edison High School Language Proficiency - 3 Year Trend
2007-2009
2007-2008
2008-2009
2009-2010
Chapter 1: Student/Community Profile—Data and Findings
Page 14
ATTENDANCE
0%
2%
4%
6%
8%
10%
12%
Edison County State
Dropout Rate Comparison3 Year Trend2005-2009
2005-2006
2006-2007
2008-2009
Chapter 1: Student/Community Profile—Data and Findings
Page 15
Overall, the average daily rate of attendance for the 2009-2010 school year was 91.06%. As of
December 2010, the average daily rate of attendance was 92.46%. The increase reflects the
growth that typically occurs at the beginning of a school year. It is expected that daily
attendance will decrease again; therefore, an attendance committee is being created to establish
strategies for increasing attendance.
94.14
92.5192.75
91.25
91.65
89.5
90
90.5
91
91.5
92
92.5
93
93.5
94
94.5
July/Aug 2010 Aug/Sept 2010 Sept/Oct 2010 Oct/Nov 2010 Nov/Dec 2010
Attendance Rates by %
2010-2011 School Year
Chapter 1: Student/Community Profile—Data and Findings
Page 16
SUSPENSION AND EXPULSION RATES
Students Suspended by Ethnicity - 3 Year Trend
Year SUSP Afr-Amer Amer-
Ind Asian Filipino Hispanic Pacific
Isl White Total
# % # % # % # % # % # % # % Enrolled
2007-2008 Yes 145 23.2% 26 4.2% 51 8.2% 27 4.3% 354 56.6% 3 0.5% 19 3.0% 625
2008-2009 Yes 122 28.4% 14 3.3% 19 4.4% 25 5.8% 236 54.9% 2 0.5% 12 2.8% 430 2009-2010 Yes 134 24.5% 21 3.8% 33 6.0% 26 4.7% 313 57.1% 3 0.5% 18 3.3% 548
Overall Yes 401 25.0% 61 3.8% 103 6.4% 78 4.9% 903 56.3% 8 0.5% 49 3.1% 1603
The subgroups with the highest percentage of suspended students are African Amer ican and
Hispanic. The school has a high percentage of Hispanic students; thus the rate of suspension is
similarly high. Conversely, the high suspension rate of African American students does not
match the population size, which is approximately 14%. The school has nearly equal
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
African American
American Indian
Asian Filipino Hispanic Pacific Islander
Caucasian
Suspension Rates by Ethnicity2007-2010
2007-2008
2008-2009
2009-2010
Chapter 1: Student/Community Profile—Data and Findings
Page 17
populations of African American and Filipino students; however, African Americans are
suspended at a rate of almost 20% more than Filipino students. Edison has determined that there
is a strong need for improvement of school culture so that all ethnic subgroups are successful.
Jeremy’s Story:
I got suspended today, but I deserved it. I wish I understood why I
act the way I do around my friends. I’m a pretty nice kid, most the
time. But when I’m hanging out with everybody, I get an attitude.
Thinking back, I feel kind of ashamed of myself. Especially when I
think what my mama would say if she saw me acting like that. She
probably wouldn’t say anything, just give me the back hand.
I’m not saying I was wrong to have my phone out. It’s a stupid rule
and I just can’t be without my phone. But it’s still a rule, so I
should’ve put it away when the csm told me to instead of GOING
OFF ON HIM. That’s what got me suspended. All my friends
thought it was funny. But now I’ve got to go face mama and try to
explain why I said what I did. I really just don’t know. And when I
get back, that csm is going to be on me. Now he thinks I’m one of
the kids he should look out for. And maybe he should, since I act
so stupid around my friends. When I get back I’m going to try to
lay low for a while. Maybe he’ll forget about the whole thing. I
hope so.
Chapter 1: Student/Community Profile—Data and Findings
Page 18
During the last three years, no American Indian students have been expelled. The number of
expelled African American students expelled has risen 9%, and the number of expelled Hispanic
students has risen 8%. No significant numbers of Caucasian, Asian, Filipino, or Indian students
have been expelled over the course of the last three years.
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
American Indian
African American
Hispanic Caucasian Asian Filipino Indian
Expulsion Rates by Ethnicity
2007-2010
2007-2008
2008-2009
2009-2010
American Indian
African American
Hispanic Caucasian Asian Filipino Indian
% # % # % # % # % # % # % #
2007-2008
0% 0 1% 5 1% 13 1% 1 0.50% 2 0% 0 16% 1
2008-2009
0% 0 1% 4 1% 12 0% 0 0% 0 0% 0 0% 0
2009-
2010
0% 0 4% 14 1% 21 1% 1 0% 0 0.30% 1 0% 0
Overall 0% 0 6% 23 3% 46 2% 2 2% 2 0.30% 1 16% 1
Chapter 1: Student/Community Profile—Data and Findings
Page 19
According to the data, there are more socio-economically disadvantaged students in grade 9 than
in other grades. The school does not believe this is accurate, and attributes the discrepancy to the
fact that it is difficult to obtain completed free and reduced lunch applications from parents a fter
orientation.
Socio-Economic Status Enrollment (by grade) - 3 Year
Trend
Year Socio-
eco stat
Grade 09 Grade 10 Grade 11 Grade 12 Total
# % # % # % # % Enrolled
2007-2008 Yes 404 28.3% 380 26.6% 349 24.4% 297 20.8% 1430
2008-2009 Yes 407 30.4% 345 25.8% 297 22.2% 288 21.5% 1337
2009-2010 Yes 413 30.2% 374 27.4% 312 22.8% 267 19.5% 1366
Overall Yes 1224 29.6% 1099 26.6% 958 23.2% 852 20.6% 4133
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
Grade 09 Grade 10 Grade 11 Grade 12
Edison High School
Socio-Economic Disadvantaged - 3 Year Trend2007-2010
2007-2008
2008-2009
2009-2010
Chapter 1: Student/Community Profile—Data and Findings
Page 20
Parent Education Level Enrollment - 3 Year Trend
Year
Graduate
school
College
graduate
Some
college
High school
graduate
Not a high school
graduate
Declined to
state Total Enroll
# % # % # % # % # % # %
2007-
2008 64
2.7
%
13
2
5.6
%
23
3 9.9% 422
17.9
% 423
18.0
%
108
2
45.9
% 2356
2008-2009 61
2.8%
116
5.3%
235
10.7% 411
18.7% 426
19.4% 948
43.1% 2197
2009-2010 72
3.3%
113
5.3%
237
11.0% 466
21.7% 506
23.5% 758
35.2% 2152
Grand
Total
19
7
2.9
%
36
1
5.4
%
70
5
10.5
%
129
9
19.4
%
135
5
20.2
%
278
8
41.6
% 6705
Approximately 3% of Edison parents have attended graduate school. 5% are college graduates,
and approximately 11% have attended some college. Parents who are high school graduates
have increased 4% since 2007. Parents who are not high school graduates have increased by 5%
since 2007. During all three years, the majority of parents have been non-high school graduates.
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
Graduate
schoolCollege
graduateSome
collegeHigh school
graduateNot a high
school graduate
Declined to
state
Edison High School
Parent Education - 3 Year Trend2007-2010
2007-2008
2008-2009
2009-2010
Chapter 1: Student/Community Profile—Data and Findings
Page 21
DESCRIPTION OF SAFETY CONDITIONS AND FACILITIES
The condition of the campus is poor, according to the criteria established by the Office of Public
School Construction. Maintenance is required in several areas, which resulted in a score of
fewer than 75 percent on the 15 categories of the evaluation.
The major obstacle the school has encountered in maintaining aging facilities is the district’s
hesitation to make costly repairs when a major renovation is scheduled through Measure Q in
two years. Moreover, the district has not been financially able to undertake anything more than
small, critical repairs in recent years. Edison’s campus has not been receiving significant
attention from maintenance because it is reasonably safe for students and teachers, and
therefore, cannot be a priority for the district at this point.
STAFF
The Staff of Edison High School (Total Numbers)
Certificated
Teachers
Certificated
Counselors
Classified Staff Substitutes
102 5 90 0
2010-2011
Teacher
Certification
CLAD
Certified
NCLB
Qualified
National
Board
Certified
Instructing
Outside
Credential
Area
IMPACT
or Intern
Emergency
Permit
Advanced
Degrees
BTSA
Total Number 87 100 0 1 5 1 41 15
% 85% 98% 0% 1% 5% 1% 40% 15%
Teacher Preparation and Experience
Teaching Experience
0-5 Years 6-10 Years 11-20
Years
20 + Years
# % # % # % # %
Years in Stockton Unified 28 34% 21 23% 24 27% 9 10%
Total Teaching Years 22 24% 19 21% 30 33% 12 13%
Chapter 1: Student/Community Profile—Data and Findings
Page 22
Teacher Demographics
Male Female
57 45
Caucasian
Hispanic
African
American
Cambodian
Hmong
Italian
Chinese
40 17 3 2 2 2 2
American
Indian Asian Filipino Vietnamese Egyptian Other
Declined
to State
1 2 1 1 1 6 22
Professional Development
Explicit Direct Instruction (EDI):
DATE
Training Topic
# Participated
1/25/10
Refresher Course
10
1/26/10
1/27/10
New Teacher Course
17
4/28/10
EDI for English
24
4/29/10
EDI for Math
17
7/21-23/10
EDI for English
7
9/27/10
EDI
12
9/28/10
EDI
15
12/14
12/15
EDI for Social Science
16
Chapter 1: Student/Community Profile—Data and Findings
Page 23
Cross-Curricular Collaboration:
Date
Training Topic
# Participated
9/17/09
Connect Ed
13
6/11/09 6/12/09
Summer
Institute
58
6/15/09- 7/9/09
Summer
Institute
19
7/21/09 7/22/09 7/23/09
SLC Workshop
19
7/30/09
SLC Collaboration
103
Literacy, Numeracy, and Writing:
Date
ECED
#
Participated
Writing
#
Participated
CAHSEE
Norming
#
Participated
9/09/09
Literacy Training
14
11/16/09 Literacy
Training
12
7/21/09 7/22/09
7/23/09
Literacy Training
8
7/21/09 Numeracy Training
11
7/30/09 ECED
Introduction
103
10/19-10/20/10
Step Up to Writing
Program
27
11/4/10 Essay norming
6
Chapter 1: Student/Community Profile—Data and Findings
Page 24
STUDENT PERFORMANCE DATA
Academic Performance Index (API)
API Rank 2006-2007 2007-2008 2008-2009
State-wide 1 1 1
Similar-School 1 1 1
Edison has had continual API growth since 2006. During the 2008-2009 school year, the growth
was limited due to the transition from a traditional six-period day to a 4x4 block schedule. It is
believed that the increasing retention of faculty members, creating consistent department
policies, and enhancing teaching strategies will close the gap between Edison’s actual API and
the target for AYP.
0
100
200
300
400
500
600
700
800
900
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
20
08
20
09
20
10
20
11
20
12
20
13
20
14
School M
edian
Edison High School
2000-2010 Base API
Edison HS API
API Target for AYP
Chapter 1: Student/Community Profile—Data and Findings
Page 25
API Growth by Ethnicity
All subgroups have made progress over time, although only the Filipino and Asian subgroups
have exceeded the API targets. The African American subgroup fell from 2008-2009, but made
progress from 2009-2010. The Hispanic population has increased since 2006; however, growth
has been gradual and falls beneath the API target.
Chapter 1: Student/Community Profile—Data and Findings
Page 26
Sammi’s Story:
This year I got put in regular classes. It felt really strange cause Im not one of the smart kids. It was hard. I never co uld do
what the teacher said. But I understood th ings when they talked better than I used to. Sometimes I worked in a group with other
kids and they helped me. They never made me feel like I wasnt sposed to be there. I dont know why I wasnt in my special classes.
But im glad I wasnt. For the first time I didnt have to be embarrassed about going to class. Everybody knows where the special
classes are. It makes you feel bad to go there , even though the teachers try hard to help and most kids don’t make a b ig deal about
it...
API Growth by Other Subgroups
The Economically Disadvantaged subgroup struggled from 2009-2010. Due to the economy,
homelessness has become a larger problem in the community and school. The obvious hardships
related to this issue are reflected in the student performance data. English Learners have made
progress since 2007, as have students with disabilities. The mainstreaming of RSP students
during the 2009-2010 school year accounts for the large growth of the Special Education
subgroup.
Chapter 1: Student/Community Profile—Data and Findings
Page 27
CST Multiyear Report: English-Language Arts, Grades 9-11
Far Below Basic
Below Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 28
CST Multiyear Report: English-Language Arts, Grades 9-11
In a three year span, students scoring Advanced on English-Language Arts section of the CSTs
have increased by over 2%. The Proficient group has increased almost 3%. The Basic group has
made little change, whereas the Below Basic group has decreased by almost 4.5%. The Far
Below Basic group also decreased, though by a much lesser degree.
Chapter 1: Student/Community Profile—Data and Findings
Page 29
Multi Year Comparison Report for CST ELA (Grade 9)
Far Below
Basic
Below
Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 30
Multi Year Comparison Report for CST ELA (Grade 9)
From 2007-2010, the number of ninth grade students scoring Advanced on English-Language
Arts has increased by nearly 3.5%. Students scoring Proficient has also increased, though by a
slightly lesser percentage. There has been a nearly 3% decrease in the number of students
scoring Basic, and an almost 5% decrease in the number of students scoring Below Basic.
However, there has been an increase of almost 1.5% in the number of students scoring Far Below
Basic.
Last year, there was not as much growth in the Advanced range as in the previous year. There
were decreases in the number of students scoring Proficient and Basic. A few more students
scored Below Basic, and the Far Below Basic group increased by 32 students.
Chapter 1: Student/Community Profile—Data and Findings
Page 31
Year Comparison Report for CST ELA (Grade 10)
Far Below Basic
Below Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 32
Year Comparison Report for CST ELA (Grade 10)
From 2007-2010, there has been an approximately 2% increase in the number of students scoring Advanced and Proficient. The Basic group has increased by over 4%, and the Below Basic
group has declined by over 5%. Students scoring Far Below Basic has decreased by nearly 3%. In 2009-2010, more tenth grade students scored Advanced in ELA than in the previous years.
The number of students scoring Proficient remained the same as the 2008-2009 school year. 7 more students scored Basic than in the previous school year. 5 fewer students scored Below
Basic, and 11 fewer scored Far Below Basic.
.
Chapter 1: Student/Community Profile—Data and Findings
Page 33
Multi Year Comparison Report for CST ELA (Grade 11)
Far Below Basic
Below Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 34
Multi Year Comparison Report for CST ELA (Grade 11)
From 2007-2010, the percentage of eleventh grade students scoring Advanced increased by
nearly 1.5%, and the percentage scoring Proficient increased by over 3.5%. There has been very little change in the percentage scoring Basic. There has been a near ly 2.8% decrease of the
Below Basic group, and a 2.2% decrease of the Far Below Basic group. In the 2009-2010 school year, there was a movement of two students from the Proficient to the
Advanced group. 35 more students scored Basic than in the previous year. 4 fewer students scored Below Basic and Far Below Basic than in the 2008-2009 school year.
Chapter 1: Student/Community Profile—Data and Findings
Page 35
Ms. Miller’s Story:
Sometimes I wonder what I’m doing here. Don’t get me wrong: I love
teaching. But it’s about so much more than just standing in front of kids
and helping them learn. We started this year with using data to drive
instruction. I went from feeling pretty good about the job I did to being
depressed and lost. My kids seem to fail everything: CSTs, the CAHSEE,
District Assessments, etc. I don’t know what to really do with that
information. Where do you start, when they’re so far behind grade-level?
The bigger problem is that even if I could figure out how to teach them
what they needed to know, I don’t have the time to do it. Every day, I fall
further and further behind in the pacing guide. I feel like I’m flying
through the material, and I know my kids aren’t learning what they need to
as it is. There’s just no time to re-teach or fill in the gap with
remediation.
I know if I can figure out how to do this it will be really great for my kids.
Imagine if I could reach every single one of them and teach them what
they need to know! I’m hoping that I can work with some of the other
teachers to plan lessons and address the problems we’re all having.
Hopefully we’ll have professional development as well, so that the experts
can shed some light on this. I’m ready to work hard for my kids. I’m tired
of letting the chips fall where they may because I just don’t know how to
help them all.
Chapter 1: Student/Community Profile—Data and Findings
Page 36
Multi-year Comparison Report for CST Math (General)
Far Below Basic
Below Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 37
2007-2008 2008-2009 2009-2010 change % change
Advanced 0 0 0 0 0.00
Proficient 1 0 0 -1 -4.35
Basic 0 3 0 0 0.00
Below Basic
6 2 1 -5 -13.59
Far Below Basic
16 6 7 -9 17.93
Total
Represented
23 11 8 -15 N/A
During the last three years, no students have scored Advanced on the General Mathematics section of the CSTs. The majority of the students score Far Below Basic.
Chapter 1: Student/Community Profile—Data and Findings
Page 38
Multi Year Comparison Report for CST MATH (Algebra I)
Far Below
Basic
Below
Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 39
Multi Year Comparison Report for CST MATH (Algebra I)
From 2007-2010, there was very little change in the number of students scoring Advanced in Algebra I; however, there was a nearly 3% increase in the number of students scoring Proficient.
The Basic group increased by over 1.5%. The Below Basic group decreased by almost 2.7%, and the decrease in the Far Below Basic group was over 2%.
In the 2009-2010 school year, there was very little difference in the number of students scoring Advanced and Proficient than in the previous year. 14 more students scored Basic; however,
there was an increase of 26 students who scored Below Basic and 5 who scored Far Below Basic.
Chapter 1: Student/Community Profile—Data and Findings
Page 40
Multiyear Comparison (Geometry)
Far Below Basic
Below Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 41
Multiyear Comparison (Geometry)
From 2007-2010, there was a decrease of almost 1.5% in the number of students who scored Advanced in Geometry. There was a slight increase in the number of students who scored
Proficient and Basic. The percent of students scoring Below Basic fell slightly, and the percent of students scoring Far Below Basic remained virtually unchanged.
In 2009-2010, there were no students who scored Advanced, whereas there were 14 the previous year. 17 fewer students scored Proficient, and 13 more students scored Basic. 24 more students
scored Below Basic, and the Far Below Basic group remained nearly the same.
Chapter 1: Student/Community Profile—Data and Findings
Page 42
Multi Year Comparison Report for CST MATH (Algebra II)
Far Below
Basic
Below
Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 43
Multi Year Comparison Report for CST MATH (Algebra II)
From 2007-2010, the number of students scoring Advanced in Algebra II has increased 1%. The
number scoring Proficient increased 5%. Students scoring Basic has decreased by over 3%, whereas students scoring Below Basic has increased by 6.1%. The Far Below Basic group has
declined by over 9%. In the 2009-2010 school year, there were fewer students scoring Advanced than there were in the
2008-2009 school year. 6 more students scored Proficient, and 10 less students scored Basic. There were 6 more students scoring Below Basic, but 6 fewer scoring Far Below Basic.
Chapter 1: Student/Community Profile—Data and Findings
Page 44
Multi Year Comparison Report for CST MATH (Summative High School Math)
Far Below Basic
Below Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 45
Multi Year Comparison Report for CST MATH (Summative High School Math)
From 2007-2010, the number of students scoring Advanced on the CSTs in Summative Math increased by nearly 3%. Greater gains were seen in both Proficient and Basic groups, at over 8%
and almost 13%. The Below Basic group decreased by over 15% and the Far Below Basic group decreased by 8%.
From the 2008-2009 to the 2009-2010 school year, there was minimal change in the number of students scoring Advanced. However, the number of Proficient students rose by 10 and the
Basic group increased by 18 students. The Below Basic group decreased by 14 students and the Below Basic group dropped from 11 to 6 students.
Chapter 1: Student/Community Profile—Data and Findings
Page 46
Multi Year Comparison Report for CST SCIENCE
Far Below Basic
Below Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 47
Multi Year Comparison Report for CST SCIENCE
From 2007-2010, there was less than 1% of growth in the number of students scoring Advanced on the General Science portion of the CSTs. The Proficient group grew over 2.5%. There was
very little change in the amount of students scoring Basic. The number of students scoring Below Basic fell slightly over 1% and the students scoring Far Below Basic dropped by almost 2%.
In 2010, the Advanced group decreased by 11 students and the Proficient group increased by 29
students. The Basic group decreased by 36 students and the Below Basic decreased by 44 students. The Far Below Basic group increased by 39 students.
Chapter 1: Student/Community Profile—Data and Findings
Page 48
Multi Year Comparison Report for CST SCIENCE (Biology)
Far Below Basic
Below Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 49
Multi Year Comparison Report for CST SCIENCE (Biology)
From 2007-2010, the number of students scoring Advanced on the Biology section of the CSTs changed less that 1%. There was an almost 3% increase in the number of students scoring
Proficient and a 1.3% increase in the number scoring Basic. The size of the Below Basic group did not change significantly, whereas the Far Below Basic group declined by over 5%.
In 2010, there were 354 more students enrolled in Biology than in the previous year. Therefore, each proficiency group was significantly larger.
Chapter 1: Student/Community Profile—Data and Findings
Page 50
Multi Year Comparison Report for CST SCIENCE (Chemistry)
Far Below
Basic
Below
Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 51
Multi Year Comparison Report for CST SCIENCE (Chemistry)
From 2007 to 2010, the Advanced group increased less than 1%. The percentage of students
who scored Proficient increased more than 3%, and the Basic group decreased by over 7%. The Below Basic group increased over 4%. The Far Below Basic group decreased by nearly 1%.
In 2010, 25 more students were enrolled in Chemistry than in the previous year. However, the number of students who scored Advanced decreased by 6. Likewise, the Proficient group
decreased by 4. The Basic group increased by 16 students and the Below Basic group increased by 6. The Far Below Basic increased by 13 students.
Chapter 1: Student/Community Profile—Data and Findings
Page 52
Multi Year Comparison Report for CST HISTORY
Far Below Basic
Below Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 53
Multi Year Comparison Report for CST HISTORY
From 2007-2010, the percentage of students who scored Advanced on the U.S. History component of the CSTs increased nearly 2%. The Proficient and Basic groups increased over
4%. The Below Basic and Far Below Basic groups both experienced decreases, Below Basic by almost 6% and Far Below Basic by almost 5%.
In 2010, 60 more students were enrolled in U.S. History than in the previous year. The largest increases of students were found in the Basic, Below Basic, and the Far Below Basic groups.
Chapter 1: Student/Community Profile—Data and Findings
Page 54
Multi Year Comparison Report for CST HISTORY (World History)
Far Below
Basic
Below
Basic
Basic Proficient Advanced
Chapter 1: Student/Community Profile—Data and Findings
Page 55
From 2007-2010, the number of students who scored Advanced on the World History component
of the CSTs increased over 2.5%. The Proficient group also increased by nearly 3%, and the
Basic group increased over 9%. The Below Basic group decreased by almost 2% and the Far
Below Basic group decreased over 13%.
In 2010, 28 more students were enrolled in World History than in the previous year. 9 more
students scored Advanced, and 18 more students scored Proficient. The Basic group increased
by 46 students and the Far Below Basic group decreased by 28 students.
Chapter 1: Student/Community Profile—Data and Findings
Page 56
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
20
08
20
09
20
10
20
08
20
09
20
10
20
08
20
09
20
10
20
08
20
09
20
10
20
08
20
09
20
10
20
08
20
09
20
10
20
08
20
09
20
10
Year Year Year Year Year Year Year
Afr. Amer. Amer. Ind. Asian Filipino Hispanic Pac. Isl. Caucasian
Edison CST and CMA English Language Arts by Ethnicity
Adv.
Prof.
Basic
BB
FBB
Chapter 1: Student/Community Profile—Data and Findings
Page 57
Over the last three years, African American, Filipino, Pacific Islander, and Caucasian subgroups
have increased in the number of students who score Advanced on the Language Arts section of
the CSTs. All other subgroups have shown overall growth; however, there were both increases
and decreases between 2008-2010.
Likewise, American Indian, Pacific Islander, and Caucasian subgroups have increased in the
number of students who score Proficient. Other subgroups have either remained constant or
shown positive and negative fluctuation.
There has been a decrease in the number of African American and Pacific Islander students
scoring Basic. All other subgroups have either increased in the number of students scoring Basic
or have experienced growth and reduction over the course of three years.
Filipino students scoring Below Basic has decreased every year, as has Hispanic and Pacific
Islander students. All subgroups have shown an overall decrease from 2008-2010.
Edison CST and CMA English Language Arts by Ethnicity
Perform-
ance Level
Ethnicity
Afr. Amer. Amer. Ind. Asian Filipino Hispanic Pac. Isl. Caucasian
Year Year Year Year Year Year Year
08 09 10 08 09 10 08 09 10 08 09 10 08 09 10 08 09 10 08 09 10
ELA
Adv
% 3% 4% 6% 6% 3% 7% 4% 7% 6% 10%
11%
14%
3% 4% 5% 0% 0% 14%
9% 9% 11%
N 8 8 12 3 1 2 10 16 12 22 23 27 26 31 43 0 0 1 4 4 4
Pro
% 12%
19%
16%
12%
16%
20%
17%
17%
19%
22%
32%
27%
12%
16%
15%
0% 38%
43%
19%
23%
25%
N 29 40 34 6 6 6 42 39 36 48 68 54 106
123
124
0 3 3 9 11 9
Bas
% 30%
32%
28%
26%
24%
30%
34%
36%
37%
36%
29%
37%
30%
29%
31%
33%
25%
14%
36%
30%
31%
N 72 68 60 13 9 9 86 80 69 79 62 74 25
1
22
5
25
8 1 2 1 17 14 11
B
Bas
% 29%
24%
26%
30%
32%
17%
25%
20%
23%
22%
17%
15%
27%
25%
23%
67%
25%
0% 23%
26%
17%
N 68 51 56 15 12 5 62 45 44 49 36 30 231
191
193
2 2 0 11 12 6
FB Bas
% 26%
22%
25%
26%
26%
27%
21%
19%
14%
10%
10%
8% 28%
25%
27%
0% 13%
29%
13%
13%
17%
N 61 48 53 13 10 8 53 43 27 21 22 15 235
194
225
0 1 2 6 6 6
Chapter 1: Student/Community Profile—Data and Findings
Page 58
On the contrary, not all subgroups have experienced a decline in the number of students scoring
Far Below Basic. The American Indian subgroup experienced an increase of 1%, Caucasian has
increased 4%, and the Pacific Islander has increased 29%.
There has been a 1% decrease in the number of students scoring Far Below Basic for the African
American and Hispanic subgroups. Filipino students scoring Far Below Basic decreased by 2%,
and the Asian subgroup has decreased 7%.
Chapter 1: Student/Community Profile—Data and Findings
Page 59
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%2
00
8
20
09
20
10
20
08
20
09
20
10
20
08
20
09
20
10
20
08
20
09
20
10
20
08
20
09
20
10
20
08
20
09
20
10
20
08
20
09
20
10
Year Year Year Year Year Year Year
Afr. Amer. Amer. Ind. Asian Filipino Hispanic Pac. Isl. Caucasian
Edison CST and CMA Math by Ethnicity
Adv.
Prof.
Basic
BB
FBB
Chapter 1: Student/Community Profile—Data and Findings
Page 60
No subgroups have seen continual growth in the number of students scoring Advanced on the
Mathematics portion of the CSTs. The Asian and Caucasian subgroups were able to maintain the
growth made from 2008-2009; however, all other subgroups decreased.
The African American subgroup has increased in the number of students scoring Proficient, as
has the Pacific Islander subgroup.
Likewise, the African American subgroup has consistently gained Basic-scoring students.
Perform-ance Level
Ethnicity
Afr. Amer. Amer. Ind. Asian Filipino Hispanic Pac. Isl. Caucasian
Year Year Year Year Year Year Year
08 09 10 08 09 10 08 09 10 08 09 10 08 09 10 08 09 10 08 09 10
M
ath
Adv
% 0%
1% 0% 0% 3% 0% 2% 4% 4% 2% 6% 2% 1% 1% 0% 0% 0% 0% 0% 3% 3%
N 0 2 0 0 1 0 5 8 8 4 12 4 8 10 3 0 0 0 0 1 1
Pro
% 3
% 7% 8% 4% 3%
11
%
12
%
11
%
12
%
10
%
15
%
13
% 3% 8% 6% 0% 0%
14
% 9% 8% 6%
N 7 14 15 2 1 3 28 22 22 20 30 25 22 53 49 0 0 1 4 3 2
Bas
% 11%
15%
16% 8% 12%
11%
21%
20%
18%
29%
19%
26%
13%
14%
16% 0% 14%
29%
15%
29%
32%
N 24 30 31 4 4 3 52 40 34 60 39 49 104 92 120 0 1 2 7 11 10
B Bas
% 48
%
41
% 43% 50%
38
%
39
%
40
%
40
%
39
%
40
%
41
%
40
%
47
%
47
% 47%
67
%
43
%
14
%
52
%
32
%
52
%
N 102
81 86 24 13 11 97 83 72 84 84 75 362 316
362 2 3 1 24 12 16
FB Bas
% 37%
36%
33% 38% 44%
39%
25%
25%
27%
19%
20%
18%
36%
31%
30% 33%
43%
43%
24%
29%
6%
N 79 71 66 18 15 11 60 52 51 40 41 33 275 20
8 229 1 3 3 11 11 2
Chapter 1: Student/Community Profile—Data and Findings
Page 61
CAHSEE ELA 2007-2009
With the exception of grade 11, the school has seen growth in the amount of students who pass
the ELA portion of the CAHSEE. Tenth grade passage rates have increased 5% and twelfth
grade passage rates have increased approximately 2% from 2007-2009, though they experienced
With the exception of grade 11, the school has seen growth in the amount of students who pass
2007 2008 2009 Passed ELA Passed ELA Passed ELA
No Yes No Yes No Yes
# % # % # % # % # % # % Grade 10 318 46.4% 368 53.6% 249 43.5% 323 56.5% 231 41.4% 327 58.6%
11 128 22.9% 432 77.1% 126 22.9% 424 77.1% 129 26.3% 361 73.7%
12 83 16.5% 421 83.5% 61 12.3% 436 87.7% 65 14.1% 395 85.9%
Total
529
1221
436
1183
425
1083
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
10 11 12
2007
2008
2009
Chapter 1: Student/Community Profile—Data and Findings
Page 62
the ELA portion of the CAHSEE. Tenth grade passage rates have increased 5% and twelfth
grade passage rates have increased approximately 2% from 2007-2009, though they experienced
a decrease in 2008. Eleventh grade remained stagnant for two years and then decreased 4%.
Though the school is clearly progressing, passage rates remain at an unsatisfactory level for all
grades tested.
Eddie’s Story:
The Exit Exam is tomorrow. I’m still trying to decide if I’m going to take it again. I fai led it three
times. I know I’m gonna fail it again. I might stay home. Save myself the trouble. I just can’t
do it. Its bad enough to guess on all the bubble answers. But you feel really dumb when you get
to the writing part and you don’t know what your suppost to do. Last time I didnt write anything
cause I didn’t understand. And I cant write, too. I know it sounds stupid and it doesn’t go in
order or anything. I hate it. I cant spell. Nothing ever works. I want to pass but I know I
wont. I’m better staying home so I dont waste nobody’s time. And I dont think I can go through
it all again. You get to a point where its to much to take .
Chapter 1: Student/Community Profile—Data and Findings
Page 63
CAHSEE ELA 2007-2009
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Afr. Amer. Amer. Ind. Asian Filipino Hispanic Pac. Isl. Caucasian
2007
2008
2009
Chapter 1: Student/Community Profile—Data and Findings
Page 64
CAHSEE ELA
African American students have passed the ELA portion of the CAHSEE at a growing rate.
Over the course of the last three years, 8% more African Americans have passed the test. The
passage rate for Asian students increased 2% between 2007-2009. There was a more substantial
growth between 2007-2008; however, 3% of the growth was lost the following year. Hispanic
students experienced a similar trend of an increase between 2007-2008 and a loss of growth
between 2008-2009. Conversely, the passage rate growth of the Hispanic subgroup was less than
2% during its highest point. There was a 6% increase in passage rates for Filipino students from
2007-2009. American Indian, Pacific Islander, and Caucasian ethnic subgroups, none of which
represent large student populations, have shown minor growth or reduction in CAHSEE ELA
passage rates.
2007 2008 2009
Passed ELA Passed ELA Passed ELA
No Yes No Yes No Yes
# % # % # % # % # % # %
Afr. Amer. 89 36.8% 153 63.2% 70 32.1% 148 67.9% 60 29.7% 142 70.3%
Amer. Ind. 11 23.9% 35 76.1% 12 24.5% 37 75.5% 11 25.6% 32 74.4%
Asian 83 28.8% 205 71.2% 61 22.8% 206 77.2% 62 25.8% 178 74.2%
Filipino 43 17.6% 202 82.4% 30 12.5% 210 87.5% 26 11.8% 194 88.2%
Hispanic 293 33.4% 583 66.6% 254 31.7% 548 68.3% 257 33.9% 501 66.1%
Pac. Isl. 0 0 2 100.0% 1 50.0% 1 50.0% 1 20.0% 4 80.0%
Caucasian 10 19.6% 41 80.4% 8 19.5% 33 80.5% 8 20.0% 32 80.0%
Total 529 1221 436 1183 425 1083
Chapter 1: Student/Community Profile—Data and Findings
Page 65
CAHSEE Math 2007-2009
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
10 11 12
2007
2008
2009
Chapter 1: Student/Community Profile—Data and Findings
Page 66
CAHSEE MATH
2007 2008 2009
Passed Math Passed Math Passed Math
No Yes No Yes No Yes
# % # % # % # % # % # %
Grade 10 293 42.7% 393 57.3% 268 46.9% 304 53.1% 218 39.1% 340 60.9%
11 129 23.0% 431 77.0% 127 23.1% 423 76.9% 116 23.7% 374 76.3%
12 70 13.9% 434 86.1% 53 10.7% 444 89.3% 48 10.4% 412 89.6%
Total 492 1258 448 1171 382 1126
Overall, there has not been a steady trend of growth or decline in the passage rates of the
mathematics section of the CAHSEE over the last three years. Tenth graders experienced a
decline in passage from 2007-2008, then increased 7%, for an overall increase of 3% by 2009.
Eleventh grade passage rates have remained fairly constant, increasing or dropping less than 1%
over the course of three years. Twelfth grade passage rates increased 3% from 2007-2008 and
maintained that growth the following year.
Chapter 1: Student/Community Profile—Data and Findings
Page 67
CAHSEE Mathematics 2007-2009
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Afr. Amer. Amer. Ind. Asian Filipino Hispanic Pac. Isl. Caucasian
2007
2008
2009
Chapter 1: Student/Community Profile—Data and Findings
Page 68
Only African American, Filipino, and Caucasian student subgroups experienced continual
growth of passage rates on the mathematics section of the CAHSEE. The increase in passage
rates was largest for the Caucasian subgroup at approximately 10%. The other two subgroups
increased about 6% over the three year span. On the other hand, the American Indian subgroup
experienced 1% of growth from 2007-2008 and then had a 3% decrease in passage rates. The
Asian subgroup had a slight decrease in passage rates from 2007-2008 before having a 5%
increase in 2009. The Hispanic subgroup declined 1% from 2007-2008 and then rose 1% from
2008-2009.
2007 2008 2009
Passed Math Passed Math Passed Math
No Yes No Yes No Yes
# % # % # % # % # % # %
Afr. Amer. 97 40.1% 145 59.9% 83 38.1% 135 61.9% 68 33.7% 134 66.3%
Amer. Ind. 10 21.7% 36 78.3% 10 20.4% 39 79.6% 10 23.3% 33 76.7%
Asian 54 18.8% 234 81.3% 51 19.1% 216 80.9% 36 15.0% 204 85.0%
Filipino 33 13.5% 212 86.5% 25 10.4% 215 89.6% 16 7.3% 204 92.7%
Hispanic 283 32.3% 593 67.7% 267 33.3% 535 66.7% 243 32.1% 515 67.9%
Pac. Isl. 0 0 2 100.0% 1 50.0% 1 50.0% 1 20.0% 4 80.0%
Caucasian 15 29.4% 36 70.6% 11 26.8% 30 73.2% 8 20.0% 32 80.0%
Total 492 1258 448 1171 382 1126
Chapter 1: Student/Community Profile—Data and Findings
Page 69
AMOs: English-Language Arts
2008-2010*
(* Note: Each year charted separately)
In 2008, Edison’s Filipino students scored just beneath the proficiency for English Language
Arts. The American Indian, Special Education, and English Learner subgroups performed far
below the proficiency target. African American, Asian, Hispanic, Caucas ian, and Economically
Disadvantaged subgroups scored between the highest and lowest-performing subgroups.
36.70%
14%
23%
43.80%
21.60%
38.90%
24.40%
14.30%10.10%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
Af Amer American Indian
Asian Filipino Hispanic Caucasian Econ. Disadvan
Students w/ Disab
Eng. LearnersP
erc
en
t P
rofi
cie
nt
an
d A
bo
ve
2008 AYP Percent Proficient Target 44.5%
Edison High School Comparisons
Percent Proficient - Annual Measurable Objectives (AMOs)2008 English Language Arts
Chapter 1: Student/Community Profile—Data and Findings
Page 70
In 2009, the American Indian and Filipino subgroups exceeded the proficiency target for English
Language Arts. The Caucasian subgroup fell slightly short of the target. African American,
Asian, Hispanic, Economically Disadvantaged, Special Education, and English Learner
populations scored well below the proficiency target.
24.40%
50%
38%
48.50%
24.20%
41.20%
27.90%
12.50%16.30%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Af Amer American Indian
Asian Filipino Hispanic Caucasian Econ. Disadvan
Students w/ Disab
Eng. Learners
Pe
rce
nt P
rofi
cie
nt
an
d A
bo
ve
2009 AYP Percent Proficient Target 44.5%
Edison High School Comparisons
Percent Proficient - Annual Measurable Objectives (AMOs)2009 English Language Arts
33.30%29%
49.30%
32.80%30.00%
12.50% 13.70%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Af Amer Asian Filipino Hispanic Econ. Disadvan
Students w/ Disab
Eng. Learners
Pe
rce
nt P
rofi
cie
nt
an
d A
bo
ve
2010 AYP Percent Proficient Target 55.6%
Edison High School Comparisons
Percent Proficient - Annual Measurable Objectives (AMOs)2010 English Language Arts
Chapter 1: Student/Community Profile—Data and Findings
Page 71
In 2010, the Filipino subgroup scored the highest in English Language Arts, although it did not
reach the target. All other subgroups scored significantly lower than the Filipino subgroup and
the proficiency target. The Special Education subgroup scored the lowest of all reported groups.
AMOs: Mathematics
2008-2010*
(* Note: Each year charted separately)
In 2008, the Filipino subgroup exceeded the percent proficient target in mathematics, as did the
Asian and Caucasian subgroups. All other subgroups fell below the proficiency target, with the
Special Education population scoring lowest of all groups.
26.20%23%
35%
54.70%
21.40%
44.40%
26.70%
10.80%
16.10%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Af Amer Amr Ind Asian Filipino Hispanic Caucasian Econ. Disadvan
Students w/ Disab
Eng. Learners
Pe
rce
nt P
rofi
cie
nt
an
d A
bo
ve
2008 AYP Percent Proficient Target 32.2%
Edison High School Comparisons
Percent Proficient - Annual Measurable Objectives (AMOs)2008 Mathematics
Chapter 1: Student/Community Profile—Data and Findings
Page 72
In 2009, the Filipino subgroup once again led all other subgroups, scoring several points above
the percent proficient target. The Asian and Caucasian subgroups also met the proficiency
target. All other subgroups fell below the target, although economically disadvantaged students
and English Learners showed gains from 2008.
24.40% 25%
45%
59.10%
29.30%
47.10%
33.20%
12.20%
25.10%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
Af Amer Amr Ind Asian Filipino Hispanic Caucasian Econ. Disadvan
Students w/ Disab
Eng. Learners
Pe
rce
nt P
rofi
cie
nt
an
d A
bo
ve
2009 AYP Percent Proficient Target 43.5%
Edison High School Comparisons
Percent Proficient - Annual Measurable Objectives (AMOs)2009 Mathematics
32.80%
47%
54.80%
31.20% 31.00%
10.00%
25.20%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Af Amer Asian Filipino Hispanic Econ. Disadvan
Students w/ Disab
Eng. Learners
Pe
rce
nt P
rofi
cie
nt
an
d A
bo
ve
2010 AYP Percent Proficient Target 54.8%
Edison High School ComparisonsPercent Proficient - Annual Measurable Objectives (AMOs)
2010 Mathematics
Chapter 1: Student/Community Profile—Data and Findings
Page 73
In 2010, the Filipino subgroup met the percent proficient target in mathematics. The African
American subgroup showed growth from 2009; however, the majority of subgroups did not make
adequate growth.
AYP Participation Rate: 2009-2010*
(* Note: Each year charted separately)
In 2009, Edison met the AYP Participation rate in English-Language Arts and math. All
subgroups except American Indian, Hispanic, and White met the participation rate. The
Hispanic subgroup was only 1% short of meeting the target rate.
Chapter 1: Student/Community Profile—Data and Findings
Page 74
In 2010, Edison met the AYP Participation target of 95% in English-Language Arts. It scored
just below at 94% for mathematics. The Asian and Filipino subgroups led with 98-100%
participation for English-Language Arts and math. The African American and Caucasian
subgroups fell significantly below the participation target.
Chapter 1: Student/Community Profile—Data and Findings
Page 75
CELDT: 2008-2010 Percent Proficient
In a 3 year span, the number of students who scored Proficient on the CELDT has increased by
9%. Of the larger sub-
groups tested, the Filipino
students scored highest,
although the percentage
dropped from 44% Pro-
ficient in 2009 to 33% in
2010. 20% of Hmong-
speaking students scored
Proficient in 2008, whereas
17% scored Proficient in
subsequent years. 13% of
tested Spanish-speaking stu-
dents were Proficient in
2008 and 2009. In 2010 the
Spanish-speaking subgroup
gained 11 percentage
points.
Julio’s Story:
I speak Spanish and now English . Sometime I feel like I don’t have
no language at all. I don’t th ink I never understand English like
everyone else. There are so many strange word. Every day I find
more and more word I never seen before. I try to remember it, but
they go away too fast. If I remember, I say them wrong or use
them wrong. Its complicating. I want to get it right so I try hard.
But it feel like I’m losing my own language. Sometime after hearing
English all day I go home and can’t understand. “Comprende?” mi
mama say, “Comprende?”
No comprende.
“You understand?” my teachers ask at school. I th ink si but know I’m
supost to say yes. Inside they both feel not right. I learn a lot at
school, but I sometime it seem I don’t understand noth ing.
Would you understand if you were me?
Chapter 1: Student/Community Profile—Data and Findings
Page 76
CELDT Proficiency Level: 2007-2010*
(Note: Each year charted separately)
In the 2007-2008 school year, only 4 students tested on the CELDT scored Advanced. 62 scored
Early Advanced, 177 scored Intermediate, 136 scored Early Intermediate, and 63 scored
Beginning.
Most students with Advanced or Early Advanced proficiency were in Grade 11. The majority of
students who scored Intermediate or Early Intermediate were in Grades 9-11. Most students who
scored Beginning were in ninth and tenth grade.
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
Grade 9 Grade 10 Grade 11 Grade 12 Total
2007-2008 Proficiency Levels (CELDT)
Advanced
Early Advanced
Intermediate
Early Intermediate
Beginning
Proficiency Level: CELDT 2007-2008 Proficiency
Level Grade 09 Grade 10 Grade 11 Grade 12 Total
# % # % # % # % # %
Advanced 0 0.0% 0 0.0% 3 2.6% 1 1.6% 4 0.9%
Early Advanced 13 10.2% 15 10.9% 25 21.9% 9 14.3% 62 14.0%
Intermediate 50 39.4% 54 39.1% 44 38.6% 29 46.0% 177 40.0%
Early Intermediate 44 34.6% 42 30.4% 34 29.8% 16 25.4% 136 30.8%
Beginning 20 15.7% 27 19.6% 8 7.0% 8 12.7% 63 14.3%
Chapter 1: Student/Community Profile—Data and Findings
Page 77
During the 2008-2009 school year, 3 students scored Advanced on the CELDT. 74 scored Early
Advanced, 195 scored Intermediate, 108 scored Early Intermediate, and 49 scored Beginning.
Students who scored Advanced were in the eleventh and twelfth grade. Most students who
scored Early Advanced were in ninth, eleventh, and twelfth grade. Students scoring Intermediate
were fairly evenly dispersed among all grades, with slightly fewer in twelfth. The majority of
students scoring Early Intermediate were in the eleventh grade, as were the majority of students
scoring Beginning.
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
Grade 9 Grade 10 Grade 11 Grade 12
2008-2009 Proficiency Levels (CELDT)
Advanced
Early Advanced
Intermediate
Early Intermediate
Beginning
Proficiency Level: CELDT 2008-2009
Performance Level Grade 09 Grade 10 Grade 11 Grade 12 Total
# % # % # % # % # %
Advanced 0 0.0% 0 0.0% 1 0.9% 2 2.2% 3 0.7%
Early Advanced 22 19.8% 11 9.4% 19 17.3% 22 24.2% 74 17.2%
Intermediate 51 45.9% 55 47.0% 50 45.5% 39 42.9% 195 45.5%
Early Intermediate 25 22.5% 42 35.9% 21 19.1% 20 22.0% 108 25.2%
Beginning 13 11.7% 9 7.7% 19 17.3% 8 8.8% 49 11.4%
Number Tested 111 100.0% 117 100.0% 110 100.0% 91 100.0% 429 100.0%
Chapter 1: Student/Community Profile—Data and Findings
Page 78
During the 2009-2010 school year, 6 students scored Advanced on the CELDT. 103 students
scored Early Advanced, 191 scored Intermediate, 88 scored Early Intermediate, and 56 scored
Beginning.
The majority of students scoring Advanced were in ninth and tenth grade. The majority of
students scoring Early Advanced were in twelfth grade and the fewest were in tenth grade. The
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Grade 9 Grade 10 Grade 11 Grade 12
2009-2010 Proficiency Levels: CELDT
Advanced
Early Advanced
Intermediate
Early Intermediate
Beginning
2009-2010 Proficiency Levels: CELDT
Performance
Level
Grade 09 Grade 10 Grade 11 Grade 12 Total
# % # % # % # % # %
Advanced 2 1.5% 2 1.9% 1 1.0% 1 1.0% 6 1.4%
Early Advanced 27 20.0% 17 15.7% 23 22.5% 36 36.4% 103 23.2%
Intermediate 59 43.7% 56 51.9% 46 45.1% 30 30.3% 191 43.0%
Early Intermediate 29 21.5% 19 17.6% 25 24.5% 15 15.2% 88 19.8%
Beginning 18 13.3% 14 13.0% 7 6.9% 17 17.2% 56 12.6%
Number Tested 135 100.0% 108 100.0% 102 100.0% 99 100.0% 444 100.0%
Chapter 1: Student/Community Profile—Data and Findings
Page 79
largest number of students scoring Intermediate and Early Intermediate were in ninth grade and
the fewest were in twelfth. Students scoring Beginning were evenly dispersed among the grades,
with the exception of the eleventh grade, which had fewer representatives.
Summative District Assessments
2007-2009 9th Grade ELA Semester 1
2007 2008 2009
Performance Level
# Students
% Students
# Students
% Students
# Students
% Students
A 0 0% 0 0% 0 0% B 1 0% 10 2% 10 2%
C 15 3% 52 9% 43 8% D 58 11% 97 16% 71 13%
F 454 86% 444 74% 406 77% Total 528 100% 603 100% 530 100%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
2007-2008 2008-2009 2009-2010
Edison High School
9th Grade ELA Semester 1 Exam - 3 Year Trend2007-2009
A
B
C
D
F
Chapter 1: Student/Community Profile—Data and Findings
Page 80
2007-2009 9th Grade ELA Semester 2
2007 2008 2009
Performance Level #
Students %
Students #
Students %
Students #
Students %
Students
A 0 0% 5 1% 0 0%
B 1 0% 8 1% 4 1%
C 4 1% 32 6% 21 5%
D 43 8% 80 15% 58 13%
F 471 91% 421 77% 347 81%
Total 519 100% 546 100% 430 100%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2007-2008 2008-2009 2009-2010
Edison High School 9th Grade ELA Semester 2 Exam - 3 Year Trend
2007-2009
A
B
C
D
F
Chapter 1: Student/Community Profile—Data and Findings
Page 81
2007-2009 10th Grade ELA Semester 1
2007 2008 2009
Performance Level #
Students %
Students #
Students %
Students #
Students %
Students
A 0 0% 0
0% 0 0%
B 0 0% 1
0% 11 3%
C 2 1% 26
5% 40 10%
D 38 12% 57
12% 94 22%
F 269 87% 402
83% 275 65%
Total 309 100% 486
100% 420 100%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2007-2008 2008-2009 2009-2010
Edison High School 10th Grade ELA Semester 1 Exam - 3 Year Trend
2007-2009
A
B
C
D
F
Chapter 1: Student/Community Profile—Data and Findings
Page 82
0%
10%
20%
30%
40%
50%
60%
70%
80%
2007-2008 2008-2009 2009-2010
Edison High School 10th Grade ELA Semester 2 Exam - 3 Year Trend
2007-2009
A
B
C
D
F
2007-2009 10th Grade ELA Semester 2
2007 2008 2009
Performance Level #
Students %
Students #
Students %
Students #
Students %
Students
A 2 1% 0 0% 4 1%
B 7 2% 17 4% 30 7%
C 39 10% 52 12% 56 13%
D 57 14% 87 20% 102 24%
F 295 74% 270 63% 236 55%
Total 400 100% 426 100% 428 100%
Chapter 1: Student/Community Profile—Data and Findings
Page 83
2007-2009 11th Grade ELA Semester 1
2007 2008 2009
Performance Level #
Students %
Students #
Students %
Students #
Students %
Students
A N/A N/A 0 0% 22 5%
B N/A N/A 3 1% 34 8%
C N/A N/A 38 13% 47 11%
D N/A N/A 68 23% 78 18%
F N/A N/A 191 64% 259 59%
Total N/A N/A 300 100% 440 100%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
2007-2009 2008-2009 2009-2010
Edison High School
11th Grade ELA Semester 2 Exam - 3 Year Trend2007-2009
A
B
C
D
F
Chapter 1: Student/Community Profile—Data and Findings
Page 84
2007-2009 11th Grade ELA Semester 2
2007 2008 2009
Performance Level #
Students %
Students #
Students %
Students #
Students %
Students
A N/A N/A 0 0% 0 0%
B N/A N/A 0 0% 0 0%
C N/A N/A 3 1% 27 8%
D N/A N/A 9 3% 39 12%
F N/A N/A 252 95% 253 79%
Total N/A N/A 264 100% 319 100%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
2007-2009 2008-2009 2009-2010
Edison High School
11th Grade ELA Semester 2 Exam - 3 Year Trend2007-2009
A
B
C
D
F
Chapter 1: Student/Community Profile—Data and Findings
Page 85
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
2007-2008 2008-2009 2009-2010
Edison High School
Algebra I Semester 1 Exam - 3 Year Trend2007-2009
A
B
C
D
F
2007-2009 Algebra 1 Semester 1 2007 2008 2009
Performance Level #
Students %
Students #
Students %
Students #
Students %
Students
A 1 0% 0
0% 3 1%
B 8 2% 6
1% 13 3%
C 8 2% 23
5% 30 7%
D 21 4% 44
9% 56 13%
F 491 93% 437
86% 321 76%
Total 529 100% 510
100% 423 100%
Chapter 1: Student/Community Profile—Data and Findings
Page 86
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
2007-2008 2008-2009 2009-2010
Edison High School
Algebra I Semester 2 Exam - 3 Year Trend2007-2009
A
B
C
D
F
2007-2009 Algebra 1 Semester 2
2007 2008 2009
Performance Level # Students
% Students
# Students
% Students
# Students
% Students
A 0 0% 0 0% 0 0%
B 0 0% 1 0% 4 1%
C 0 0% 10 3% 24 6%
D 7 2% 13 3% 43 11%
F 411 98% 360 94% 310 81%
Total 418 100% 384 100% 381 100%
Chapter 1: Student/Community Profile—Data and Findings
Page 87
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
2007-2008 2008-2009 2009-2010
Edison High School
Geometry Semester 1 Exam - 3 Year Trend2007-2009
A
B
C
D
F
2007-2009 Geometry Semester 1
2007 2008 2009
Performance Level # Students
% Students
# Students
% Students
# Students
% Students
A 0 0% 12 2% 3 1%
B 0 0% 26 5% 13 3%
C 0 0% 30 6% 20 5%
D 5 1% 54 11% 51 12%
F 496 99% 379 76% 339 80%
Total 501 100% 501 100% 426 100%
Chapter 1: Student/Community Profile—Data and Findings
Page 88
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
2007-2008 2008-2009 2009-2010
Edison High School Geometry Semester 2 Exam - 3 Year Trend
2007-2009
A
B
C
D
F
2007-2009 Geometry Semester 2 2007 2008 2009
Performance Level # Students
% Students
# Students
% Students
# Students
% Students
A 0 0% 8 2% 0 0%
B 2 1% 25 7% 4 1%
C 6 2% 23 6% 15 4%
D 11 4% 39 11% 13 4%
F 235 93% 263 73% 315 91%
Total 254 100% 358 100% 347 100%
Chapter 1: Student/Community Profile—Data and Findings
Page 89
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
2007-2008 2008-2009 2009-2010
Edison High School Algebra II Semester 1 Exam - 3 Year Trend
2007-2009
A
B
C
D
F
2007-2009 Algebra 2 Semester 1
2007 2008 2009
Performance Level # Students
% Students
# Students
% Students
# Students
% Students
A N/A N/A 3 1% 13 5%
B N/A N/A 21 6% 21 8%
C N/A N/A 43 13% 27 10%
D N/A N/A 52 16% 38 14%
F N/A N/A 216 64% 170 63%
Total N/A N/A 335 100% 269 100%
Chapter 1: Student/Community Profile—Data and Findings
Page 90
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
2007-2008 2008-2009 2009-2010
Edison High School
Algebra II Semester 2 Exam - 3 Year Trend2007-2009
A
B
C
D
F
2007-2009 Algebra 2 Semester 2 2007 2008 2009
Performance Level # Students
% Students
# Students
% Students
# Students
% Students
A N/A N/A 1 0% 1 0%
B N/A N/A 12 5% 16 7%
C N/A N/A 25 10% 23 10%
D N/A N/A 27 11% 25 11%
F N/A N/A 179 73% 159 71%
Total N/A N/A 244 100% 224 100%
Chapter 1: Student/Community Profile—Data and Findings
Page 91
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
2006-2007 2007-2008
SAT Participation Rate
Edison
County
State
399419 427
447
391414
800 800 800 800 800 800
0
100
200
300
400
500
600
700
800
900
2006-2007 2007-2008 2006-2007 2007-2008 2006-2007 2007-2008
Verbal Score Math Score Writing Score
SAT Scores: Local/State Comparison
Edison
County
State
Possible
Chapter 1: Student/Community Profile—Data and Findings
Page 92
Edison students have trailed behind the county and the state in their performance on the SATs.
The average scores are far below the overall possible score. However, scores have shown
growth over time. Students perform better in mathematics and more poorly on Language-Arts
portion.
● ● ●
Vang’s Story:
I got my SAT scores yesterday, and I almost cried. I feel like I’ve worked so
hard, but on paper, I seem stupid. I stayed up all night thinking about it. I
don’t know how to tell my parents. Their whole world revolves around me
going to college. I’ll be the first one in our family, except now I don’t know if
any colleges will accept me. How can I tell everyone that I somehow smashed
their dreams?
I just don’t understand what happened! I get straight A’s and my classes have
always seemed so easy. Sometimes when I’m sitting in class, I start to fall
asleep because nothing is hard for me. I always thought it was because I was
just that smart. Now, though, I’m starting to wonder if maybe I haven’t been
learning what I need to in order to be successful in college. I don’t mean to
blame my teachers because they’re all really nice, but I’m clearly not ready for
college! What am I going to do? I feel like my life is over, before it’s really
begun.
● ● ●
Chapter 1: Student/Community Profile—Data and Findings
Page 93
College Preparation and Attendance
Since 2006, the number of students who are UC/CSU Eligible has increased 28%. However, the
percentage of students who attend UC systems has remained at 3%, and the percentage of
students who attend a CSU declined to 5%. There was a 34% increase in the number of students
who attended community college from 2006-2007. On the other hand, exactly half of that
growth was lost between 2007 and 2008.
PERCEPTION DATA
During the 2010-2011 school year, Edison developed different perception surveys for various
members of the school community: students, parents, teachers, and classified staff. The survey
questions were created from WASC criteria indicators in an effort to align shareholder
perceptions to the self-study process. Student surveys were administered school-wide. Parent
surveys were translated to Spanish for Spanish-speaking parents; however, the school lacked the
resources to translate the survey to additional languages. Parent surveys were mailed home
along with an EdConnect call that explained the purpose of the survey. Teacher surveys were
administered through Survey Monkey. Classified Staff surveys were administered during a
meeting in which all classified members were informed of the WASC process.
Results of the perception surveys are included in the Appendix of the report.
0%
10%15%
3% 3% 3%7%
10%5%
28%
62%
45%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
2005-2006 2006-2007 2007-2008
College Eligibility and Attendance
UC/CSU Eligibility
Attend UC
Chapter 2: Student/Community Profile—Overall Summary from Analysis
Page 94
The Edison High School Leadership Team conducted weekly data analysis meetings throughout
November and December of 2010. Three year trends of student performance data on the CSTs,
CAHSEE and CELDT assessments were interpreted and analyzed. During the process,
important questions were raised and the implications of the data were discussed by the group.
This provided the framework for the WASC Action Plan, as the leadership team was able to
identify significant needs and propose strategies for student support, program alterations, and
monitoring devices.
The analysis of data brought forth many questions and ideas. However, there were two crucial
questions raised repeatedly throughout the sessions:
1. Why haven’t the scores changed more drastically in the three year span, despite
many school-wide reform measures?
2. For the small changes noted, what were the contributing factors?
The constancy of test scores, throughout changes in administration, the transition to a 4 x 4 block
schedule, and the reconfiguration into SLCs, was the topic of much discussion. The fact that the
scores did not drop significantly as a result of these major changes indicates that the staff and
students of Edison are resilient and that instruction continued to occur in spite of challenges.
However, the lack of growth is also an indication that the instruction, services, and programs
provided have not been adequately implemented or monitored to effectively improve student
achievement.
For example, student performance data on the CSTs, CAHSEE, and CELDT does not indicate
any notable increase in proficiency, and yet all teachers have been trained in EDI. As EDI is a
research-based model that increases rigor and student engagement when successfully used, the
student performance data is evidence that EDI has not been implemented with fidelity at Edison.
Likewise, the student performance data does not indicate that the transition to a 4 x 4 block has
facilitated increased achievement. The 4 x 4 block, which gives students focused instructional
time and provides teachers with significant time to plan targeted instruction, has not been utilized
to its fullest potential.
Based on the data, it was made clear to the leadership team that much of Edison’s attempts at
improving student achievement have remained in the organizational stage. Full implementation
and a tool for monitoring the effectiveness of each step taken has not occurred for all reform
measures. From the 2007-2008 school year to the 2009-2010 school year, student achievement
did not drastically improve, as the school itself had not drastically changed except by outward
appearance.
Chapter 2: Student/Community Profile—Overall Summary from Analysis
Page 95
Conversely, since the beginning of the 2010-2011 school year, Edison has begun the process of
steadily increasing the monitoring of student achievement. Instructional norms, which are
largely based on the use of EDI, have been monitored school-wide through the use of Focus
Walks. The data from Focus Walks will be used by the administration to provide targeted
professional development, so that all teachers at Edison are using EDI effectively on a routine
basis.
Additionally, Edison has sought to improve student achievement in core classes through data-
driven academic conferences. As teachers are being encouraged to plan instruction based on
student needs, there has been a movement toward improving the assessment tools, namely,
inaccurate district formative assessments. The use of autopsy data has been questioned at length,
and measures have been taken to ensure students’ proficiency levels are determined using timely,
appropriate assessments.
A major concern, when attempting to increase the monitoring of instruction, students, and
programs, is that Edison is currently offering too much. In addition to the core and electives,
Edison is providing five SLCs with two pathways each, a math and science magnet, a newcomer
program, AVID, AP, Freshman Success, and several other programs and services.
Unfortunately, it is impossible to monitor the effectiveness of each program. When analyzing
student performance data, the leadership team could not possibly identify the contributing factors
to growth, however minute. Was it the closer association provided by SLCs, AVID, or EDI?
Was it something else? Since most of these programs lack consistent monitoring and there are
simply too many variables, it is difficult to truly identify what is working for students and what is
not.
Thus, Edison is in the process of adopting a “less is more” method of operation. It is the belief
of the administration that the way to truly serve students and prepare them for college and career
is to ensure that they cannot slip through the cracks that naturally exist with too many loosely
monitored programs. Edison is beginning a focused approach that will use we ll-designed
programs with clear objectives, research-based strategies, and methods for charting growth
toward meeting defined objectives. This will ultimately translate to increased student
achievement, as it will be much easier to identify what is effective and what is not, then adjust
accordingly.
Chapter 3: Progress Report
Page 96
PROGRESS OVERVIEW
Edison High has experienced a multitude of changes since the last full self-study in 2004.
Programs, administration, faculty, and district leadership have changed several times since the
last self-study. Therefore, the Action Plan of 2004 and the goals therein bear little relevance to
the current state of the school.
The 2004 Action Plan was revised in 2007 and 2008. However, due to Edison’s major
reformation in recent years, it has not received adequate attention. The Action Plan has not
formally been revised since 2008.
The most significant developments since the last WASC visit in 2008 have been the transition to
a 4x4 block schedule from a traditional six period day, and the implementation of wall-to-wall
Smaller Learning Communities (SLCs).
SIGNIFICANT DEVELOPMENTS
Goal #1:
The school will provide interventions for all students in order to improve student
achievement of the state academic content standards.
(1.1) Edison has provided numerous professional development opportunities, particularly in the
use of EDI. Currently, all teachers have received initial EDI training. Core teachers are
scheduled to receive specialized training using techniques specific to each content area. Several
teachers have received EDI certification.
(1.2) Due to the constraints of the budget, an intensive summer school program has not been
offered to non-proficient incoming ninth graders.
(1.3) The school uses Data Director to review student assessment data. In core departments, the
analysis of student performance data is a permanent agenda item.
(1.4) The administration conducts calibration exercises to provide uniform assessments of
instructional practices and decisions regarding student discipline. Additional professional
development and support is offered by the district.
(1.5) Edison has not provided test-taking strategies to AP students; however, all Honors and AP
teachers will attend AP training in July of 2011.
Chapter 3: Progress Report
Page 97
(1.6) Edison has recently refined its leadership team. As the school advances toward utilizing a
leadership team to consistently monitor and update the Action Plan, it has been determined that a
smaller group comprised of all stakeholders will be more constructive than the traditionally-used
body of department chairs.
(1.7) Edison is now divided into industry-themed SLCs.
(1.8) All core and most elective classes have pacing guides designed by the district. SLC courses
have outlines and syllabi that were created during the 2009 Summer Institute.
(1.9) During the 2010-2011 school year, Edison has adopted the Step Up to Writing Program.
The entire English Department and representatives from Social Science attended a two-day
training. Edison has plans to train all core teachers to ensure students are receiving writing
support cross-curricularly by the 2011-2012 school year.
(1.10) A replacement for the Senior Project has not been developed. Each SLC may conclude
with a culminating project in the future.
(1.11) Edison’s change from a six-period day to a 4x4 block schedule has provided more
opportunities for collaborative planning and professional development. Each Thursday is
modified to allow for department and SLC meetings. In addition, the master schedule has been
designed to provide the majority of teachers in each SLC with common preparation periods.
(1.12) In addition to BTSA, new teachers have the support of the department chair and the
administration. Math and English teachers have the additional guidance of the numeracy or
literacy coach.
(1.13) Training in the use of Data Director and Snap Grades is availab le to teachers as needed.
(1.14) Academic Conferences in English and math have sought to increase student achievement
by focusing on “power standards.” With the assistance of the coach, each teacher has identified
standards to emphasize and has planned instruction accordingly.
(1.15) All core departments use common assessments regularly. Curriculum articulation has
occurred on a limited scale within SLCs.
(1.16) The school has created a formal leadership team to monitor the implementation of the
WASC Action Plan.
Chapter 3: Progress Report
Page 98
Goal #2:
In order to improve student achievement, the school will implement interventions for
students who have failed or are at risk of failing the CAHSEE in English Language Arts.
(2.1) Edison has a full- time Literacy Coach, whose role includes monitoring student
achievement and assisting teachers with the analysis of student performance data and the
utilization of instructional strategies.
(2.2) Edison implemented CAHSEE intervention classes for all Below Basic and Far Below
Basic students using Kaplan curriculum. Data trend analysis indicated that these classes were
largely ineffective, thus they were eliminated from the master schedule. Although CAHSEE
preparation was provided after school, the October 2010 CAHSEE results illustrated a decline in
eleventh and twelfth grade passage rates. Therefore, the master schedule was adjusted to include
CAHSEE intervention courses during the school day for the second term of the 2010-2011
school year.
(2.3) See 2.1
(2.4) CAHSEE intervention is provided for low-Basic, Below Basic, and Far Below Basic
students during the regular school day. These students are on an A/B schedule, which allows for
pre-teaching prior to teaching the standards-based curriculum.
(2.5) No training has been provided for CAHSEE literacy resource teachers, as the course is not
being offered.
(2.6) The CAHSEE course is not being offered.
(2.7) Edison no longer uses FOL.
(2.8) CAHSEE and CST released test questions are given as bell work in all core classes prior to
the exams. Teachers review the answers with students and teach test-taking strategies. Ninth
grade students take a mock CAHSEE in order to familiarize themselves with the format and
process of the assessment.
Prior to the CSTs for the 2009-2010 school year, nearly-Proficient students were provided with
extra instruction from highly skilled teachers in a small group setting.
(2.9) Data analysis and collaboration are focal points of instruction. Teachers are expected to
use student performance data to drive instructional decisions. Training in Data Director is
offered as needed by the administration and the math coach.
Chapter 3: Progress Report
Page 99
(2.10) Teachers are given ample time for collaboration on Thursday afternoons, which is an
early release day for students. Teachers meet in departments or SLCs during this time.
(2.11) Edison teachers developed instructional norms, which are observed using the focus walk
process in order to assess the faculty’s strengths and growth areas. Each norm is introduced
individually by the administration and concentrated on until focus walk data indicates teachers
are consistently meeting the criteria.
(2.12) Edison offers an English 1-2 repeater course. Within the 4x4 block schedule, students are
provided the opportunity to gain needed credits. APEX is offered after school for credit
recovery.
(2.13) The CAHSEE is administered three times during each school year.
(2.14) CAHSEE preparation is embedded in instruction and is incorporated in bell work
activities.
(2.15) CAHSEE results are available on Data Director.
(2.16) Pacing Guides were created and have been followed in all core departments.
Goal #3:
In order to increase student achievement, the school will provide strategies and
interventions to meet the needs of those students who have failed or at risk of failing the
CaHSEE exam in Mathematics.
(3.1) Math courses follow a district pacing guides. District formative and summative
assessments are administered on a routine basis. Algebra I and Geometry classes also use
teacher-created Benchmark tests on a bi-weekly basis. Capstone tests are also administered.
Students must pass the Capstone in order to move on to the next standard.
(3.2) Edison has had a full- time numeracy coach since the 2009-2010 school year. Duties
include analyzing student performance data and conferencing with teachers with the intent of
improving student achievement.
(3.3) The 4x4 block schedule allows students to retake necessary courses within the regular
school day. Additionally, APEX is offered after school for credit recovery.
(3.4) See 3.1
Chapter 3: Progress Report
Page 100
(3.5) Summer School Intervention is not being offered. The Accelerated Math program was not
purchased.
(3.6) Numerous formative and summative assessments in Algebra I are given to students
enrolled in the course.
(3.7) The Step Up to Math program is scheduled to be implemented in the near future. Teachers
will be trained in Step Up to Math strategies to provide students with common language and
consistent methods.
(3.8) See 3.7
(3.9) Student performance data for state tests is disaggregated and supplied to teachers during
faculty meetings. All teachers have access to the data through Data Director.
(3.10) Academic conferences allow teachers to review their individual students’ performance
data and create strategic plans for improvement with the assistance of the numeracy coach.
(3.11) Students are placed in appropriate math courses based on performance on the CSTs and
the CAHSEE.
(3.12) The Special Education Department and other departments have increased collaboration as
a result of SLCs and mainstreaming.
(3.13) CAHSEE Intervention courses for math are not currently offered. Students receive
tutoring through the Benchmark Café and their math teachers. Non-proficient Algebra I and
Geometry students are on an A/B schedule to receive additional support.
(3.14) Edison offers APEX for credit recovery.
(3.15) Limited peer tutoring is available from senior AVID students. Some teachers also use
knowledgeable teacher-assistants to assist struggling students. However, a school-wide peer
tutoring program has not been implemented.
(3.16) Honors and AP classes in math are available to students who are at grade level or above
grade level.
(3.17) Focus walks monitor the implementation of instructional norms, which are based entirely
on instructional strategies intended to improve student engagement and achievement.
Chapter 3: Progress Report
Page 101
Goal #4:
The school will provide programs to support improved student achievement in Literacy
and English Language acquisition for all ELL students.
(4.1) All ELL students receive additional support using the Journeys/Visions curriculum. In
addition, EL students receive 25% more instruction in English-Language Arts and Newcomers
receive 50% more instruction.
(4.2) Support plans for all ELL students and struggling re-designated students have not been
developed.
(4.3) The District Office provides training for teachers of ELL students on a voluntary basis.
Explicit Direct Instruction (EDI), Edison’s school-wide instructional model, provides strategies
that increase engagement of all students, including English Learners. All teachers have attended
a two-day training in EDI; however, the majority of teachers have received more than the initial
training.
(4.4) Literacy intervention for African-American, Hispanic and re-designated ELL students has
not been provided during the summer.
(4.5) Data for all ELL students is collected. A rubric, which includes CELDT, CST scores,
length of time in the US, and previous classes taken, is used to assess student needs and to place
ELL students in appropriate classes based on this data.
(4.6) Since the beginning of the 2009-2010 school year, Edison has been divided into SLCs.
The academic progress of ninth graders has been easier to assess, as certain teachers share a
group of students.
(4.7) An intensive summer school course has not been provided.
(4.8) Opportunities for students to retake courses they have failed is provided within the school
day.
(4.9) A formal leadership team has been created to monitor the implementation of the Action
Plan.
Chapter 3: Progress Report
Page 102
Goal #5: Create a common ESLRs language among all stakeholders that includes the
measurement of standards and the ESLRs they support.
(5.1) A parent survey was created, translated into Spanish, duplicated, and administered to
parents.
(5.2) The new ESLRs were brought to the entire student body on the first day of the 2010-2011
school year. Responses showed that the new ESLRs were not accessible enough to the majority
of students. The ESLRs were redesigned based on student feedback.
(5.3) The new ESLRs have only recently been finalized; therefore, they have not yet been
disseminated school-wide.
(5.4) The new ESLRs have not yet been incorporated into daily practice at Edison.
(5.5) See 5.4
(5.6) See 5.4
(5.7) See 5.4
(5.8) See 5.4
Goal #6:
In order to facilitate academic success for all students the school will create a format to
improve student attendance and attitudes.
This goal was created to support the “Attitude, Attendance and Achievement” ESLRs that have
since been replaced by the new ESLRs. As the school moves toward increased student
engagement and highly effective instructional practices, it is believed that student attendance and
attitudes will improve as a result. Though SLCs have not been implemented long enough to
identify a trend, it can be stated that attendance is higher in theme classes. Therefore, SLCs
might also be providing the hook that students need in order to attend regularly and maintain a
positive attitude.
IMPLEMENTATION/MONITORING PROCEDURES
Edison has not traditionally had a formal process for implementing and monitoring the
schoolwide action plan. Each year, the Single Plan is updated; however, there has been little
ownership of the plan. The school has not developed a plan that truly reflects the vis ion of
Chapter 3: Progress Report
Page 103
Edison. The Single Plan serves to address the critical needs of students, but does not serve as a
useful enough tool for significant schoolwide improvement.
Edison is aware that the lack of a functional action plan and its consistent monitoring has
hindered progress to a large degree. Therefore, the school has taken the opportunity provided by
the WASC Self-Study to create meaningful, relevant action plans. In addition to creating plans
that will benefit the school in important ways, the administration is determined to monitor them
on a routine basis.
The new action plans will be revealed to the entire staff at a faculty meeting in early January.
For all department chair, administration, and department meetings, the action plans will be a
standing agenda item. Consequently, the leadership team, administration, and faculty will
consistently review the action plans and assess the school’s advancement toward the
achievement of goals.
ACCOMPLISHMENT OF PLANS
Though the previous plan has not enabled Edison to grow as fully as was init ially hoped, there
were several key advances made. These growth areas include:
The creation of SLCs to provide increased collaboration among disciplines
The use of assessment data to place students and monitor progress
The creation of formal leadership team to monitor action plan implementation
The construction 4x4 block schedule and A/B block for credit recovery and/or
intervention
The regular scheduling of academic conferences to aid in targeted planning and improved
instruction
The one-on-one guidance of the literacy and numeracy coaches to all members of the
English and math departments
The development of instructional norms and the use of focus walks to improve
instruction
Consistent professional development in the use of EDI for increasing rigor and student
engagement
The development of new ESLRs that bear the voice of all members of the Edison
community
Chapter 4: Category D—Assessment and Accountability
Page 144
CRITERION D1 AND D2 INDICATORS AND PROMPTS
D-1
Professionally Acceptable Assessment Process
Indicator: The school uses effective assessment processes to collect, disaggregate, analyze and report student
performance data to the parents and other shareholders of the community.
Prompt: Comment on the effectiveness of the assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community.
FINDINGS EVIDENCE
Edison High School is committed to the constant review and analysis of
student performance data. The district office and Edison High use Data
Director to collect, disaggregate, analyze, and report performance data to teachers, counselors, and other shareholders of the community in an effective and timely manner. This online data system includes
information on individual students for California High School Exit Exam (CAHSEE), California Standard Test (CST) for Math, ELA, Science, and
Social Studies. It also provides reports on California English Language Development Test (CELDT) results, District Benchmark scores and other performance data by grade level, ethnicity, socio-economically
disadvantaged, and by special needs students who are enrolled in Special Education or English Language Development programs. This data can
help ensure that Edison staff has the most current information on student’s academic progress.
In order to ensure staff proficiency in the use of Data Director, Edison High School has provided online and offline training and tutorials for its
staff. Currently, our school website provides an online tutorial for teachers to access students’ CST percent proficient report. The administration team is always available to help teachers with Data
Director along with SLC leads, department chairs, and other staff members proficient with Data Director.
The school website is established to provide students and parents with online access to staff directories, course information, and links to the
SARC report. The school recognizes that the website is not utilized to its full capacity; therefore, Edison intends to place important information on the website and also promote it to parents in the future.
In addition, quarterly progress reports are mailed home in efforts to
communicate the student’s performance prior to the final report card. Once the CAHSEE, CST, and CELDT results become available, they
also are be mailed home to parents. Counselors also share information
Data Director reports
Online tutorial:
http://tehs-susd-
ca.schoolloop.com/dd
School website:
http://tehs-susd-
ca.schoolloop.com/
Chapter 4: Category D—Assessment and Accountability
Page 145
with students and parents during parent conferences. Most recently, Edison High adopted a new school-wide grading system
during the 2010-2011 school year. Snap Grades is a web-based grading program that allows students, parents, and teachers to access students’
up-to-date grades. Parents and students can now check assignments and grades on a daily basis in order to monitor progress more effectively.
Training opportunities have been offered to teachers at the beginning of the year on using Snap Grades. The administrators also have plans to
offer Snap Grades training workshops for AVID parents in November. As of September 1st, 18% of parents and 44% of students were regularly using Snap Grades to check current grades and assignments. This was a
big jump from August 18th, when only 5% of parents and 14% of students logged in to check their grades. Most recently, data has
indicated that the majority of students and parents regularly log in to Snap Grades. This is promising, as it will increase parental involvement and student awareness of academic progress.
The school plans to eventually train all of parents in using this powerful
tool in order to continuously monitor their child’s performance at school. This data can help ensure that parents have the most current information regarding their child’s academic progress.
Snap Grades reports
AVID parent meeting agenda
Snap Grades usage report
D-1 and D-2
Basis for Determination of Performance Levels
Indicator: The school has determined the basis upon which students’ grades and their growth and performance
levels are determined and uses that information to strengthen high achievement of all students.
Prompt: Upon what basis are students’ grades, their growth and performance levels determined and how is
that information used?
FINDINGS EVIDENCE
At Edison High School, teachers use a variety of assessment strategies to
evaluate student learning. Student performance is measured through both formal and informal assessments, which are key components in improving student achievement.
Assessment results are easily accessible to staff, students, and parents.
Records of student achievement, as well as scores on formal and informal assessments, are available to all staff, students, and parents, through Snap Grades. Record of district and state assessments are also readily
available to teachers, counselors and administrative staff through the
Snap Grades reports
Data Director reports
Chapter 4: Category D—Assessment and Accountability
Page 146
Data Director website. Data accessed through this website is regularly used to identify and analyze proficiency levels by clusters.
Edison teachers set short-term and long-term student achievement goals.
Short-term student achievement goals are set using daily learning objectives. Checking for Understanding (CFU), is used to informally
assess student progress towards daily learning objectives. Long-term student achievement goals are specifically tailored to the core
standards set forth by the state. These achievement goals are generally measured by teacher-generated assessments as well as by district-
generated assessments. At this time, the majority of teachers or departments have not identified
key standards to use when long-term planning. Also, short-term plans are not consistently being developed in such a way that independent
practice mirrors the established learning objectives. Thus, neither short-term nor long-term planning is as effective as it could be school-wide at this time.
There has been movement toward standardizing grading policies and
expectations by department. For those departments that have collaborated in this measure, established grading policies by weight are prescribed and disseminated to parents and students through the course
syllabus at the beginning of each term. Common expectations create a clear and consistent means to measure student achievement.
Capstone charts
(EDI) lesson plans
D-1 and D-2
Appropriate Assessment Strategies
Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring a specific
body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc.
Prompt: To what extent do teachers use appropriate assessment strategies to measure student progress
toward acquiring a s pecific body of knowledge or skills? Examples of these strategies include essays, portfolios, individual or group projects, tests, etc.
FINDINGS EVIDENCE
At Edison High teachers use a variety of appropriate assessment
strategies that are both teacher and district generated. These varying formats are used to assess student progress at several points during the
term based on the district pacing guides, which are aligned to the California State Standards. These include district quarterly assessments and benchmarks, interactive notebooks, essays based on the Step Up to
District assessment
scores
Student samples of notebooks and/or journals
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Writing program, class discussions, collaborative learning group projects, student Power Point presentations, checking for understanding with
whiteboards and non-volunteer solicitations by the teacher, and journals.
AVID elective classes offered at Edison high require students to be responsible for maintaining an AVID binder. This binder serves as a portfolio that includes a thorough and well-organized collection of
student work, homework and notes for each class. These binders, as well as all grades, are assessed regularly by AVID teachers for progress and
accountability purposes. All core classes at Edison High use Benchmarks and formative
assessments regularly to monitor students’ progress. For example, in the Math Department Benchmarks are given in Algebra 1 and Geometry
classes as often as three to five times a week to assess students’ knowledge each time a new skill or concept is introduced. Students are assessed twice on each benchmark and need to score at least 80% both
times in order to advance to the next skill. Once students learn one or two academic standards, they are administered a capstone test. This is a
formal test that measures the students’ knowledge of the academic standard. Students must pass the Capstone in order to move on the next academic standard.
In the English Department, students create and maintain writing
portfolios of their formal writing assignments. Each of these also has a cover page and a student reflection component. As students progress through each grade, their portfolios are revisited by themselves and by
their teachers. A recent discussion within the English Department has indicated that a confidential end-of-the year assessment of each student’s
strengths and areas for growth would be a beneficial tool for the student’s new teacher.
Samples of student
essays with varying proficiency levels
Rubrics for essays & group projects
AVID binders
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D-1 and D-2
Demonstration of Student Achievement
Indicator: A range of examples of student work and other assessments demonstrate student achievement of the
academic standards and the expected schoolwide learn ing results, including those with special needs.
Prompt: Provide a range of examples of how student work and other assessments demonstrate student
achievement of the academic standards and the expected schoolwide learning results, including those with special needs.
FINDINGS EVIDENCE
Teachers collect and display a sampling of standards-based student work and assessments to gauge student progress. Each department uses a
variety of assessment strategies that includes district benchmarks and quarterly assessments, class work, and collaborative group projects that may include posters, essays, and/or Power Point presentations.
As previously stated, many special needs students have been included in mainstream classes. RSP students scored 30 points higher on the CSTs
as a result, thus demonstrating a movement toward achievement of the academic standards and a more in-depth knowledge of the subject matter.
On the other hand, departments have not yet created a measurement tool to adequately address students’ achievement of the ESLRs.
Collection of student
work samples with varying proficiency
levels based on grading rubrics.
Benchmark scores
Quarterly assessment scores
D-1 and D-2
Curriculum Embedded Assessments
Indicator: The school regularly examines standards -based curriculum embedded assessments in English Language
and math, including performance examination of students whose primary language is not English, and uses that informat ion to modify the teaching/learning process.
Prompt: Provide examples of standards-based curriculum embedded assessments in English Language and
math, including performance examination of students whose primary language is not English.
FINDINGS EVIDENCE
At Edison High School, teachers use a variety of assessment strategies to
evaluate student learning. The Edison High mission statement declares that the school wants to provide meaningful learning and challenging
programs. These learning opportunities are measured through formal and informal assessment and are key components in improving student
Mission Statement
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achievement.
Edison High School incorporates academic conferences in English-
Language Arts and Math to address assessment summaries for the majority of the student body. Teachers meet with a literacy or numeracy
coach to develop a plan to modify the teaching and learning process after district exams or benchmark and capstones. During these discussions, the coach prompts each teacher to analyze which instructional strategies
seem to be effective based on the test results. Short and long-range planning is able to occur after determining students’ academic needs.
During academic conferences, the progress of EL students is discussed. There are no structured meetings that specifically address the needs of EL students at this time; however, strategies for teaching English
Learners are discussed in depth during conferences.
The school has recognized the worth of academic conferences; therefore, the model will be used in all core departments.
SDAIE classes primarily focus on academic content. In these classes,
scaffolding key concepts and front- loading vocabulary is essential. Many teachers use a multi-sensory approach to help students comprehend
the concepts. SDAIE students using academic English skills in reading, writing, listening and speaking to learn.
Academic Conference notes
D-1 and D-2
Student Feedback
Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards and the expected schoolwide learning results.
Prompt: To what extent is student feedback an important part of monitoring student pro gress over time based on
the academic standards and the expected schoolwide learning results?
FINDINGS EVIDENCE
Edison has not created a school-wide system for using student feedback
to monitor progress over time. The English Department has begun writing portfolios this school year, which provide students with the opportunity to reflect on each writing assignment. In future years, the
school will be able to analyze the student feedback in writing portfolios to measure growth from ninth to twelfth grade.
Likewise, some SLC courses are established so that students will retain their projects to manipulate and refine as their skill levels improve in
more advanced classes. Reflection and feedback is an essential part of
Writing portfolio
cover sheets
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these SLC courses, as students must analyze their own growth. Teachers will be able to use these documents in the same manner over time, which
will allow for curricular adjustments if needed.
Unfortunately, using student feedback to monitor progress has not yet become standard practice. As Department Chairs create strategic plans to improve student achievement, Edison should see a movement toward
increased monitoring and teacher collaboration. The ESLRs have not yet been infused into instruction and assessment. The leadership team is encouraging the faculty to recognize the importance of the ESLRs and to provide students with the opportunity to achieve them. A systematic measurement tool has not yet been created for ESLRs, although departments have discussed linking them to projects and essays and adjusting existing rubrics to include an ESLR component.
Strategic plans
D-1 and D-2
Modification of the Teaching/Learning Process
Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and changes in the
curricular and instructional approaches.
Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.
FINDINGS EVIDENCE
Currently, English and Math departments regularly hold academic conferences to examine CST, benchmark and district assessment scores
that are generated from Data Director. During these conferences, the coach works with teachers on an individual basis to generate a plan for
the improvement of instructional strategies and student achievement.
Unfortunately, district assessment data does not yet drive instructional
changes. The major reason for this is that the assessments themselves are flawed and do not generate accurate results of student achievement.
Edison teachers are currently working with the district to rewrite incorrect portions of the tests so that they can be used as accurate tools.
Once new tests are created, it will be an expectation that teachers use them as they are intended and stress the importance of them to students. In that way, Edison will be able to more accurately monitor the progress
of students in the core departments.
Academic Conference notes/plan
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D-1 and D-2
Monitoring of Student Growth
Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic
standards and expected schoolwide learn ing results.
Prompt: Provide representative examples of how progress of all students toward meeting the academic standards and expected schoolwide learning results is monitored.
FINDINGS EVIDENCE
At Edison High School there are several examples of teacher generated assessments, including portfolios, essays, presentations, research
projects, unit assessments, project-based assignments, collaborative learning groups, checking for understanding, quizzes, and journals.
The majority of teachers at Edison High School begin class by teaching
the learning objectives of the day’s lesson. In the math department, the daily learning objectives may start with the “I can learn ....” statement
to emphasize that the students can and will learn certain skills and mathematical concepts by the end of the daily lesson.
The greater part of our teachers use EDI strategies to check for
understanding regularly throughout the lesson. Several teachers use white boards to check for understanding. It is the school’s goal to have all of our teachers use white boards for checking students’
understanding. The math and literacy coaches work with teachers to analyze student work, performance data, and the needs of students at
each level. New teachers are trained to identify clear lesson objectives and check for understanding using EDI strategies. This is a very basic and essential component of monitoring students’ learning and progress
toward meeting the academic standards.
At Edison, a wide variety of assessment tools are used to monitor
students’ progress. All core classes have district formative and summative assessments. Algebra I and geometry also have benchmarks and capstone tests. Those who fail the benchmarks or the capstone
exam can receive intervention from math teachers and tutors during lunch or after school in the Benchmark Café. In addition, each Algebra
I and geometry teacher is responsible for creating a chart that monitors individual students’ mastery of each area of study.
Student work samples
Posted learning objectives
Benchmark checklist
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CRITERION D3 AND D4 INDICATORS AND PROMPTS
D-3 and D-4
Assessment and Monitoring Process
Indicator: The fo llowing shareholders are involved in the assessment and monitoring process of student progress:
district, board, staff, students and parents.
Prompt: To what extent are the following shareholders involved in the assessment and monitoring process of
student progress: district, board, staff, students and parents?
FINDINGS EVIDENCE
The district is actively involved in the assessment and monitoring process of students as mandated by DAIT. Pacing guides instruct
teachers about skills to be taught and when assessments will occur. Assessments are both formative and summative, and results are available through Data Director.
CAHSEE, CST, and CELDT scores are disaggregated by the Stockton
Unified Research Department. These results are also available on Data Director.
The board is involved in the monitoring of student progress. Student performance data is used when making critical decisions regarding
programs and staffing. Teachers monitor student progress daily. As new concepts are being
introduced, teachers use EDI strategies to check for understanding. In addition, teachers have been encouraged to use Data Director to monitor
their student’s progress. During the second term of the 2009-2010 school year, Edison’s math
and English departments began to conduct monthly academic conferences. These conferences provide teachers with one-on-one
collaboration with Edison’s math or literacy coach to analyze student performance data and plan instruction accordingly. Academic conferences have been successful in the English and math departments;
Pacing Guides
Formative/summative assessments
Data Director reports
EDI Lesson plans
Academic
Conference reflections
At Edison, ESLRs are still at the beginning stages; therefore, they have not been fully implemented on campus or in the assessment process. A rubric needs to be created for the ESLRs to monitor students’ progress
toward mastery of the school ESLRs.
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therefore, there are plans to implement them in all core departments.
Students are becoming more aware of their academic performance than in previous years. During the beginning of the school year, students who
scored Proficient or Advanced on the CSTs were eligible to receive a locker. Juniors and seniors who scored Proficient or Advanced also were given off campus passes for lunch. These privileges have
encouraged the majority of students to understand the importance of CSTs. However, there is currently not a school-wide system for helping
students track their progress toward mastery of academic standards. The posting of student work in classrooms, particularly when it is
accompanied by a rubric, has provided students with more awareness as to their academic growth. Many teachers post grades often and
conference with their students throughout each grading period. Also, students are able to monitor their own progress on essays, projects, and exams on Snap Grades.
Parents can receive information about their children’s progress by
accessing Snap Grades as well. Counselors are available to meet with parents and explain students’ performance in classes and on assessments. During a Title I Parent Meeting, parents were encouraged to contact
their child’s counselor once a quarter, and the appropriate contact numbers were provided.
Parents also receive students’ scores and proficiency levels for standardized tests. However, district assessment results have not yet
been formally shared school-wide with parents. Likewise, there is no established method for explaining results to parents or emphasizing their
implications for students’ academic plans.
Locker/Off campus pass student lists
Student work/teacher
evidence binders
Parent Meeting Minutes/
Handouts
D-3 and D-4
Reporting Student Progress
Indicator: There are effective processes to keep district, board and parents informed about student progress toward
achieving the academic standards and the expected schoolwide learn ing results.
Prompt: How effective are the processes to keep district, board and parents informed about student progress
toward achieving the academic standards and the expected schoolwide learning results?
FINDINGS EVIDENCE
The processes for keeping the district and the board informed about
student progress toward achieving the academic standards are well-established. The district is involved in both creating formative and
SSC meeting
minutes
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summative assessments and in disaggregating the results. The board is informed of student progress on a school-wide basis and in particular
courses, especially when reviewing the quality or effectiveness of programs.
Parents are informed about student progress through home mailings of CST scores; however, these results are not accompanied by any
explanation of how to interpret them.
As Edison’s ESLRs are still in the beginning stages, their measurement
has not yet occurred school-wide. Therefore, the school’s shareholders
have not been informed as to students’ progress regarding their achievement of the ESLRs.
D-3 and D-4
Modifications Based on Assessment Results
Indicator: The school uses assessment results to make changes in the school program, professional development
activities and resource allocations, demonstrating a results -driven continuous process.
Prompt: Provide examples of how assessment results have caused changes in the school program, professional development activities and resource allocations, demonstrating a results-driven continuous process.
FINDINGS EVIDENCE
The administration team regularly analyzes CST, CAHSEE, CELDT and course data with the objective of creating strategic plans for addressing
the academic needs of students.
For the 2010-2011 school year, the administration team chose to make
changes to the Master Schedule so that Far Below Basic students received instruction from the most proficient teachers. It is too early to determine the result of this change; however, it is anticipated that the
strategies and classroom management tactics of highly-skilled teachers will have increased student achievement.
Another significant change to the Master Schedule was the creation of
the A/B block in math and English classes. Rather than giving Basic and Below Basic students a core class in one term and a support class in
another term, the school created the A/B schedule for these students. As a result, students in the A/B block receive more in-depth instruction for
the entire school year from the same teacher.
The movement away from separate support classes came from the careful
Master Schedule
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analysis of the data, which indicated that they did not improve students’ success rates on the CAHSEE. CAHSEE preparation was made available
to students after school through the Asset grant. Due to the most recent CAHSEE scores, however, the school chose to reinstate CAHSEE classes
during the school day to support students.
Counselors and administrators use the data from CSTs and the CAHSEE to place students in the appropriate classes. For incoming freshmen, the
STAR test is used to determine which level of course is most appropriate.
Edison has experienced an overall lack of achievement in freshmen,
despite efforts to place them correctly and provide them with mentors and frequent counselor contact. Therefore, this year Edison began a High School Success course to instill in freshmen the necessary skills for
success at the secondary level and in life.
HS Success Course Description/Syllabus
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Areas of Strength Areas of Growth
Use of academic conferences in ELA and Math to analyze student performance data and target areas
of need for both students and teachers.
Creating a measurement tool to assess students’ achievement of ESLRs.
Increased participation in the use of formative assessments to determine student achievement of
academic standards.
Providing additional time and training for teachers in the analysis and use of student data to refine
classroom instruction.
Thorough analysis of data by the administration team to make appropriate
program changes.
Communicating effectively with students and parents about students’ achievement of academic standards in all content areas.
Developing monitoring tools to assess the effectiveness of program changes.
Implementing academic conferences in all core
areas.
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E-1
Use of Community Resources
Indicator: The school uses community resources to support students, such as professional services, business
partnerships, and speakers.
Prompt: How effective is the school use of community resources to support students, such as professional
services, business partnerships, and speakers?
FINDINGS EVIDENCE
Edison uses some community resources that allow opportunities for
students to gain work experience. For example, Edison has maintained a partnership with San Joaquin County Worknet, which employs students
at local businesses. The students regularly report to the Worknet instructor and are frequently visited on the job. Edison’s Special Education classes work with local businesses as well.
Students receive on-the-job training and experience through the Workability program.
Another resource that provides educational services is the local YMCA. The YMCA holds after school activities on campus and provides credit
opportunities for many Edison students. Some post-secondary opportunities are available on Edison’s campus.
Students have access to Upward Bound, a weekly and summer program designed to generate the skills and motivation necessary for success in post-secondary education. UC Davis students mentor current Edison
students and work with them weekly on the Edison campus.
In addition to this educational partnership, numerous local colleges and universities visit our campus for recruitment, informational meetings and individual classroom visits. Although many students take advantages of
these post-secondary opportunities, more advertising methods could be utilized.
Edison High School urges students to become active members of the community. Within campus clubs, Edison students have begun to create
their own community partnerships by organizing charitable events, donation drives, and sponsorship opportunities.
Edison strives to maintain strong business partnerships within the community. Specifically, our Small Learning Communities (SLCs) have
begun the process of involving community business partners in guiding instruction within the SLC career pathways. SLCs have created advisory boards, hosted guest speakers, and highlighted future educational and
employment opportunities in the surrounding community. During the 2010-2011 school year, each SLC hosted an identity event and forged
Worknet rosters
YMCA rosters, class
& activity offerings, and pictures
Upward Bound rosters & pictures
Recruitment materials a& schedules
College placement/
scholarship records
Meeting minutes and photos
Donation drive
records
Meeting
Minutes/Sign In Sheets
Photos
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relationships with members of the business community, who also came
and presented information to the students.
In addition, our JROTC program prepares students for future careers in military service. Numerous recruiters visit the Edison campus on a regular basis.
JROTC rosters & photos
E-1
Parent/Community and Student Achievement
Indicator: The school ensures that the parents and school community understand student achievement of the
academic standards/expected schoolwide learning results through the curricular/co -curricular program.
Prompt: How does the school ensure that the parents and school community understand student achievement of
the academic standards/expected schoolwide learning results through the curricular/co -curricular program?
FINDINGS EVIDENCE
This year, Edison’s administration has stressed the importance of data-
driven instruction. As a result, emphasis has been placed on encouraging parents to access Snap Grades. The SARC report is made accessible
through the school and district websites; however, training on how to access and understand student performance data has not yet occurred.
Edison High School communicates student progress with parents through home mailings such as progress reports and report cards.
Despite parent attendance to mandated meetings such as SSTs, 504s, and IEPs, Edison has not been able to actively involve parents in the understanding process of academic standards.
SARC report
Snap grades data
Parent mailings
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E-2
Safe, Clean, and Orderly Environment
Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean and orderly
place that nurtures learning.
Prompt: Comment on your analysis of a) the existing policies and use of resources to ensure a sa fe, clean and orderly place that nurtures learning and b) all aspects of the school with respect to safety regulations.
FINDINGS EVIDENCE
Edison’s dress code, attendance policy, and discipline rubric are continually modified to best address safety concerns. Edison has
implemented Saturday School to help curtail tardy and discipline issues. The number of fights and referrals has been reduced consistently for the
past three years due to these modifications and improvements.
Even with budget cuts, Edison makes use of its existing Campus Security Monitors by placing them in high-traffic areas. Students wear color-coded vests, given to them by teachers and administration, when
they are out of class for restroom breaks or on Teacher Assistant duties. All classrooms have up-to-date safety manuals with emergency
procedures. The school occasionally conducts fire and lock-down drills to prepare students in case of an emergency. Fire extinguishers are checked for certification and are in every room on campus. Every
classroom has a phone with a direct extension which can be used for internal or external calls. Edison has an all-call system which is used for
announcements as well as in case of a campus-wide emergency. Monitors are now installed in all classrooms for use in emergencies as well.
All administration and CSMs utilize radios in order to coordinate their efforts in maintaining a safe-campus. When funding is available, Edison plans to purchase and implement video monitoring across campus. This
is part of the Measure C campus renovation project. Alarm systems are utilized during non-school hours to prevent theft and break- ins.
Administration and district officials limit access to campus by monitoring the distribution of keys to all teachers and support staff.
Various teachers help to maintain a clean campus by allowing students to recycle bottles and other materials on a daily and weekly basis. Garbage
cans are distributed around campus, with extra cans placed in high traffic areas. Graffiti is immediately documented and removed by the custodial
staff as it is found on campus.
Dress Code guideline
Discipline Rubric
Saturday School
attendance sheets
CSM maps
Photos
Williams Report
Scheduled fire drills
and lock-down drills
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E-2
High Expectations/Concern for Students
Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that
honors individual differences and is conducive to learning.
Prompt: To what extent does the school demonstrate caring, concern, and high expectations for students in an
environment that honors individual differences and is conducive to learning?
FINDINGS EVIDENCE
Edison High is committed to providing all students with a quality education. The Edison Benchmark Café offers students specialized help in improving their math skills related to the CSTs and other related
standardized tests. Some teachers encourage student success by standing at their doors in between class periods, welcoming them to class and
encouraging them to be on time. Many teachers volunteer their lunch periods to help tutor students.
With such a diverse campus, equity for all learners remains a priority and
teachers, administrators, and all support staff uphold this standard. The Circle of Friends is a weekly program which promotes social skills among mainstream students and Special Education students. The annual
Edison food fair offers a variety of ethnic cuisine while also giving kids access to the numerous clubs which celebrate the diverse cultures on our
campus. Many SLCs are using “dress for success” days which emphasize skills students can use to further their post-secondary goals.
Benchmark Café sign in sheets and data
Photos
Lunch tutoring
Schedules
Circle of Friends roster
E-2
Atmosphere of Trust, Respect and Professionalism
Indicator: The school has an atmosphere of trust, respect and professionalism.
Prompt: To what degree is there evidence of an atmosphere of trust, respect and professionalism?
FINDINGS EVIDENCE
Staff members gain respect and trust with their students and colleagues in many different ways. Several teachers are active participants in clubs, sports, and extra-curricular activities. These activities help foster a relationship of trust between students and staff. Student participation is
boosted as more staff members take an active role in student’s lives outside of the classroom.
Staff members share numerous activities outside the classrooms which promote professional development as well as build camaraderie and
Club advisor and coach lists
Meeting agendas and
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trust. These activities include workshops, weekly collaboration meetings,
and the development of a Professional Learning Community. Numerous activities such as teacher vs. student competitions help build trust and
positive relationships on the Edison campus. Students hold an awards night dinner and dance for Edison teachers.
However, as previously stated in the Instruction section of the report, interviewed students feel that the school atmosphere would be more
positive if an increased number of students cared about learning.
sign in sheets
Photos
E-3 and E-4
Adequate Personalized Support
Indicator: The school has available adequate services, including referral services, to support students in such areas
as health, career and personal counseling, and academic assistance.
Prompt: To what extent does the school have available adequate services, including referral services, to support
students in such areas as health, career and personal counseling, and academic assistance? How direct are the
connections between academic standards and expected schoolwide learning results and the allocation of
resources to student support services, such as counseling/advisory services, articulation services, and
psychological and health services or referral services?
FINDINGS EVIDENCE
Edison has many services available to support students. For example, a Health Center was established in 1993 so that students could receive care
for minor illnesses that would otherwise impede their learning or ability to attend school. It has proven to be an important asset at a school with a
high population of at-risk students; therefore, similar health centers have been created at the other comprehensive high schools in the district.
Edison has created numerous community-based partnerships that assist students with counseling services and after school opportunities.
Teachers are aware of many of these services; however, the referral process is not readily known or practiced. The SAP process, required for students to receive some health-related services, is not routinely
communicated to staff. Likewise, many teachers do not know what credit recovery options are available to students or how to help students
enroll in them.
Despite the elimination of some counseling positions, Edison’s counseling department works with administrators and teachers on a routine basis to identify students who may be at risk and to offer
interventions.
Enrollment in classes reflects the diversity of the student population; however, the school would like to see Honors and AP courses balanced
by subgroup participation.
Sign- ins
Documentation forms
Referrals
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E-3 and E-4
Direct Connections
Indicator: The school has direct connections between academic standards and expected schoolwide learning results
and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services.
Prompt: How direct are the connections between academic standards and expected schoolwide learning results
and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services?
FINDINGS EVIDENCE
Edison offers numerous support services to reach out to its diverse
student population. The school’s Health Center offers basic health related services to all Edison students, as well as support and prevention groups for at-risk students. A mental health counselor meets with
students in need of anger management. A doctor is available once a week in the Health Center.
The school psychologist and speech therapist are predominantly utilized by Edison’s Special Education Department. Edison has an infant care facility for students with children, and this facility also offers parenting support education.
Edison’s partnership with YMCA gives students numerous after school opportunities. In addition to credit recovery and tutoring services, the YMCA, facilitated by the Asset Grant, provides students with a variety
of healthy educational and physical activities.
Edison’s Career Center provides students with knowledge about post-secondary opportunities through college visits, guest speakers and
visitors. They are also supported in the process of applying for colleges and financial aid so that all interested and eligible students are able to attend.
Health Center services brochures
Health Care
attendance data
Infant care brochure
YMCA calendar
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E-3 andE-4
Strategies Used for Student Growth/Development
Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and
alternative instructional options which allow access to and progress in the rigorous standards -based curriculum.
Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion,
processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection.
Prompt: Evaluate the types of strategies used by the school leadership and staff to develop personalized
approaches to learning and alternative instructional options which allow access to and progress in the rigorous
standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a
curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and
processes and procedures for interventions that address retention and redirection.
FINDINGS EVIDENCE
Teachers, administrators and counselors have access to student
performance data through Data Director. The program allows counselors to identify at-risk students and appropriately place students in need of
intervention. Though teachers have not yet received professional development on using data to drive instruction, the teaching staff at Edison is becoming increasingly proficient at using data to verify
problems with students’ achievement that have been detected in the classroom.
Some SLC meeting time has been devoted to identifying students who are struggling in multiple classes. Future collaboration will involve a
careful analysis of those students’ performance levels on the CSTs and the CAHSEE to better comprehend individual needs.
For students with identified needs, Edison offers numerous programs to
increase academic success. AVID, a program that relies on teacher recommendations of average students in need of extra support, helps students become the first in their families to attend a university. Honors
and AP classes are available to give high-performing students more challenging and rigorous educational experiences.
For students who are struggling, Edison offers the Benchmark Café, as mentioned before, as well as Asset Grant classes which are offered after school for both credit recovery and CAHSEE tutoring. Counselors refer students to these classes as needed; however, a significant recruitment
effort has not been made to increase the number of students who attend enrichment courses or activities after school.
Within accordance of their IEPs, most Special Education students have been mainstreamed with the general education population. Students with active 504 and IEPs have an annual review, as do students who have had an SST intervention. Not all students’ performance is individually
Data Director data
SLC agendas
AVID rosters
Honors/AP offerings
and rosters
Benchmark Café sign-in sheets and
data
Counselor referrals
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monitored on a routine basis. In past years, counselors were able to
make more frequent contact with students, but the budget crisis forced the school to eliminate three counselors in the 2009-2010 school year.
The counselor to student ratio now makes it challenging for counselors to monitor all students as closely as they could in previous years.
E-3 and E-4
Support Services and Learning
Indicator: The school leadership and staff ensure that the support services and related activities have a direct
relationship to student involvement in learning, e.g., within and outside the classroom, for all students, including the EL, GATE, special education and other programs.
Prompt: To what extent does the school leadership and staff ensure that the support services and related
activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom? Particularly, evaluate this with respect to the EL, GATE, special education and other programs.
FINDINGS EVIDENCE
The leadership team and staff believe that support services for students
should ultimately improve achievement. In order to ensure this, however, it is understood that students’ individual needs, as identified by
performance data, need to be closely monitored and addressed in the classroom. For that reason, data-driven, differentiated instruction will become a focal point at Edison.
For under-achieving students, a major component of the SST is a
diagnosis of the reasons for a lack of achievement. Students are then referred to the available services offered by the Health Center and other community-based partnerships that would best meet their needs. This
extra support helps struggling students focus on their education and future endeavors. However, the SST process is time-consuming, and
many students do not receive the help they need in time to recover themselves in their classes. Generally speaking, teachers do not have enough awareness of what programs are available for at-risk students in
order to help them directly. Another obstacle is a lack of communication between school and home, where many answers as to the personal
difficulties students are facing can be determined. A large percentage of Edison’s students are unable to provide reliable home phone numbers, which slows the process of obtaining assistance for students who need it.
Another support system for students is the Migrant Ed program, which
assists students of migrant families with college preparation and course completion. Migrant Ed serves as a second layer of counseling assistance for students who face unique obstacles because of their
migrant status.
SAP referral form
Migrant Education
enrollment/schedules
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Special Education students receive support for their various needs. RSP students have been fully mainstreamed in order to receive instruction
from content-area specialists. To support them in this process, case managers monitor them and occasionally pull them out for individualized instruction.
Edison is the only high school in the district that provides services for
the Hearing Impaired. These students are fully mainstreamed, and their teachers are trained annually in strategies to accommodate their learning.
Special Education enrollment/schedules
Hearing Impaired
enrollment
E-3 and E-4
Equal Access to Curriculum and Support
Indicator: All students have access to a challenging, relevant and coherent curriculum to all students. Schools
regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class
schedule and class enrollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day).
Prompt: What have you learned about the accessibility of a challenging, relevant and coherent curricul um for
all students? What have you learned from examining the demographics and distribution of students throughout
the class offerings (e.g., master class schedule and class enrollments)? What type of alternative schedules are available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day)?
FINDINGS EVIDENCE
With the creation of SLCs, Edison teachers have better access to monitoring students, which allows them to guide students into
appropriate curriculum. Teachers use lessons on the first day of school to encourage students to take challenging courses and to prepare themselves for post-secondary education. All Edison freshmen are
enrolled in “High School Success,” a class geared toward building skills that will make students successful in high school and beyond.
Students have access to any class offered at Edison, though a large percentage of students choose to take the schedule that offers them the
least challenging path towards graduation. For that reason, Edison is committed to increasing the rigor in all classes. The school does not
believe that challenging curriculum should only be provided to students who have chosen to take Honors or AP classes.
After-school classes are available for students in need of credit recovery
as well as the ability to enroll in Adult Education classes in the evenings. The YMCA is offering tutoring within their program as well. Edison’s SLCs are also in the process of creating articulated classes with Delta
Community College and should have some of these classes implemented
SLC agendas/sign in sheets
1st day lesson plans
High School Success
curriculum
After school program rosters
Adult Ed enrollment
data
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for the 2011-2012 school year. These classes would allow Edison
students to receive college credit for work completed at Edison. Some Edison teachers have attended meetings with Delta professors to help
complete this process.
Articulation Meeting
notes
E-3 and E-4
Co-Curricular Activi ties
Indicator: School leadership and staff link curricular and co-curricular activ ities to the academic standards and
expected schoolwide learning results.
Prompt: To what extent does the school leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results?
FINDINGS EVIDENCE
Edison maintains a “No-Go” list that prevents students who are not
meeting academic requirements from participating in school activities
such as dances, rallies, and sporting events. The list is posted in Toal Hall, a high-traffic area, so that students can check their status. All Edison athletes must fill out weekly grade checks and are not allowed to
play if their grades fall below a 2.0. The success of this program depends on the coaches’ monitoring, and has therefore had mixed results.
Though students understand there are consequences for not achieving academically, the athletic director established tutoring support for
student athletes as well. Students who receive a negative weekly grade report are required to meet with one of the established teacher volunteers
at his or her designated tutoring time.
“Dress for Success” days have been utilized by many SLCs, JROTC, and
various classes to connect future career goals with students’ educational goals at Edison. JROTC teaches important skills that help students at
Edison and in life after high school. JROTC students are expected to behave and achieve to higher expectations than the average Edison
student.
“No-Go” List
Grade Checks
Photos
JROTC curriculum
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E-3 and E-4
Student Involvement in Curricular/Co-Curricular Activi ties
Indicator: The school has an effective process for regularly evaluating the level of student involvement in
curricular/co-curricular activit ies and student use of support services.
Prompt: Comment on the effectiveness of the school process for regularly evaluating the level of student
involvement in curricular/co-curricular activities and student use of support services.
FINDINGS EVIDENCE
The Health Center tracks and monitors the students on a regular basis, Academic counselors and other support staff are required to monitor the students they serve. Most members of the coaching staff also hold a
position at Edison High. These coaches are able to help track and monitor the behavior and academics of their student athletes because
they see them daily in an academic setting.
There are numerous active clubs at Edison; however, their participation rates differ. The monitoring system for club participation could use
improvement. Currently, the participation in Edison clubs is monitored by club advisors, but there is a need for the Edison Leadership Class to take a larger role in the oversight of the fifty-seven active clubs.
Health Center Sign-
In
Student records
Grade checks
Club minutes/sign-ins
E-3 and E-4
Student Perceptions
Indicator: The school is aware of the student view of student support services through such approaches as
interviewing and dialoguing with student representatives of the school population.
Prompt: Comment on the student view of student support services after interviewing and dialoguing with
student representatives of the school population.
FINDINGS EVIDENCE
Edison’s elected ASB members are able to voice the concerns of students with an administrator who is assigned to their meetings. Individually elected class leadership has two faculty advisors who facilitate their class
meetings. Although students have a voice through their elected officers, more groups need to be interviewed to get a wider range of student
opinions. Teachers, often in an individual or small group setting, dialogue with their students about their issues and concerns, but this may not be a school-wide practice. Student views of support services is not
widely known outside of those involved with said services.
Meeting minutes
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Areas of Strength Areas of Growth The use of Asset Grant funds and the YMCA to support an after school credit recovery and enrichment program.
Generating parental involvement on campus and in students’ continued achievement.
Seeking out community partners and guest speakers.
Increasing trust and professionalism among colleagues and in teacher-student relationships.
Providing services to meet the needs of students outside the classroom.
Maintaining safe, orderly facilities.
Communicating high expectations for students to all members of the Edison community.
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CRITERION B1 INDICATORS AND PROMPTS
B-1
Current Educational Research and Thinking
Indicator: The school provides examples that document the use of current educational research related to the
curricular areas in order to maintain a viab le, meaningful instructional program for students.
Prompt: Provide examples that document the use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students.
FINDINGS EVIDENCE
The school’s restructuring into SLCs is intended to provide programs that align themselves to students’ interests and career goals. It is believed
that capturing student interest is the key to the effectiveness of a curricular program; however, not all students have found relevance or significance in SLC pathway courses. The SLCs themselves are not able
to support the interests of all students, as each SLC is limited to two pathways.
The Advancement via Individual Determination (AVID) program
currently services approximately 180 students at Edison High School, which includes 7 AVID Elective sections in the Master Schedule. The
program has continued to grow during the last five years, at which time there were three sections. This AVID program prepares our students for eligibility into a college of their choice upon graduation. A recommended
curriculum of rigorous A-G courses, community service, and leadership opportunities are encouraged so that the students are competitive in the
college application process. In order to facilitate passage of the rigorous curriculum, trained tutors assist the students weekly in targeting the classes in which they are not doing well so that they may receive
additional help. Utilizing AVID’s foundational skills of Cornell note taking, organization through weekly binder checks, and collaboration as
part of the curriculum in each of the AVID Elective classes, our AVID students are more college-ready than their counterparts. Additionally, during the senior year, every AVID student is afforded the opportunity to
be a tutor to the AVID under classmen in an effort to develop leadership skills, is given assistance with writing personal statements, given the
opportunity to hear presentations from college representatives, as well as obtain assistance in the college application process and FAFSA.
Edison's Career Pathway Program (formerly Magnet Academy of Mathematics and Science) allows students to participate in rigorous four-
year mathematics, science, and technology program that emphasizes advanced problem solving and reasoning skills well beyond the basic
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courses required for graduation. Students are trained to use the computer to extend the processes of inquiry, research, and problem solving through critical thinking.
The Edison Magnet Program is unique in the intensity, support and
availability of computer technology throughout the mathematics and science curricula. A state-of-the art computer network, a data analysis laboratory, and advanced software permit students in mathematics and
science classes to utilize vast amounts of data, gather data electronically in the field, perform in-depth analyses, statistically validate results of
experiments, test mathematical hypotheses, and produce high quality reports of findings.
High School Success is a Freshmen Seminar developed by John Hopkins University. The purpose of the program is to provide an orientation to
high school, including the development of relationship-building, study skills, and post-secondary planning. All Freshmen students were scheduled to take the course during the first term of the 2010-2011 school
year.
Additionally, Edison was one of two high schools in the district that received a grant entitled Every Classroom Every Day. Edison has used the curriculum since 2009 as a means of intervention to support students
in English and math. The curriculum for math includes the I Can Learn Lab and uses benchmarks and capstones to assess progress. The literacy
component is comprised of lessons based on specific engagement strategies; however, after full implementation, Edison teachers and administrators have concluded that the ECED curriculum for English
does not align itself closely enough to state standards. For this reason, the Holt Ancillary materials will be used to provide intervention in
English.
B-1
Academic Standards for Each Area
Indicator: The school has defined academic standards for each subject area, course, and/or program.
Prompt: To what extent are there defined academic standards for each subject area, course, and/or program?
FINDINGS EVIDENCE
Current standards-based textbooks are used consistently in most classes. Core classes have also been provided with ancillary materials through the
textbook adoptions. These materials are also standards-based, though they
Textbook list
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have not been utilized with fidelity in all core departments.
Newly created SLC pathway courses follow Career Technical Education (CTE) standards. Each course has a syllabus and course outline that
identifies the standards to be addressed. Few, if any, of these courses have an aligned textbook, however.
For courses with outdated texts or non-existent texts, teachers are expected to individually identify standards and/or course objectives. As
district funding allows, new textbooks are purchased and distributed at the site.
CTE standards
B-1
Congruence
Indicator: There is congruence between the actual concepts and skills taught and the academic standards and the
expected schoolwide learning results.
Prompt: To what extent is there congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results?
FINDINGS EVIDENCE
EDI ensures that all students receive grade-level, standards-based instruction. The learning objective component of EDI prompts teachers
to deconstruct the academic standard into a student-friendly skill, concept, and context. Therefore, when planned and executed correctly,
the concepts being taught are aligned to academic standards.
Unfortunately, EDI is not being used consistently across the campus, nor are the strategies being implemented correctly in all instances. Independent practice does not always relate to the learning objective,
thus it is questionable whether the skills being taught are, in fact, aligned to academic standards. Likewise, not all observed learning objectives
have been taken from academic standards or written in a manner that a clear skill can be measured.
Currently, the ESLRs are not being purposefully linked to academic standards or concepts taught, as they have only recently been revised. The school intends to formally release the new ESLRs so that they can be incorporated into the teaching and learning process.
Posted EDI Learning
Objectives
Exhibited student work
Focus Walk data
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B-1
Student Work — Engagement in Learning
Indicator: There is congruence between the actual concepts and skills taught, the academic standards and the
expected schoolwide learning results .
Prompt: How does the examination of representative samples of student work and snapshots of student
engagement in learning demonstrate the implementation of a standards-based curriculum and the schoolwide
student goals (ESLRs)?
FINDINGS EVIDENCE
Departments occasionally meet to review student work. There have been some efforts made this school year to standardize projects and assignments so that the quality of work may be accurately assessed as a
department using rubrics. The English Department has held a limited number of norming sessions. In the past, teachers have assigned and
assessed student work individually. Although events like norming sessions are not occurring consistently across the curricular areas, there has been an increase in collaboration since the beginning of the school
year.
Overall, the school has not yet begun the effective process of examining student work on a routine basis.
On the other hand, Edison has successfully implemented Focus Walks as a means to capture student engagement related to academic standards.
Department meeting
minutes
Norming sessions
Focus Walk form
B-1
Accessibility of All Students to Curriculum
Indicator: A rigorous, relevant and coherent curriculum to all students is accessible to all students. The school
examines the demographics and situation of students throughout the class offerings. The school’s instructional
practices and other activities facilitate access and success for special needs students.
Prompt: What have you learned about the accessibility of a rigorous, relevant and coherent curriculum to all
students? What did you learn from examining the demographics and situation of students throughout the class
offerings? How do the instructional practices and other activities facilitate access and success for special needs
students?
FINDINGS EVIDENCE
All students are enrolled in standards-based courses. Course offerings include AP, honors, mainstream, or mainstream paired with intervention so that all students receive appropriately rigorous instruction.
ELL students are encouraged to meet reclassification criteria to move out of the program and into more challenging classes. As stated in the Organization section of the report, the EL team is beginning to
implement a plan to ensure that all EL students are educated on the
Master schedule
CELDT scores
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importance of knowing their proficiency levels in CELDT and the CSTs. In addition, monitoring procedures will be more frequent to provide EL students with full access to the curriculum.
Edison is a very diverse population and class offerings include students of mixed ability levels and demographics. Last year Special Education students were mainstreamed with pull-out support by the RSP specialists.
Inclusion in the regular classroom benefited many students, as illustrated by an increase in CST proficiency for the subgroup. This year, those
requiring more restrictive environments have been placed with RSP teachers for extra support.
AYP and API data
Special Education Department meeting
minutes
B-1
Integration Among Disciplines
Indicator: There is integration among disciplines at the school.
Prompt: To what extent is there integration among disciplines?
FINDINGS EVIDENCE
The conversation about integrating curriculum within SLCs began with curriculum mapping. It is a goal of the school to continue the process of
integration; however, it is still in the beginning stage on the campus.
The Step Up to Writing Program is being used by the English Department, and there will be cross-curricular implementation in the
2011-2012 school year. The school intends to create common language and have common practices regarding writing for the benefit of all students. Currently, however, there is not an effective and uniform
school-wide approach to integrating curriculum among disciplines.
SLC meeting
minutes
Step-Up to writing training schedule
B-1
Curricular Development, Evaluation, and Revisions
Indicator: The school assesses its curriculum review, evaluation, and review processes for each program area,
including graduation requirements, credits, grading policies, and homework policy regarding the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students.
Prompt: Comment on the curriculum review, evaluation, and review processes for your program area, including
graduation requirements, credits, grading policies, and homework policy. Comment on the impact of these
processes on providing a challenging, coherent, and relevant curriculum for all students.
FINDINGS EVIDENCE
In addition to the district’s curriculum review committee, Edison created
a site-based curriculum committee in the spring of 2010 which was designed to evaluate the effectiveness of programs such as Magnet and
AP. This committee has not met regularly; however, it is the intent of
Edison Curriculum
Committee sign- in
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the administrative team to continue with this process. The district and school board set credit and graduation policies, of which the school does not have a process for reviewing.
Department syllabi and pacing guides are in place to establish consistency, but grading policies are often left to individual teachers.
A teacher may assign homework based on their personal assessment of what is needed to master the lesson objective.
Department syllabi and pacing guides
(on EHS website)
Assignments on Snap Grades
B-1
Policies-Rigorous, Relevant, Coherent Curriculum
Indicator: The school assesses the curriculum and its rigor, relevancy and coherency after examination of policies
regarding course completion, credits, grading policies, homework, etc.
Prompt: What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all
students? What have you learned from examining the demographics and distribution of students througho ut the
class offerings, e .g., master class schedule and class enrollments?
FINDINGS EVIDENCE
Because Edison has students of varying abilities and backgrounds, the
master schedule is built to provide curriculum that meets many different student needs. In addition to a range of core classes of multiple difficulty
levels, the school offers specialty courses for English Learners, such as SDAIE or transitional English. Though there are many courses available for students to take, there is currently little representation of Hispanic and African American subgroups in Honors or AP courses. Another disparity is the frequency with which Hispanic males are enrolled in a core class with an intervention. The school recognizes the need to provide rigorous curriculum in all courses to minimize the ethnic disproportion
over time.
Students are enrolled in the introductory courses of SLC pathways, which
in future years could culminate in internships and job-shadowing opportunities. Although the higher-level SLC courses and internships
have not yet been established , all students belong to an SLC and are receiving instruction in introductory-level courses.
Master schedule
SLC Meeting minutes
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B-1
Articulation and Follow-up Studies
Indicator: The school articulates regularly with feeder schools and local colleges and universities. The school uses
follow-up studies of graduates and others to learn about the effectiveness of the curricular program.
Prompt: Share examples of articulation with feeder schools and local colleges and universities, including
comments on the regularity of their occurrence. What has been revealed through the follow -up studies of
graduates and others regarding the effectiveness of the curricular program?
FINDINGS EVIDENCE
Recently, Edison invited eighth graders and their teachers to experience a day of high school life. The event was tremendously successful; therefore, Edison plans to extend the invitation to its feeder schools. The
administration would like to increase the communication between Edison and the feeder schools so that eighth grade teachers can better prepare
their students for the expectations of Edison.
There is some articulation occurring between Edison and Delta Community College. For example, Honor’s Biology has recently
become articulated, and teachers of some elective courses have made attempts to increase articulation.
Visitation day agenda
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B-2
Variety of Programs — Full Range of Choices
Indicator: All students have opportunities to make appropriate choices and pursue a full range of realistic career and
educational options. The school provides for career exp loration, preparation for postsecondary education and pre -technical train ing for all students .
Prompt: What have you learned regarding the extent to which all students have opportunities to make
appropriate choices and pursue a full range of realistic career and educational options? How does the school
provide for career exploration, preparation for postsecondary education and pre-technical training for all students?
FINDINGS EVIDENCE
Edison is in its second year of SLCs. Eighth grade, students have the opportunity to select and SLC and enroll in pathway courses at pre-
registration.. SLC courses are designed to meet A-G requirements necessary for posts–secondary education and also to teach skills
necessary for immediate job placement upon graduation. A concerted effort went into designing courses that would facilitate authentic educational experiences and minimize student apathy.
Counselors visit feeder schools to promote SLC programs. A select
number of eighth graders have visited the campus to shadow students and therefore make valid registration choices. It is purposefully difficult, yet not impossible, for students to change pathway selections
so that they take the process of post-secondary planning seriously.
Edison’s Career Center Specialist works with students to obtain
financial aid and scholarships. The specialist and the Guidance
Department organize trips to colleges and bring representatives from community colleges, universities, vocational schools and military institutions to familiarize students with their various post-secondary
options.
Pre-registration night records
SLC course offerings
Career Center Director’s Calendar
and Records
Scholarship awards
B-2
Student-Parent-Staff Collaboration
Indicator: Parents, students and staff collaborate in the development and monitoring of a student's personal learning
plan, based upon a student's learning style and career and educational goals.
Prompt: To what extent do parents, students and staff collaborate in the development and monitoring of a student's personal learning plan, based upon a student's learning style and career and educational goals?
FINDINGS EVIDENCE
The Guidance Department works to involve parents and students in
designing personal learning plans, especially upon entrance to high school in the ninth grade. Counselors closely monitor seniors to evaluate
Guidance
Department logs
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their graduation status and make adjustments to correct deficiencies. There are at least two AVID parent meetings held every year. Parent, teacher, and student conferences are a regular occurrence. However, a
lack of parent involvement at the school is an ongoing problem for a myriad of reasons, and the administrators, teachers and support
personnel struggle to involve more parents in activities and the planning process.
Edison services a large population of special needs students who each have a highly individualized IEP or 504 plan. Edison is the District site
for Hearing-Impaired students. This program is made possible through the collaboration between teachers and the specialist, who also maintains relationships with the students’ parents.
Foremost, the implementation of SLCs was an intentional strategy to
promote better working relationships. Teachers are able to develop personalized relationships with their students because they see them
frequently and they share them with a select group of teachers. Additionally, the faculty and administration also adopted the 4x4 block
schedule, which provides extra daily contact with fewer student per teacher for longer periods of time. It is the expectation that this restructuring will allow for more collaboration between the teacher, the
student and their parents or guardians.
AVID parent meeting
sign-in sheets
Data Director student
profiles
B-2
Monitoring/Changing Student Plans
Indicator: The school implements processes for monitoring and making appropriate changes in students' personal
learning plans (e.g., classes and programs) and regularly evaluates them.
Prompt: What processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs)? How effective are these?
FINDINGS EVIDENCE
Student performance is the strongest indicator of proper placement.
With the implementation of the SLC career pathway, it is the expectation that all students are participating in coursework that addresses personal
goals and interests. They may opt out of their program but it is encouraged that they continue to maintain optimum results. Students are
given an opportunity to make course schedule changes in the first few days of each new term. The effect of SLC planning outcomes will not be seen until the first group of students graduate in 2013.
The Guidance Department also monitors student grades and works with teachers through the referral process to help students maintain
satisfactory grades.
Again, the IEP is an effective tool to monitor and plan for the needs of
SLC enrollment
Data Director
Referrals
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Special Education students.
B-2
Post High School Transitions
Indicator: The school implements strategies and programs to facilitate transitions to post high school options and
regularly evaluates their effectiveness.
Prompt: How effective are strategies and programs to facilitate transitions to post high school options?
FINDINGS EVIDENCE
Edison is in the initial stages of a major overhaul of its programs and practices. API and AYP scores had shown an inability to reach desired goals, despite growth. The school has recognized that the majority of
courses are not rigorous enough; therefore, students’ skills are not being developed to the point that they can experience certain success in post-secondary options.
ASB discussion of student survey data
B-3
Real World Applications — Curriculum
Indicator: All students have access to real world applications of their educational interests in relationship to a
rigorous, standards-based curriculum.
Prompt: To what extent do all students have access to real world applications of their educational interests in
relationship to a rigorous, standards-based curriculum?
FINDINGS EVIDENCE
As stated in section B-2, the school has begun the process of linking instructional content to the real world through SLCs. Many teachers individually use real-world analogies to explain concepts; however, there
is no uniform method that the school uses to connect standards-based curriculum to life beyond the classroom.
The continued use of EDI, which enhances the learning experience with the activation of prior knowledge, will increase the relevancy of concepts for the students. Likewise, the infusion of ESLRs will enable teachers and students to make knowledge connect to post-secondary plans and goals.
SLC projects
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B-3
Meeting Graduation Requirements
Indicator: The school implements academic support programs to ensure students are meeting all requirements,
including the CAHSEE.
Prompt: How effective are academic support programs to ensure students are meeting all requirements, including the CAHSEE?
FINDINGS EVIDENCE
Students who attend school on a regular basis, successfully complete required courses, and pass the California High School Exit Exam
(CAHSEE) will meet graduation requirements.
Because of the 4 x 4 block schedule, students may take up to eight courses a year, expanding their course options to include High School Success for freshmen SLC pathways, math and science magnet courses, AVID, other college preparatory electives that meet UC and CSU criteria, and intervention classes such as Every Classroom Every Day for English and Math. The class of 2013, the first cohort to be scheduled on a 4 x 4 block, is expected to graduate with credits that exceed the required 230 credits to graduate.
To improve the graduation rate, Edison has taken approaches for both incoming students and current students in all grade levels. As stated in
section B.2, prospective freshmen choose career pathways and visit Edison’s campus in eighth grade for early exposure to Edison’s programs.
Once enrolled as freshmen, they are required to take High School Success.
Freshmen and sophomore students who have scored from the low end of Basic to Far Below Basic are required to take Every Classroom Every Day (ECED) concurrently with their English courses to prepare them for
rigorous English coursework in the upper grade levels. The ECED intervention program for math operates a ―Benchmark Café‖ during lunch
and after school to provide students with math tutoring and exam retakes to ensure mastery of math standards necessary to learn more concepts and successfully complete their math courses.
Many interventions have been implemented for students who have unsuccessfully completed coursework. The APEX credit recovery program has been implemented this year to allow students to complete various
courses. APEX is supported by the Asset grant, which also offers CAHSEE prep classes for students who need to retake the exam in order to graduate or students identified by counselors as needing help in passing the
exam on the first try. Students first take the CAHSEE as sophomores, but Edison counselors predict student outcome on the CAHSEE because the
school administers a practice CAHSEE exam to all freshmen and sophomores months before the official test day.
Course plan
Master Schedule
YMCA calendar
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B-3
Curriculum: Additional Findings
Indicator: Consider other in formation that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed?
FINDINGS EVIDENCE
During freshman year and in each year that follows, counselors individually consult all students to ensure they are on track for graduation. Edison seniors in particular meet with their counselor at the beginning of the year to evaluate their graduation status and plan for post secondary education or vocations. For students at risk of not graduating, parent conferences are held to inform parents of the steps necessary for the student to earn a diploma. This process is revisited as necessary throughout the year. Seniors who are severely behind in credits may be required to fulfill community service hours, take after school courses, or partially enroll in adult education classes. Edison expects to reduce the number of seniors at risk of not graduating as a result of the recent implementation of SLCs, High School Success, and after school programs.
Programs to improve the graduation rate work in tandem with programs that raise the number of graduates who have met a-g requirements for
enrollment in UC and CSU campuses. A portion of Edison’s population is enrolled in AVID, and these students are required to take AVID classes throughout all four years of high school. Last year’s data shows that AVID
students have an articulation rate to the UC or CSU system that is above 90 percent.
Counseling schedules and
records
Student transcripts
AVID matriculation data
Areas of Strength Areas of Growth The wide range of courses and pathways from which students may choose
The examination of student work by departments or SLCs
The use of a master schedule that supports both core and elective courses for all students
The implementation of cross-curricular learning experiences
The monitoring of student plans and post-secondary pursuit
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CRITERION C1 INDICATORS AND PROMPTS
C-1
Results of Student Observations and Examining Work
Indicator: The school’s observations of student working and the examin ing of student work provide information on
the degree to which all students are involved in learning to assist them in achieving the academic standards and the
expected school-wide learn ing results. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilit ies and modified approaches based on findings.
Prompt: To what extent did the observations of students working and the examination of student work provide
information on the degree to which all students are involved in learning to assist them in achieving the academic
standards and the expected schoolwide learning results? Particularly, comment on the degree of involvement in the learning of students with diverse backgrounds and abilities.
FINDINGS EVIDENCE
Instructional norms were developed by teachers based on the EDI components for which all teachers have received at least preliminary training. The first norm focuses on creating and articulating to students the skill and content that will be learned by the end of the lesson. In order to modify instruction to enhance the achievement of diverse learners, many teachers use a variety of strategies to check for understanding. For example, some teachers ask questions and allow students to pair-share before calling on a non-volunteer to answer. Another technique that allows for teachers to observe students’ work and increase their involvement in the learning is using individual white boards. Teachers have access to a class set of white boards so that each student is active in answering questions and solving problems while simultaneously providing the teacher immediate assessment feedback. The use of non-volunteers holds all students accountable for their learning and gives an accurate account of the concepts that need to be re-taught. However, focus walk data shows that not all teachers are utilizing frequent checking for understanding strategies on a routine basis. In addition, targeted EDI training for SDAIE teachers will be given in the spring of 2011 so that teachers of EL students will gain skills in modifying instruction to increase the achievement of this subgroup. Although some teachers have taken the initiative, there is not a system-wide approach to analyzing student work so that instruction is modified to increase student achievement. However, the administration recognizes that this is a great need that will be addressed in the action plan.
Focus Walk data
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C-1
Student Understanding of Performance Levels
Indicator : The students know beforehand the standards/expected performance levels for each area of study.
Prompt: To what extent do students know beforehand the standards/expected performance levels for each area of study?
FINDINGS EVIDENCE
Each content area collaborates to create a common syllabus within that department, so that each student knows what they will be expected to learn in the class. Furthermore, as outlined in the instructional norms, all teachers are expected to post learning objectives daily, which are deconstructed from the California State Content Standards and include a skill, content, and context for the day’s lesson. Since the expectation of learning objectives was put into place in August, 80% of teachers have learning objectives posted in their classrooms, and of those teachers, 75% write learning objectives that incorporate both skill, content and context. The administration is consistently collecting data to monitor improvement. Students are expected to be able to recite the day’s learning objective and/or state the learning objective in their own words. Staff members, such as campus security monitors, have also begun the practice of asking students to explain the learning objective for the class that they are out of when walking to the restroom, etc. Students who are not able to articulate the learning objective are directed back to class until they know what they are learning. However, as the school begins to implement standards-based learning objectives, it has realized the need to introduce long-term objectives for each unit of study within each content area. Various teachers analyze their students’ performance data and meet with their individual students to help them understand their proficiency level. Although teachers have made great strides in analyzing data within departments and at academic conferences, there continues to be a communication gap with students.
Standards-based learning objectives are posted in class
Instructional norms
Focus Walk data
Posted restroom policy
C-1
Differentiation of Instruction
Indicator : The school’s instructional staff members differentiate instruction and evaluate its impact on student
learning.
Prompt: To what extent is differentiation of instruction occurring and what is the impact on student learning?
FINDINGS EVIDENCE
Edison does not have a school-wide program for differentiating instruction in the classroom. Furthermore, it was discovered during a
Focus Group meeting that the teaching staff does not have a uniform understanding of what differentiated instruction looks like. This
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discovery was made as teachers discussed the results of the teacher
perception survey, which stated that teachers differentiate instruction and evaluate its impact on student learning. The vast majority of teachers had agreed on the survey, yet in the discussion teachers could not define
differentiated instruction or provide evidence that it is happening to such a large degree on campus. Clearly, professional development in
differentiation would benefit teachers and students at Edison.
C-1
Student Perceptions
Indicator : The students understand the expected level of performance based on the standards and the schoolwide
learning results. Through interviews and dialogue with students that represent the school populations, the school learns about the students’ perceptions of their learn ing experiences.
Prompt: Through interviews and dialogue with students that represent the school population, comment on a)
their level of understanding of the expected level of performance based on the standards and the schoolwide learning results and b) their perceptions of their learning experiences.
FINDINGS EVIDENCE
Outside of IEP and SST meetings and one-on-one meetings with counselors and teachers, the school has not had an effective process for
interviewing students about their learning experience. However, it has recently become a priority, particularly after the administration of a
student perception survey. Some survey results were surprising and alarming; therefore, the administration met with several student groups to gain in-depth knowledge about the issues raised.
One question in the survey related to the safety and functionality of the facilities, to which most students responded negatively. The student groups felt that the response stemmed from the fact that general
maintenance and restocking of supplies is not occurring as it should.
Students also offered some explanation as to why most students disagreed that the school has an atmosphere of trust, respect, and
professionalism. They acknowledged that some students are disrespectful to each other and to teachers, but the groups felt that the major problem results from the school not having high enough
expectations for students in and out of the classroom.
The groups were able to enlighten the administration about why so many students do not think that teachers seem to enjoy teaching. Because the
atmosphere is not what it should be, teachers seem stressed and apathetic. One student said that teachers should make students “strive for
Student group discussions
Student perception survey results
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excellence,” yet the group indicated that this does not regularly occur.
The student groups were also able to offer opinions on why most students felt that teachers do not ensure all students understand a concept before moving on. The students interviewed have experienced that many teachers are too concerned about falling behind in the pacing guide, and
that they do not check often enough for understanding or re-teach as needed.
CRITERION C2 INDICATORS AND PROMPTS
C-2
Current Knowledge
Indicator : Teachers are current in the instructional content taught and research-based instructional methodology.
Prompt: Provide a range of examples that demonstrate teachers are current in the instructional content taught and research-based instructional methodology.
FINDINGS EVIDENCE
Stockton Unified School District has adopted Explicit Direct Instruction.
Currently at Edison, all teachers have been trained to use the lesson formats and strategies of EDI.
Some teachers use research-based strategies to ensure student learning. For example, on the first day of school, all teachers taught common
lessons on how to take notes using Cornell Notes. AVID teachers require students to use Cornell Notes, but it is not currently a requirement of all students.
Teachers also use a variety of other Marzano strategies in their
classrooms. Teachers were exposed to the Marzano strategies during SLC meetings last year. All teachers were given Bloom’s Taxonomy charts, and the school is working to improve the degree to which teachers
encourage higher-order thinking in the classroom.
Recently, English and history teachers were trained in the Step Up to Writing curriculum, a methodical approach to teaching students how to write. The English Department is currently working to ensure that this
becomes a campus-wide writing program that can be used across disciplines.
EDI professional
development sign in sheets
First day lessons
SLC agendas
Step Up to Writing professional development sign in
sheets
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C-2
Teachers as Coaches
Indicator : Teachers work as coaches to facilitate learning for all students.
Prompt: To what extent do teachers work as coaches to facilitate learning for all students?
FINDINGS EVIDENCE
Explicit Direct Instruction allows teachers to be facilitators in the classroom by guaranteeing that concepts are taught and developed before
students are assessed. By using the EDI format, teachers develop concepts and skills before checking for understanding. Checking for understanding should occur approximately every two minutes to ensure
that students are engaged, are on task, and understand the material. Some teachers encourage students to pair-share or collaborate in groups as an
additional opportunity to understand concepts and develop skills. In these instances, students are allowed to collaborate before being called on as non-volunteers. When used in this manner, EDI allows teachers to serve
as coaches to their students, offering encouragement and guidance until they are able to be independently successful.
The math department hosts the Benchmark Café. This café allows teachers to focus on students who need additional help for remediation.
EDI lesson plans
CFU throughout lesson
Pair-sharing in classes
C-2
Examination of Student Work
Indicator : Representative samples of student work demonstrate: a) structured learning so that students organize,
access and apply knowledge they already have acquired; b) that students have the tools to gather and create
knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this.
Prompt: To what extent do the representative samples of student work demonstrate: a) structured learning
so that students organize, access and apply knowledge they already have acquired? B) that students have the
tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this?
FINDINGS EVIDENCE
Currently, the school does not have a system in place for regularly examining student work as a means to determine the degree to which
they are learning. As stated in the curriculum section of the report (B-1), Edison recognizes this as a deficiency and has begun to improve in the
practice of examining student work.
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C-2
Examination of Student Work
Indicator : Representative samples of student work demonstrate that students are able to think, reason, and problem
solve in group and individual activit ies, project, d iscussions and debates and inquiries related to investigation.
Prompt: To what extent do the representative samples of student work demonstrate that students are able to
think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation?
FINDINGS EVIDENCE
Currently, students are assessed on both individual and collaborative learning projects. In some classrooms, students are asked to pair-share
frequently to help build their individual knowledge and their collaboration skills. When students are collaborating, some teachers expect that they use academic language to build their scholastic
vocabulary. For example, in math, students are asked to problem solve in groups and individually on a daily basis. In science and some SLC theme
classes, students work in groups to complete lab assignments. Students are asked to analyze real world scenarios and are assessed based upon their ability to work cooperatively and individually. Through strategic
pairing and peer-to-peer tutoring, students are evaluated based on their ability to work together and separately on their ability to master
individual standards. SLC leadership and teams have started discussing how to create thematic
projects to help students practice and use critical thinking skills. Some SLCs have thematic projects already established and teachers are
collaborating outside of the normal meetings. Teaching teams attended ConnectEd trainings to develop student outcomes for the school, pathways and project-based instruction. As previously discussed, SLCs
are at the beginning of such projects and are working towards all three methods of thematic integration: individual, small group and complete
pathway.
Posted student work
Collaborative assignments
Thematic project
plans
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C-2
Examination of Student Work
Indicator : Representative samples of student work demonstrate that students use technology to assist them in
achieving the academic standards and the expected schoolwide learn ing results.
Prompt: To what extent do the representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected schoolwide learning results?
FINDINGS EVIDENCE
The majority of teachers have access to LCD projectors, and at least half
of the teaching staff uses them on a routine basis to deliver instruction.
The projectors also enable students to present projects such as power points, or to view short video clips in order to make real-world connections to the content being learned.
Most math teachers have access to MOBI tablets to actively engage
students. Because every math teacher has access to a MOBI tablet, students are able to immediately respond and demonstrate competency and understanding of the lesson being taught. Teachers and students can
highlight, write, and point at specific items and this is displayed on the MOBI tablet. Though LCD projectors and MOBI tablets are accessible,
not all teachers take advantage of this technology. In addition, the classroom configuration and classroom electrical capability may prohibit teachers from using such technology.
LCD projectors
MOBI devices
C-2
Examination of Student Work
Indicator : Representative samples of student work demonstrate student use of materials and resources beyond the
textbook, such as utilizat ion and availability of library/mult imedia resources and services; availability of and
opportunities to access data based, original source documents and computer informat ion networks; and experiences,
activities and resources which link students to the real world.
Prompt: To what extent do the representative samples of student work demonstrate student use of materials
and resources beyond the textbook, such as utilization and availability of library/multimedia resources and
services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activi ties and resources which link students to the real world?
FINDINGS EVIDENCE
On campus, there are several computer labs available to our students.
Computer labs are designated for content, SLC-specific, and general use. Students have access to the Media Center computer lab before school, throughout the school day to include lunch and after school. The Media
Center is used to its full capacity, which indicates that technology is an integral part of teaching and learning at the school. APEX is a program
used after school to provide students with the opportunity to take online courses for credit recovery.
Computer lab
schedule
APEX sign-in sheet
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C-2
Real World Experiences
Indicator : Opportunities for shadowing, apprenticeship, community projects and other real world experiences and
applications are availab le to all students.
Prompt: To what extent are opportunities for shadowing, apprenticeship, community projects and other real
world experiences and applications available to all students?
FINDINGS EVIDENCE
When instructing, teachers use real world experiences and applications to make content and concepts relatable to students. The school is currently in our second year of implementing SLCs on campus. Part of the
development of SLCs is the creation of community connections to create apprenticeship and internship opportunities for our students. For
example, in our Sports and Health Medicine SLC, student trainers serve our athletic department during games and experience real-world physical training situations. In the Engineering Construction and Design SLC,
students have the opportunity to participate in a building-trade apprenticeship program.
However, SLCs are still developing ways to bring students into the real-world to gain life and work experiences.
Student Trainers
ECODE Apprenticeship
Areas of Strength Areas of Growth
Implementing a research-based school-wide teaching methodology (EDI).
Differentiating instruction.
Using technology and computer labs to aid instruction.
Developing a system-wide method for examining student work.
Implementing a writing program (Step Up to Writing).
Increasing the effective use of EDI.
Providing real-world experiences beyond the textbook.
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Vision and Purpose, Governance, Leadership and Staff, and Resources
A-1
Vision – ES LRs – Profile
Indicator: The school has established a clear, coherent vision (purpose) of what students should know and perform;
it is based upon high quality standards and is congruent with research, pract ices, the student/community profile data,
and a belief that all students can learn.
Prompt: Comment on pertinent student/community profile data that has impacted the development of the vision
and the expected schoolwide learning results.
FINDINGS EVIDENCE
Because Edison High School is committed to providing a clear vision for student learning founded upon student needs, the school has currently revisited its Expected Student Learning Results (ESLRs). It is Edison High School’s vision that upon graduation, all students will have the skills necessary to succeed in college and a career. The school’s new vision created a necessary departure from the previous ESLRs, which were not measurable, based on research, or rigorous enough for students. (Detailed information regarding the development of the school’s new mission statement, vision statement, and ESLRs can be found in Chapter 1, pages 3-6.)
Since the school has spent considerable time constructing ESLRs that truly reflect student needs and the vision, the new ESLRs have not yet been communicated to shareholders. To date, the monitoring of previous
mission, vision, and ESLRs has not been a regular process at Edison. However, the school plans to involve the leadership team in a routine
review and adjustment of the mission, vision, and ESLRs. Thus, as a part of Edison’s new action plan, ESLRs will be a significant component of teaching and learning. To move successfully toward its vision for students, Edison has been in the process of fully implementing Explicit Direct Instruction (EDI) methodologies to ensure that all students are engaged and focused during lessons. This research-based model allows teachers to check frequently for understanding (CFU) as the students learn new concepts or are guided through application of concepts, ultimately producing higher levels of academic success.
Edison High School Vision and Mission 2008-2009 ESLRs ESLR drafts EDI Professional Development agendas/sign-ins
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A-1
Development/Refinement of Vision/ES LRs
Indicator: The processes to ensure involvement of representatives from the entire school community in the
development/refinement of the vision and expected schoolwide learn ing results are effective.
Prompt: Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision and expected schoolwide learning results.
FINDINGS EVIDENCE
Edison held a community forum during the 2009-2010 school year. The purpose of the forum was to encourage community involvement in the development of a new mission and vision. Additionally, during a department meeting teachers were asked to contribute their ideas about what the school should deliver to students and what they would like to see Edison become in future years. The information gathered during both sessions was collected, organized, and synthesized by a committee of teachers. This committee then drafted the mission and vision statements as well as the first draft of new ESLRs.
(See Chapter 1, pages 3-6 for a full account of the involvement of all representatives of the school community in the development of the ESLRs.)
Community Forum sign-in
Mission/Vision Development
ESLRs Development
A-1
Regular Review and Revision
Indicator: The school is implementing an effective process for regular review/revision of the school purpose and the
expected schoolwide learning results based on student needs, global, national and local needs, and community conditions.
Prompt: Examine the effectiveness of the process for regular review/revision of the school purpose and the
expected schoolwide learning results based on student needs, global, national and local needs, and community
conditions.
FINDINGS EVIDENCE
The decision to reconstruct the mission, vision and ESLRs resulted from a careful analysis of student needs and community conditions. The mission and vision did not depict the current voice of the Edison community. Likewise, the ESLRs did not reflect Edison’s movement toward increased rigor for students. Because the school has been in a state of tremendous growth, it was necessary to develop new documents that better complement the students and the direction the school is headed.
Mission/Vision Development
ESLRs Development
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A-2
Governing Board
Indicator: There is clarity of the policies and procedures regarding the selection, composition and specific duties of
the governing board, including the frequency and regularity of board meet ings .
Prompt: Comment on the clarity of the policies and procedures regarding the selection, composition and specific
duties of the governing board, including the frequency and regularity of board meetings.
FINDINGS EVIDENCE
Edison’s Governing Board, School Site Council approves the Single Plan
for Student Achievement, which encompasses the action plans and
budget. This body meets monthly to also discuss and approve numerous activities and programs that directly relate to student support and achievement.
Each year parent members for the Governing Board are sought out through flyers placed in registration packets that are mailed out to all
students, through ConnectEd to all homes of Edison students, and through volunteers at Back to School night. During the 2009-2010 school
year, the school also had a former Edison High School counselor working as a Parent Advocate to facilitate communication between the school and parents and to increase parent involvement.
Teacher representatives (and alternates) to the school s ite council are
nominated and elected by vote of the entire faculty.
The policies and procedures for the selection and composition of the governing board have not clearly been stated to Edison’s shareholders. The governing board has parent, staff, and teacher representatives.
The Governing Board was invited to the community forum, during which the mission and vision process began. A few parents and most teachers on the Governing Board did attend the event. However, the School Site Council did not dedicate regular meetings to the further development of the mission and vision. In hindsight, the school recognizes that the process would have been conducted more effectively had it involved the School Site Council to a greater degree.
Although the school faculty participates yearly in electing its own teachers to be representatives to the governing board, there is very little communication between the governing board and the school faculty. Therefore, the school faculty is not aware of the governing board’s activities or of their alignment with ESLRS.Most teachers are aware that School Site Council meetings are conducted monthly. There has not been a strong movement from the SSC to encourage teachers and parents to attend meetings, nor has the information provided during the meetings been made available to the Edison community.
Agendas & Minutes
of monthly meetings.
Flyers sent to parents
Sign up list of parent volunteers from back to school night
Vote counts & ballots from teacher
rep. elections
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A-2
Understanding Role of Governing Board
Indicator: The school community understands the governing board’s role, including how parents can participate in
the school’s governance.
Prompt: To what degree does the school community understand the governing board’s role, including how parents can participate in the school’s governance?
FINDINGS EVIDENCE
The degree to which the school community understands the governing board’s role is minimal. Teachers and staff are aware that the School Site Council exists and is involved in the decision-making processes of school programs and fiscal matters. It is not known at this time how aware parents are of the role of the SSC or how to be involved. The leadership team has come to understand as a result of the WASC Self-Study that communication between the SSC and the Edison community is currently ineffective. Measures will be taken to increase this communication so that the SSC and the school community can function with greater success.
Few individuals not directly involved with the School Site Council (SSC) are aware of its role or routine duties.
During a Title I parent meeting, parents who attended were informed of the SSC and of their rights to be involved. Unfortunately, there has not been a large-scale effort to include all parents in the SSC or in how it operates as the governing board of the school.
Parent Rights handout
A-2
Governing Board’s Involvement in Review/Refinement
Indicator: The governing board is involved in the regular review and refinement of the school’s vision and purpose
and expected schoolwide learn ing results .
Prompt: How is the governing board involved in the regular review and refinement of the school’s vision and purpose and expected schoolwide learning results?
FINDINGS EVIDENCE
The governing board is informed of the school mission, vision, and ESLRs on a routine basis. Throughout the recent re-development of each item, the principal has explained the reason for changes as well as what each document should be able to do for the school and for students. Members of the governing board can then offer informed suggestions to further enhance the documents.
SSC Agendas
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A-2
Professional Staff and Governing Board
Indicator: There is clear understanding about the relationship between the governing board and the responsibilities
of the professional staff.
Prompt: To what degree is there clear understanding about the relationship between the governing board
and the responsibilities of the professional staff?
FINDINGS EVIDENCE
A clear relationship between the duties of the professional staff and the governing board is not present school-wide at this time. Most faculty and staff members understand that policies and procedures derive from administration. However, there is little awareness as to how decisions regarding staff responsibilities are presented to the School Site Council, or that the governing board is responsible for guiding administrative decisions.
A-2
Board’s Evaluation/Monitoring Procedures
Indicator: There is clarity of the evaluation and monitoring procedures carried out by the governing board,
including review of student performance, overall school operations, and fiscal health of the school.
Prompt: Comment on the clarity of the evaluation and monitoring procedures carried out by the governing
board, including review of student performance, overall school operations, and fiscal health of the school .
FINDINGS EVIDENCE
Although communication involving the SSC is not currently a strength at Edison, the principal is encouraging the board to be more actively involved in the analysis of data and its implications. This process has begun with the principal instructing the board in how to assume a more global perspective of overall student needs.
In addition, the board has recently begun the role of monitoring the school more closely due to Edison’s PI status. The SSC serves as the District Support Leadership Team (DSLT) and is responsible for analyzing student performance data in order to select an effective restructuring plan.
SSC agendas
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A-2
Complaint and Conflict Resolution Procedures
Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to
the school’s shareholders are effective.
Prompt: Examine and comment on the established governing board/school’s complaint and conflict resolution procedures as they apply to your school’s shareholders.
FINDINGS EVIDENCE
The School Site Council’s complaint and conflict resolution procedures are in place. Unfortunately, the majority of Edison’s shareholders have not been informed as to the role of SSC. Shareholders who have concerns are not often aware of how to utilize the SSC in order to seek a resolution. Edison’s governing board does not examine and comment on the effectiveness of the board’s/school’s complaint and conflict resolution procedures.
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A-3
Broad-Based and Collaborative
Indicator: The school’s planning process is broad-based, collaborative and has commitment of the shareholders,
including the staff, students, and parents .
Prompt: Document that the school planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents.
FINDINGS EVIDENCE
Edison High School is beginning the practice of creating a systems approach to analyze data collaboratively to include all shareholders in
the analysis of data. In addition, Edison recognizes that the planning of school programs is mostly conducted by administration and teachers; however, a goal of the administration is to include such planning as a
standing agenda item for School Site Council, department and leadership team meetings in relation to the action plan.
As a result of assessing data such as, graduation and failure rates, the school adopted an alternative scheduling model in spring of 2009 to
better serve the needs of all students A strong collaborative effort was initiated among the faculty in order to change from a 1-6 period day to
the 4x4 schedule, The 2009-2010 Single Plan for Student Achievement begins with the
implementation of SLCs (Small Learning Communities) school-wide. Edison High School is currently in its second year of SLCs. The purpose
of the SLCs serves to give students a sense of belonging and school culture, which will subsequently translate into academic success. The school is divided into collaborative SLCs committed to the interests of
all share holders, especially students. Although the school has been successful in creating pathways and theme class classes for SLCs,
freshmen and sophomore students do not have a clear grasp on what purpose SLCs serve. Despite creating common “F lists,” SLCs need to collaborate more effectively to target student achievement of expected
school wide learning results and the academic standards.
A second major component of the school’s Single Plan for Student Achievement is the calibration of instruction among all teachers, all disciplines, for all students. To this end, the administrative team has
earmarked a substantial amount of Title I funds to bring trainers from Data Works on site. Training and implementation of EDI and a school-wide writing program are currently underway. Teachers receive
opportunities to gain professional development at EDI trainings.
During the first faculty meeting of the 2010-11 school year, the
4x4 meeting sign- in sheets and agendas.
SLC brochures
Single Plan for Student Achievement
EDI Professional Development sign- in
sheets Common pages
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administrative team presented disaggregated data from the 2009
CAHSEE results to all staff and faculty members. In addition, the administrative team estimated the school’s projected API based on CST
scores from spring 2010. Consequently, measuring and monitoring student data achievement directly drives the decisions made by school leadership and staff members
In October 2010, teachers in the English department as well as some
teachers from the social sciences department attended the Step-Up to Writing training to begin the process of adopting a school-wide writing initiative. The initial Step-Up to Writing training will set the foundation
for creating a cross-curricular writing model that supports student production of highly organized and effective writing.
Even more recently, the leadership has made a strategic push to target the academic achievement of the school’s EL population, the second
largest subgroup (20.17%) behind Hispanic/Latino students (52.62%). Based on disaggregated data from the CSTs, CAHSEE results, and
school attendance reports, the school’s EL population has been the lowest-performing subgroup. And while programs such as Migrant Education have addressed these concerns, there remains a need to
effectively communicate basic information regarding the CELDT and EL placement to parents and students. As a result, the administrative
team is in the process of creating an EL action plan to better measure and monitor the progress of all EL students. Prior to administering the 2010 CELDT test, the EL Team (EL Coordinator, Assistant Principal, and
SB65 Coordinator) held an assembly to disseminate knowledge about the significance of the CELDT and its impact on academic and
vocational goals. The EL Team printed out individual student CELDT scores from the previous year and delivered CELDT goal sheets to teachers of EL students. Students were then encouraged to write goals
for the 2010-11 CELDT test. In addition, teachers received paid training on how to successfully prepare students for the CELDT test. Teachers were given CELDT blue prints, released test questions, and common
lesson plans with which to prepare students. Parents were invited to attend the assembly; however, since it was held during the school day,
the attendance was low.
Faculty meeting
agenda
Step Up to Writing sign-in sheets
CELDT Assembly
PowerPoint, CELDT Training PowerPoint for Teachers
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A-3
School Plan Correlated to Student Learning
Indicator: The school’s Single Plan for Student Achievement and analysis of student achievement of the critical
academic needs, expected schoolwide learning results, and academic standards .
Prompt: What evidence supports that there is a correlation between the Single Plan for Student Achievement
and analysis of student achievement of the critical academic needs, expected schoolwide learning results, and academic standards?
FINDINGS EVIDENCE
The Single Plan for Student Achievement is modified annually using the analysis of student performance data. The leadership team reviews data to identify discrepancies and determine the critical academic needs of the students. Trends are also studied with the intent of determining whether curricular and program changes addressed in the Single Plan are necessary and effective.
Edison’s Single Plan and WASC Action Plans have not mirrored each other in the past. Therefore, Edison will be streamlining the two documents to create one relevant Action Plan to be used for school improvement.
As Edison has recently finalized new Expected Schoolwide Learning Results, they have not impacted the Single Plan to a large extent. However, the school intends to identify a plan for assisting students with the achievement of ESLRs as well as academic standard when the Single Plan is updated.
Data team meeting agenda
Single Plan for Student Achievement
A-3
Correlation between All Resources, ES LRs and Plan
Indicator: There is correlat ion between allocation of time/fiscal/personnel/material resources, expected schoolwide
learning results, and the improvement schoolwide act ion plan.
Prompt: What evidence supports the correlation between allocation of time/fi scal/personnel/ material resources, expected schoolwide learning results, and the improvement schoolwide action plan?
FINDINGS EVIDENCE
The Single P lan addresses what resources are necessary for the action steps pertaining to each goal. Allocation of time, funds, personnel and materials is determined by the goals established in the Single Plan.
Action Plan
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A-4
Employment Policies/Practices
Indicator: The school has clear employment policies/practices related to qualification requirements of staff.
Prompt: Evaluate the clarity of the employment policies/ practices related to qualification/statutory requirements
of staff.
FINDINGS EVIDENCE
The employment qualifications and requirements of staff are determined at the district level. Due to the fact that the district is in a fiscal deficit, the recruitment of teachers has ceased. However, during fiscally healthy times, the district makes an effort to attend recruitment events at local universities. The district is reviewing the possibility of offering signing bonuses to new hires in shortage areas.
2010-2011 SPSA
A-4
Qualifications of Staff
Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training
and preparation.
Prompt: Evaluate the procedures to ensure that staff is qualified based on staff background, training and
preparation.
FINDINGS EVIDENCE
As of December of 2009, Edison High School has 102 teachers, 98% of whom are highly qualified. The school, in collaboration with the SUSD Human Resource Department, review potential candidates that have subject matter expertise and proper credentials. Applicants are required to verify their credentials, and, if hired, must continue to verify them yearly to teach. The district ensures that all first and second year credentialed teachers complete a Beginning Teacher Support Assistance program (BTSA). The district’s BTSA program includes quarterly meetings with all Participating Teachers (PT) and Support Providers (SP) as well as weekly meetings between PT and SP for instructional planning and reflection upon the progression towards mastery of the Standards of the Teaching Profession. As a result, first and second year teacher receive additional training, monitoring, and assistance beyond their initial credential program.
Single Plan for Student Achievement
BTSA handouts
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A-4
Maximum Use of Staff Expertise
Indicator: The process to assign staff members in order to maximize the use of their expertise in accomplishing
quality student learning is effect ive.
Prompt: How effective is the process to assign staff members in order to maximize the use of their expertise in
accomplishing quality student learning?
FINDINGS EVIDENCE
Stockton Unified School District Human Resources carefully reviews each teacher’s credentials and qualifications before allowing an interview
or providing a job placement. In addition to this practice, teachers and administrators review the assignments in the spring for the upcoming
school year and collaborate to ensure that staff members are qualified for the upcoming assignment.
To maximize the quality of student leaning, the administrative team created an A/B schedule for Edison High School’s lower performing
students for the 2010-2011 school year, as determined by CST scores. This A/B schedule places these students with Edison’s most proficient teachers for Math and ELA throughout the year, rather than simply one
term, as is the case with the traditional block schedule. Advanced and Proficient students remain on the traditional block schedule, offering
them greater choices in classes throughout the year, and challenging them with the faster pace of the curriculum.
A careful analysis of student performance trends led the administration to make significant changes to the master schedule. Traditionally, more
proficient teachers were given higher- level courses, such as Honors or AP. The result of this was that the lower-performing students were being paired with lower-performing teachers. In order to advance the
achievement of these students, they were given the most proficient teachers for the 2010-2011 school year. It is expected that there will be more pronounced growth in the CSTs because of the master schedule
adjustments.
Chapter 4: Category A—Organization
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A-4
Defining and Understanding Practices/Relationships
Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define
responsibilit ies, operational practices, decision-making processes, and relationships of leadership and staff.
Prompt: Evaluate the administrator and faculty written policies, charts, and handbooks that define
responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the clarity and understanding of these by administration and faculty .
FINDINGS EVIDENCE
In the past, there have been little administrator and faculty written documents that have defined the responsibilities of teachers. The district has developed and distributed numerous informational texts about policies; however, there was no site-specific document until this year, when Edison developed instructional norms.
The concept of instructional norms first developed when the leadership team had the opportunity to visit Waterford High, a wall-to-wall Direct Instruction school. Waterford has been successful with the implementation of focus walks and instructional norms. As a result, the leadership chose to develop instructional norms, which are expectations for all teachers and all classes. Edison’s norms are documented on the focus walk forms that teachers and administrators use when observing classes.
Focus Walk form
A-4
Internal Communication and Planning
Indicator: The school has effective existing structures for internal communication, p lanning, and resolving
differences.
Prompt: How effective are the existing structures for internal communication, planning, and resolving differences?
FINDINGS EVIDENCE
Internal communication is handled at the school through email, group
meetings and individual meetings. The Site Liaison Committee in particular exists as the primary structure for staff and administrators to communicate internally about concerns and differences on site.
As defined by the STA (Stockton Teacher’s Association) contract, the grievance procedure exists as a structure for conflict mediation and internal communication. Site Representatives are elected annually to
provide representation and moral support between teachers and administration.
Viking Alerts Online were introduced in the beginning of 2010 for staff
Site Liaison Meeting Minutes
STA Contract
STA Roster of Site Representatives
Chapter 4: Category A—Organization
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and administrators to communicate through the school’s website.
However, the administration has currently re-evaluated the use of Viking Alerts Online and has reverted back to monthly staff meetings.
In January of 2011, the district employed monitors in all classrooms that can be used for a variety of communication needs, such as emergency notifications, district announcements, and eventually, school site information.
Viking Alerts Online
http://tehs-susd-ca.schoolloop.com/
A-4
Staff Actions/Accountability to Support Learning
Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared
responsibility, actions, and accountability to support student learning. This includes an evaluation of the kinds of
collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations .
Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and
accountability to support student learning? Include comments on the kinds of collegial strategies used to
implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations?
FINDINGS EVIDENCE
The school has attempted to hold monthly meetings for new teachers on effective teaching strategies, classroom management, and productive collaboration. Although these meetings have not been held on a
consistent basis, new teachers have the support of administrators, and department chairs. The culture of the school is conducive to
collaboration and assistance. All members of the math and English departments also receive the
assistance of the numeracy and literacy coaches. The role of the coaches is to meet individually with teachers to guide them in the process of
analyzing student performance data and creating lesson plans that address key standards. To support teachers’ implementation of their training, as well as to identify teachers who need additional training, Edison’s administrators frequently evaluate teachers, and the teachers generally find evaluations helpful and supportive. Prior to evaluations, administrators inform teachers of the California Standards for the Teaching Profession (CSTPs) they will evaluate teachers upon. Additionally, after informal walkthroughs of a teacher’s class, Edison’s administrative team provides the teacher with a copy of an Instructional Norms worksheet assessing the teacher’s compliance with EDI methodology. This routine allows teachers to informally receive feedback, as well as to help identify areas of academic strengths and weakness during a given lesson.
New Teacher Meeting Agendas
Teacher Survey Question #25
Evaluation form
Chapter 4: Category A—Organization
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A-4
Evaluation of Existing Processes
Indicator: The school leadership regularly reviews the existing processes to determine the degree to which actions
of the leadership and staff focus on successful student learning.
Prompt: To what extent does the school leadership regularly review the existing processes to determine the
degree to which actions of the leadership and staff focus on successful student learning?
FINDINGS EVIDENCE
An accordion process is used to review current practices and implement new practices. New and existing policies are presented to administrators,
SLC leads, department chairs, and finally to the entire staff. During each phase, the school makes an effort to collect feedback for revision in order
to ensure all stakeholders have contributed to the final product. For example, at the beginning of the 2010-11 school year, the school developed school-wide Instructional Norms, a tool to guide and monitor
student and teacher engagement. The administration initiated the development of Instructional Norms by tasking SLC Leads to generate a
first draft that identified four key components of effective lesson design and delivery. The first draft was then unveiled to department chairs for feedback. Teachers were then asked to provide feedback using Edison’s
Feedback Protocol at SLC Team Meetings. The final draft of Instructional Norms was generated by compiling feedback from this
accordion process to ensure both teachers and administration had equal opportunity to voice input.
The leadership team then used Instructional Norms as a tool to measure and compile data, focusing first on learning objectives. While
Instructional Norms are in their initial stages, the leadership team will later examine student performance data to determine whether a correlation exists between student success and Instructional Norms.
In addition, Edison High School Feedback forms were created in 2010
and provided to teachers in resource binders. The feedback protocol serves as a tool for teachers and staff to consistently evaluate efficiency in teaching processes and procedures.
Edison Feedback Protocol Form
SLC Meeting Minutes
Instructional norms development and feedback
Instructional norms
data
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A-5
Support of Professional Development
Indicator: The school effectively supports professional development with time, personnel, material, and fiscal
resources to facilitate all students achieving the academic standards and the expected schoolwide learn ing results.
Prompt: How effective is the support of professional development with time, personnel, material, and fiscal
resources to facilitate all students achieving the academic standards and the expected schoolwide learning results?
FINDINGS EVIDENCE
Since the 2008 school year, Edison High School teachers have received
training in EDI. The basic school-wide training was provided to all teachers during the 2008-2009 school year. Then, during the 2009-2010
school year, there was intensive advanced EDI training provided to the Mathematics and English departments. During the 2010-2011 school year, introductory EDI training was provided again for new teachers and
any teachers who opted to take the training as a refresher-course in September.
Focus Walks are being used by administration and colleagues to provide immediate constructive feedback to the teacher who was observed. The
data gathered by the administration, instructional coaches, and department chairs is used to provide targeted training by department.
The Common Pages of the 2010 School Site Plan clearly outlines how Edison will distribute resources to professional development, such as EDI
and writing.
EDI training sign- in
sheets
Focus Walk feedback forms
Survey Monkey data
Common pages
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A-5
Supervision and Evaluation
Indicator: The school implements effective supervision and evaluation procedures in order to promote professional
growth of staff.
Prompt: How effective is the school’s supervision and evaluation procedures in order to promote professional growth of staff?
FINDINGS EVIDENCE
Each teacher is reviewed and evaluated by an administrator through a formal evaluation process every two years. This process concludes with a
post-observation conference in which the administrator and teacher discuss the findings and go over recommendations and areas for growth. When there is a clear need for additional assistance in the process of
growth, a teacher can be assigned to work with a PAR (Peer Assistance and Review) coach, or to work with an instructional coach within the
Math and English department.
Evaluation schedule
Evaluation write up
A-5
Measurable Effect of Professional Development
Indicator: There are effective operating processes that determine the measurable effect of professional development
on student performance.
Prompt: Comment on the processes and their effectiveness in determining the measurable effect of professional
development on student performance.
FINDINGS EVIDENCE
The school has begun to use Focus Walks to gather data on school-wide implementation of the instructional norms. After that data is gathered, it will be evaluated in an ongoing process by the School Leadership Team
to measure progress in implementation and to measure the effect on student performance. The instructional norms are the foundation of the
Action Plan; therefore, instructional norm data will be consistently monitored.
Instructional norms
Chapter 4: Category A—Organization
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A-6
Allocation Decisions
Indicator: There is a relat ionship between the decisions about resource allocations, the school’s vision and purpose
and student achievement of the expected schoolwide learning results and the academic standards. The schoo l
leadership and staff are involved in the resource allocation decisions.
Prompt: Evaluate the relationship between the decisions about resource allocations, the school’s vision and
purpose and student achievement of the expected schoolwide learning resul ts and the academic standards.
Additionally, comment on the extent to which leadership and staff are involved in the resource allocation
decisions.
FINDINGS EVIDENCE
Due to fiscal hardship, the school has had to make difficult decisions
about resource allocations; however, it has been careful to avoid making cuts that would affect the majority of students. The administration team
has begun to use data to analyze the effectiveness of programs. Those that have not proven to be beneficial to students have been removed in order to reallocate the funds somewhere more beneficial. For example,
data has proven that the CAHSEE classes taught using Kaplan material were not working; therefore, the classes were eliminated. CAHSEE prep
classes can be offered during a 5th period class instead, using Asset grant funds. However, for the second term of the 2010-2011 school, a few 11/12 grade CAHSEE classes were reinstated as a result of low passages
rates for this group.
Considering the economic climate, Edison has been strategic in how it chooses to allocate resources; Edison places a high priority on professional development as a means of increasing student achievement.
Funds have been reserved for EDI training, as the school is committed to maintaining a system-wide, research-based method of instruction.
Likewise, professional development funds have been allocated to the implementation of Step Up to Writing, a foundational writing program that the school intends to extend across all curricular areas by the 2011-
2012 school year.
The staff is involved in resource allocation decisions in two ways. First,
the staff was given the opportunity to prioritize all programs available on
campus so that there was clarity and collaboration about which programs were less essential to student success than others. Second, the mission and vision statements have been created from the input of stakeholders
such as staff, parents, and students. The resource allocations are aligned to our mission; thus staff involvement has occurred indirectly as well.
Master Schedule
Common Pages
After school course offerings
Program Importance survey
Mission/Vision aggregated feedback
Chapter 4: Category A—Organization
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A-6
Practices
Indicator: There are processes operating in relationship to district practices for developing an annual budget,
conducting an annual audit, and at all times conducting quality business and accounting practices, including
protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)
Prompt: Evaluate the school’s processes in relationship to district practices for developing an annual budget,
conducting an annual audit, and at all times conducting quality business and accounting practices, including
protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)
FINDINGS EVIDENCE
The annual budget is projected based on student enrollment. Accounting practices are largely conducted at the district level. There are a series of checks and balances in place to protect against the mishandling of funds. ASB
accounts are audited throughout the school year by an outside source.
Common pages
A-6
Facilities
Indicator: The school’s facilities are adequate to meet the school’s vision and purpose and are safe, functional, and
well maintained.
Prompt: Determine if the facilities are adequate to meet the school’s vision and purpose and are safe, functional,
and well-maintained.
FINDINGS EVIDENCE
According to the Williams Act Report, Edison’s facilities are in poor
condition. The buildings are safe and adequate for student learning; however, the school has not been renovated in decades. During the next two years, Edison’s campus will undergo a major renovation. Existing
buildings will be remodeled to better accommodate student learning with larger classroom dimensions. Maintenance at the school can be
problematic at time. Basic custodial tasks are frequently left undone. Trash and graffiti removal has been slower to occur than in previous years. The bulk of these maintenance issues can be explained by the
necessary reduction in staffing; however, there is a need for greater accountability and supervision. The ASB class analyzed the results of the
student perception survey and identified that almost half of the students did not feel that the facilities were safe, functional or well maintained. According to the students, the majority of the issues are related to poor
maintenance rather than aging facilities.
Williams Act Report
Student Perception survey
ASB documented discussion
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A-6
Instructional Materials and Equipment
Indicator: The procedures for acquiring and maintaining adequate instructional materials and equipment, such as
textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are
effective.
Prompt: Evaluate the effectiveness of the procedures for acquiring and maintaining adequate instructional
materials and equipment, such as textbooks, other printed materials, audio -visual, support technology, manipulatives, and laboratory materials.
FINDINGS EVIDENCE
There are different adoptions for different subjects throughout the years. For example, English 5-6 received a new adoption last year. However, many electives have outdated textbooks or do not have textbooks.
The site is guided by the curriculum department at the district level in terms of acquiring new textbooks.
Edison’s textbook room is well-maintained by a textbook clerk who organizes textbook supplies and monitors textbook accounts. The clerk utilizes other schools in the district to gather supplies that are not readily available at Edison.
Textbook list
A-6
Well-Qualified Staff
Indicator: Resources are available to enable the hiring and nurturing of a well-qualified staff, including ongoing
professional development.
Prompt: Determine if the resources available enable the hiring and nurturing of a well-qualified staff, including
ongoing professional development.
FINDINGS EVIDENCE
The budget crisis has been problematic for the Human Resources
Department at the district.
Edison has budgeted for ongoing professional development in key areas,
such as EDI and Step Up to Writing. Due to the need for fiscal
conservativism, the Leadership Team has sought to do as much professional development on site as possible. Data Director and Snap Grades training is provided informally by the administration and the
numeracy coach. EDI tips are included in a weekly message from the Principal.
Common Pages
Chapter 4: Category A—Organization
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A-6
Long-Range Planning
Indicator: The d istrict and school’s processes for regular exa mination of a long-range plan to ensure the continual
availability and coordination of appropriate resources that support student achievement of the academic standards and the expected schoolwide learning results are effective and are regularly evaluated.
Prompt: Evaluate the district and school’s processes for regular examination of a long -range plan to ensure the
continual availability and coordination of appropriate resources that support student achievement of the
academic standards and the expected schoolwide learning results.
FINDINGS EVIDENCE
In the past, there has been a lack of a regular review process of the school’s Single Plan for Student Achievement. However, the leadership team that is now in place has developed a process of continual review of
data. The data that is gathered and reviewed is used to measure student learning results and schoolwide teaching effectiveness. The proficiency
of teachers is also measured by looking at this data and these measures are used to place our most effective teachers with our most needy students, and vice versa.
Leadership team roster
Areas of Strength Areas of Growth
Consistent focus of professional development and resources on EDI methodology.
Effective method of communication to teachers and parents about the role of the governing board and how to become involved.
Use of a liaison committee to resolve issues that negatively impact student achievement.
Effective communication to Edison shareholders regarding the new ESLRs and
mission and vision statements.
Involvement of all shareholders in the initial development of mission and vision statements.
Effective method to measure the effect of professional development.
Creation of a master schedule that maximizes staff qualifications.
Page 169
Area of Improvement 1
Every teacher will establish and communicate to students measureable, standards-based learning objectives that include skill, content, and context for every class period.
Rationale
Research indicates that student achievement improves when students know what they need to learn during every lesson.
According to Focus Group data, not all teachers are establishing or communicating learning objectives that meet the criteria as described in the area of improvement.
The Instruction Focus Group identified a need for long-term objectives to support the creation of daily objectives.
ESLR Link
ESLR #1: Succeed by achieving academic and personal goals.
Growth Targets
ELA and math:
At least a 3.5% increase in Advanced
At least a 3.5% increase in Proficient At minimum, a 3% decline in Basic
At least a 2% decline in Below Basic At least a 2% decline in Far Below Basic
EL:
The percent-proficient or above for English Learner Subgroups will increase annually by 10% for ELA and 10% for math.
At least a 10% increase in Proficient ELA At least a 10% increase in Proficient Math
At least 15% increase in EL students moving one or more CELDT levels At least 15% increase in EL students being Reclassified
WASC Action Plan-Rigorous Instruction Improvement Plan 1: Establishment and Communication of Learning Objectives
Page 170
Specific Steps Persons Responsible Monitoring Timeline Resources
1. Every teacher will receive
preliminary train ing in EDI
through Data Works.
2. All core departments will
receive department-specific
EDI train ing.
3. SDAIE and EL teachers
will receive specialized EDI
training.
4. Literacy and numeracy
coach will provide real-time
coaching to ELA and math
teachers who have
demonstrated a need with
writing learning objectives
and/or communicating them
to students.
5. Targeted professional
development in EDI will be
provided for all other
teachers who demonstrate
the need for further
assistance in writ ing and/or
communicat ing learn ing
objectives to students.
1. All teachers
2. All core teachers
3. All SDAIE and EL
teachers
4. Struggling ELA and
math teachers
5. All struggling teachers
outside ELA and math
1. Administration will create a matrix that defines
the amount of professional development each
teacher has received. The matrix will be
reported to the leadership team for the
development of future professional development.
The principal will schedule EDI t rain ing at the
beginning of each school year to ensure all new
teachers receive the preliminary training.
2. Professional development matrix will be used to
identify subject-specific EDI t rain ing needs.
3. Professional development matrix will be used to
identify SDAIE/EL-specific EDI training needs.
4. Literacy and math coaches maintain logs that
identify which faculty members received
coaching and when coaching was conducted.
The logs define which teaching strategies were
employed. Literacy and math coaches conduct
daily Focus Walks to identify professional
development needs.
5. Focus Walks will be conducted to monitor the
effect of the targeted professional development.
1. 2010-Ongoing
2. 2010-Ongoing
3. 2011-Ongoing
4. 2011-Ongoing
5. 2011-Ongoing
1. Title I/EIA
2. Title I/EIA
3. Title I/EIA
4. Title I/EIA
5. Title I/EIA
WASC Action Plan-Rigorous Instruction Improvement Plan 1: Establishment and Communication of Learning Objectives
Page 171
6. Administrators will conduct
daily Focus Walks to
identify teacher needs.
7. The Literacy and numeracy
coach will conduct Daily
Focus Walks to identify
professional development
needs.
8. Department chairs will
conduct weekly Focus
Walks to identify
professional development
needs within their
departments.
9. Department chairs will
create a strategic plan for
content-specific
improvement.
10. Teachers will conduct Focus
Walks to offer co lleagues
immediate feedback
regarding the development
and communication of
learning objectives.
11. Grade level or subject-
specific planning meetings
will be conducted to
deconstruct state standards
and develop lesson plans
that incorporate learning
6. Administrators
7. Literacy and Numeracy
coaches
8. Department Chairs
9. Department Chairs
10. All teachers
11. All teachers
6. Administrators will report Focus Walk
observation notes to teachers observed. Overall
data collected will be presented monthly at
faculty meetings, department meetings, and
leadership team meetings.
7. Literacy and math coaches report Focus Walk
findings to teachers observed and administration.
Overall data collected will be d isaggregated and
presented monthly in facu lty, department, and
leadership team meetings.
8. Department chairs report Focus Walk findings to
teachers observed and administration. Overall
data collected will be disaggregated and
presented monthly in facu lty, department, and
leadership team meetings.
9. Each Department Chair will use a monitoring
tool that is aligned to the Instructional Norms to
measure progress of their department’s strategic
plan.
10. The leadership team will monitor teacher Focus
Walks to ensure that observing teachers provide
immediate feedback to teachers observed.
11. Grade-level or subject-specific lesson plan bank
will be created and made available to all teachers
on the school server.
6. Fall 2010-Ongoing
7. Fall 2010-Ongoing
8. Fall 2010-Ongoing
9. 2011
10. 2011-Ongoing
11. 2011-Ongoing
6. Title I/EIA
7. Title I/EIA
8. Title I/EIA
9. Title I/EIA
10. Title I/EIA
11. Title 1/ EIA
WASC Action Plan-Rigorous Instruction Improvement Plan 1: Establishment and Communication of Learning Objectives
Page 172
objectives.
12. Department chairs will be
provided with a release
period to meet with teachers,
visit classrooms, and assist
teachers with creating lesson
plans.
12. Department Chairs
12. Department Chairs will identify and deconstruct
key standards into learning objectives.
Department Chairs will task members of the
department with the creation of EDI lessons for
the specified learning objectives. Department
Chairs will maintain a log that identifies faculty
members coached, classrooms visited, and an
action plan for the lesson development of key
standards.
12. 2011-Ongoing
12. Title I/EIA
Page 173
Area of Improvement 2
Every teacher will check for understanding and differentiate instruction based on identified student needs.
Rationale
Focus Walk data indicates that instruction on the Edison campus lacks differentiation.
Documented faculty discussions in response to the teacher perception survey results illustrate inconsistency in use and
understanding of differentiation.
Documented student discussions in response to the student perception survey indicate similar findings.
ESLR Link
ESLR # 2: Organize information to think and communicate effectively. ESLR #3: Use knowledge to prepare for future academic and vocational experiences.
Growth Targets
ELA and math:
At least a 3.5% increase in Advanced At least a 3.5% increase in Proficient At minimum, a 3% decline in Basic
At least a 2% decline in Below Basic At least a 2% decline in Far Below Basic
EL:
The percent-proficient or above for English Learner Subgroups will increase annually by 10% for ELA and 10% for math.
At least a 10% increase in Proficient ELA
At least a 10% increase in Proficient Math At least 15% increase in EL students moving one or more CELDT levels
At least 15% increase in EL students being Reclassified
WASC Action Plan-Rigorous Instruction Improvement Plan 2: Practice of Checking for Understanding and Differentiating Instruction
Page 174
Specific Steps Persons Responsible Monitoring Timeline Resources
1. Every teacher will receive
preliminary train ing in EDI
through Data Works.
2. All core departments will
receive department-specific
EDI train ing.
3. SDAIE and EL teachers will
receive specialized EDI
training.
4. Literacy and numeracy
coach will provide real-time
coaching for ELA and math
teachers who have
demonstrated a need with
checking for understanding or
differentiating instruction
based on student responses.
5. Targeted professional
development in EDI will be
provided to non-ELA and
math teachers who
demonstrate the need for
further assistance in checking
for understanding and/or
differentiating instruction.
1. All teachers
2. All core teachers
3. All SDAIE and EL
teachers
4. Struggling ELA and
math teachers
5. Struggling non-ELA
and math teachers
1. Administration will create a matrix that
defines the amount of professional
development each teacher has received. The
principal will schedule EDI t rain ing at the
beginning of each school year to ensure all
new teachers receive the preliminary train ing.
The matrix will be reported to the leadership
team for the development of future
professional development.
2. Professional development matrix will be used
to identify subject-specific EDI training needs.
3. Professional development matrix will be used
to identify SDAIE/EL-specific EDI train ing
needs.
4. Literacy and math coaches maintain logs that
identify which faculty members received
coaching and when coaching was conducted.
The logs define which teaching strategies
were employed. Literacy and math coaches
conduct daily Focus Walks to identify
professional development needs.
5. Focus Walks will be conducted to monitor the
effect of the targeted professional
development.
1. 2010-Ongoing
2. 2010-Ongoing
3. 2011-Ongoing
4. 2011-Ongoing
5. 2011-Ongoing
1. Tit le I/EIA
2. Title I/EIA
3. Title I/EIA
4. Title I/EIA
5. Title I/EIA
WASC Action Plan-Rigorous Instruction Improvement Plan 2: Practice of Checking for Understanding and Differentiating Instruction
Page 175
6. Administration will conduct
daily Focus Walks to identify
teacher needs.
7. The Literacy and numeracy
coach will conduct daily
Focus Walks to identify
professional development
needs
8. Department chairs will
conduct weekly Focus Walks
identify teacher needs.
9. Department chairs will create
a strategic plan for content-
specific improvement.
10. Teachers will conduct Focus
Walks to offer co lleagues
immediate feedback
regarding checking for
understanding and
differentiating instruction.
11. Grade level or subject-
specific planning meetings
will be conducted to
deconstruct state standards
and develop lesson plans that
differentiate for learners'
6. Administration
7. Literacy and
numeracy coaches
8. Department Chairs
9. Department Chairs
10. All teachers
11. All teachers
6. Administration will report Focus Walk
observation notes to teachers observed.
Overall data collected will be presented
monthly at faculty meet ings, department
meet ings, and leadership team meetings.
7. Literacy and math coaches report Focus Walk
findings to teachers observed and
administration. Overall data collected will be
disaggregated and presented monthly in
faculty, department, and leadership team
meet ings.
8. Department chairs report Focus Walk findings
to teachers observed and admin istration.
Overall data collected will be d isaggregated
and presented monthly in faculty, department,
and leadership team meet ings.
9. Department Chairs will use a monitoring tool
that is aligned to the Instructional Norms to
measure progress with their department’s
strategic plan.
10. The leadership team will monitor teacher
Focus Walks to ensure that observing teachers
provide immediate feedback to teachers
observed.
11. Grade-level or subject-specific lesson plan
bank will be created and made available to all
teachers on the school server.
6. Fall 2010-
Ongoing
7. Fall 2010-
Ongoing
8. Fall 2010-
Ongoing
9. 2011-Ongoing
10. 2011-Ongoing
11. 2011-Ongoing
6. Title I/EIA
7. Title I/EIA
8. Title I/EIA
9. Title I/EIA
10. Title I/EIA
11. Title 1/ EIA
WASC Action Plan-Rigorous Instruction Improvement Plan 2: Practice of Checking for Understanding and Differentiating Instruction
Page 176
styles and skills.
12. Department chairs will be
provided with a release
period to meet with teachers,
visit classrooms, and assist
teachers with creating lesson
plans.
12. Department Chairs
12. Department Chairs will identify and
deconstruct key standards into learning
objectives. Department Chairs will task
members of the department with the creation
of EDI lessons for the specified learning
objectives. Department Chairs will maintain a
log that identifies faculty members coached,
classrooms visited, and an action plan for the
lesson development of key standards.
12. 2011-Ongoing
12. Title I/EIA
WASC Action Plan-Rigorous Instruction
Improvement Plan 3: Practice of Alignment of Student Production to Learning Objective
Page 177
Area of Improvement 3
All student production will be aligned to learning objectives.
Rationale To establish real- time, applicable assessments, teachers need to ensure guided practice and independent practice is aligned
to the learning objective. Focus Walk data indicates guided and independent practice are not consistently aligned to the learning objective.
Documented student discussion regarding the student perception survey results reveal such alignment is not regularly occurring.
ESLR Link
ESLR #2: Organize information to think and communicate effectively ESLR #3: Use knowledge to prepare for future academic and vocational experiences
Growth Targets ELA and math:
At least a 3.5% increase in Advanced At least a 3.5% increase in Proficient At minimum, a 3% decline in Basic
At least a 2% decline in Below Basic At least a 2% decline in Far Below Basic
EL: The percent proficient or above for English Learner Subgroups will increase annually by 10% for ELA and 10% for math.
At least a 10% increase in Proficient ELA At least a 10% increase in Proficient Math
At least 15% increase in EL students moving one or more CELDT levels At least 15% increase in EL students being Reclassified
WASC Action Plan-Rigorous Instruction
Improvement Plan 3: Practice of Alignment of Student Production to Learning Objective
Page 178
Specific Steps Persons Responsible Monitoring Timeline Resources
1. Every teacher will receive
preliminary train ing in EDI
through Data Works.
2. All core departments will
receive department-specific
EDI train ing.
3. SDAIE and EL teachers
will receive specialized
EDI train ing.
4. Literacy and numeracy
coach will provide real-
time coaching for ELA and
math teachers who have
demonstrated a need with
checking for understanding
or differentiating
instruction based on student
responses.
5. Targeted professional
development in EDI will be
provided to non-ELA and
math teachers who
demonstrate the need for
further assistance in
checking for understanding
1. All teachers
2. All core teachers
3. 3. All SDAIE and
EL teachers
4. Struggling ELA and
math teachers
5. Struggling non-ELA
and math teachers
1. Administration will create a matrix that defines
the amount of professional development each
teacher has received. The principal will
schedule EDI train ing at the beginning of each
school year to ensure all new teachers receive
the preliminary training. The matrix will be
reported to the leadership team for the design
of future professional development
opportunities.
2. Professional development matrix will be used
to identify subject-specific EDI training needs.
3. Professional development matrix will be used
to identify SDAIE/EL-specific EDI train ing
needs.
4. Literacy and math coaches maintain logs that
identify which faculty members received
coaching and when coaching was conducted.
The logs define which teaching strategies were
employed. Literacy and math coaches conduct
daily Focus Walks to identify professional
development needs.
5. Focus Walks will be conducted to monitor the
effect of the targeted professional development.
1. 2010-Ongoing
2. 2010-Ongoing
3. 2010-Ongoing
4. 2010-Ongoing
5. 2010-Ongoing
1. Tit le 1/EIA
2. Title 1/EIA
3. Title 1/EIA
4. Title 1/EIA
5. Title 1/EIA
WASC Action Plan-Rigorous Instruction
Improvement Plan 3: Practice of Alignment of Student Production to Learning Objective
Page 179
and/or differentiating
instruction.
6. Administration will
conduct daily Focus Walks
to identify teacher needs.
7. The Literacy and numeracy
coach will conduct daily
Focus Walks to identify
professional development
needs
8. Department chairs will
conduct weekly Focus
Walks identify teacher
needs.
9. Department chairs will
create a strategic plan for
content-specific
improvement.
10. Teachers will conduct
Focus Walks to offer
colleagues immediate
feedback regarding
checking for understanding
and differentiat ing
instruction.
11. Grade level or subject-
specific planning meetings
will be conducted to
6. Administration
7. Literacy and
numeracy coaches
8. Department Chairs
9. Department Chairs
10. All teachers
11. All teachers
6. Administration will report Focus Walk
observation notes to teachers observed.
Overall data collected will be presented
monthly at faculty meet ings, department
meet ings, and leadership team meetings.
7. Literacy and math coaches report Focus Walk
findings to teachers observed and
administration. Overall data collected will be
disaggregated and presented monthly in
faculty, department, and leadership team
meet ings.
8. Department chairs report Focus Walk findings
to teachers observed and admin istration.
Overall data collected will be d isaggregated
and presented monthly in faculty, department,
and leadership team meet ings.
9. Department Chairs will use a monitoring tool
that is aligned to the Instructional Norms to
measure progress with their department’s
strategic plan.
10. The leadership team will monitor teacher Focus
Walks to ensure that observing teachers
provide immediate feedback to teachers
observed.
11. Grade-level or subject-specific lesson plan
bank will be created and made available to all
teachers on the school server.
6. 2010-Ongoing
7. 2010-Ongoing
8. 2010-Ongoing
9. 2011-Ongoing
10. 2011-Ongoing
11. 2011-Ongoing
6. Title 1/EIA
7. Title 1/EIA
8. Title 1/EIA
9. Title 1/EIA
10. Title 1/EIA
11. Title 1/EIA
WASC Action Plan-Rigorous Instruction
Improvement Plan 3: Practice of Alignment of Student Production to Learning Objective
Page 180
deconstruct state standards
and develop lesson plans
that differentiate for
learners' styles and skills.
12. Department chairs will be
provided with a release
period to meet with
teachers, visit classrooms,
and assist teachers with
creating lesson plans.
12. Department Chairs
12. Department Chairs will identify and
deconstruct key standards into learning
objectives. Department Chairs will task
members of the department with the creation of
EDI lessons for the specified learn ing
objectives. Department Chairs will maintain a
log that identifies faculty members coached,
classrooms visited, and an action plan for the
lesson development of key standards.
12. 2011
12. Title 1/EIA
Page 181
Area of Improvement 4
All students will write across the curriculum.
Rationale
CAHSEE ELA results indicate a lack of proficiency in writing strategies for the majority of students.
CST, EAP, AP, SAT and ACT scores reflect similar findings.
ESLR Link
ESLR #2: Organize information to think and communicate effectively
ESLR #3: Use knowledge to prepare for future academic and vocational experiences
Growth Targets
ELA and math:
At least a 3.5% increase in Advanced At least a 3.5% increase in Proficient
At minimum, a 3% decline in Basic At least a 2% decline in Below Basic At least a 2% decline in Far Below Basic
EL:
The percent proficient or above for English Learner Subgroups will increase annually by 10% for ELA and 10% for math.
At least a 10% increase in Proficient ELA At least a 10% increase in Proficient Math At least 15% increase in EL students moving one or more CELDT levels
At least 15% increase in EL students being Reclassified
WASC Action Plan-Rigorous Instruction Improvement Plan 4: The Practice of Writing Across the Curriculum
Page 182
Specific Steps Persons Responsible Monitoring Timeline Resources
1. Adopt the Step Up to Writing
program.
2. Provide professional
development and materials for
use of Step Up to Writing for
all ELA teachers and social
science chairs.
3. Provide professional
development and materials for
use of Step Up to Writing for
all Social Science teachers.
4. Provide professional
development and materials for
use of Step Up to Writing for
all science teachers.
5. Provide professional
development and materials for
use of Step Up to Writing for
all math teachers.
6. Create a common language
within the ELA department
regarding academic writing
vocabulary.
7. Provide specialized
professional development for
select teachers to become Step
Up to Writ ing trainers.
1. Administration
2. ELA teachers; Social
Science Chairs
3. Social Science teachers
4. Science teachers
5. Math teachers
6. ELA teachers
7. Select teachers
1. N/A
2. Professional development matrix will be
used to monitor subject-specific training in
Step Up to Writ ing.
3. Professional development matrix will be
used to monitor subject-specific training in
Step Up to Writ ing.
4. Professional development matrix will be
used to monitor subject-specific training in
Step Up to Writ ing.
5. Professional development matrix will be
used to monitor subject-specific training in
Step Up to Writ ing.
6. Department Chairs will document chosen
terms and distribute to all ELA teachers.
7. Administration will select teachers to
become site-level trainers in Step Up to
Writing.
1. 2010-2011
2. 2010
3. 2010-2011
4. 2010-2011
5. 2010-2011
6. 2010-2011
7. 2011-2012
1. Title I/EIA
2. Title I/EIA
3. Title I/EIA
4. Title I/EIA
5. Title I/EIA
6. Title I/EIA
7. Title I/EIA
WASC Action Plan-Rigorous Instruction Improvement Plan 4: The Practice of Writing Across the Curriculum
Page 183
8. Use Edison Step Up to Writing
trainers to provide professional
development to elective
teachers.
9. Conduct collaboration sessions
in ELA to create common
essay prompts and rubrics.
10. Conduct norming sessions to
determine progress of student
writing using the program.
11. Create an Edison writ ing
model from the most universal
components of the Step Up to
Writing program.
12. Ensure that all classroom walls
visibly display the writing
process and samples of high,
medium, and low-quality
student writing with completed
rubrics.
13. Ensure that all classroom walls
visibly display academic
vocabulary, content
vocabulary, and common
writing vocabulary as
determined by the Edison
Writing model.
14. All ELA teachers maintain
portfolios of students’ writing
assignments. Each writing
assignment includes a
8. Edison Step Up to
Writing trainers
9. English Department
10. All teachers
11. English Department
12. Leadership team
13. Leadership team
14. English Department
Chairs
8. Professional development matrix will be
used to monitor training in Step Up to
Writing.
9. Teachers will place created documents on the
school website.
10. Teachers will distribute norming packets of
student work to all members of the
department.
11. Writing model, graphic organizers,
vocabulary, handouts, and lesson plans will
be distributed to all teachers and placed on
school website.
12. Focus Walks will be used to monitor the
visual display of the writing process and
samples of high, medium, and low-quality
student writing with completed rubrics .
13. Focus Walks will monitor the visual display
of academic, content, and writing
vocabulary.
14. Department Chairs will review teachers’
portfolio maintenance quarterly.
8. 2011-2012
9. 2011-Ongoing
10. 2011-Ongoing
11. 2011-2012
12. 2011-Ongoing
13. 2011-Ongoing
14. 2011-Ongoing
8. Title I/EIA
9. Title I/EIA
10. Title I/EIA
11. Title I/EIA
12. Title I/EIA
13. Title I/EIA
14. Title I/EIA
WASC Action Plan-Rigorous Instruction Improvement Plan 4: The Practice of Writing Across the Curriculum
Page 184
completed cover sheet and a
student reflection.
15. Create an organized system for
the annual redistribution of
portfolios from students’
previous ELA teachers to new
ELA teachers.
16. Ensure that all students write
daily.
17. Deconstruct writing strategies
standards and create learning
objectives.
18. Analyze released state test
questions to create writ ing
strategies lessons that
continually loop throughout
the term.
15. English Department
Chairs
16. Leadership team
17. English Department
Chairs
18. ELA teachers
15. Department Chairs and administration will
develop a portfolio red istribution process.
16. Focus Walks will monitor the degree to
which all students are writing daily.
17. Learn ing Object ives will be distributed to all
ELA teachers.
18. Lessons for all writing strategies learning
objectives will be posted on the school
website.
15. 2011-2012
16. 2011-Ongoing
17. 2011-2012
18. 2011-Ongoing
15. Title I/EIA
16. Title I/EIA
17. Title I/EIA
18. Title I/EIA