category d: standards-based student learning: assessment ... · south east high school report 3...

South East High School REPORT

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WASC/CDE SELF - STUDY

SELF-STUDY FINDINGS

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Category D:

Standards-based Student Learning: Assessment and Accountability

D1. Assessment and Accountability Criterion

The school staff uses a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school staff, students, parents, and other

stakeholders.

Professionally Acceptable Assessment Process

Indicator: The school staff uses effective assessment processes to collect, disaggregates, analyzes, and reports student performance data to all stakeholders.

Prompt: Evaluate the effectiveness of the assessment processes.


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Findings Supporting Evidence

There are several processes in place to analyze assessment data and to also inform shareholders.

AP exam results are an indicator of students’ success and whether they are college-ready in a particular subject. AP teachers must attend training prior to teaching an AP class and are expected to continue ongoing training while teaching AP courses. Students are recommended and encouraged by teachers to enroll in AP classes. Students are then administered the exam in the spring. The results are released at the end of June and are shared with students, parents, and other faculty members the following school year. Students and parents are mailed home their results. Teachers receive a copy of the school results and use them to modify their instruction to achieve greater student success. Administrators also have access to the results prior to the school year and can plan additional AP courses for the new school year.

The annual CELDT takes place every school year from September to October. The test assists the school in determining a student’s language acquisition progress. The results are then used, along with other measures, to determine possible student advancement and the intervention needs of students. The test coordinator ensures the proper placement of regular English classes or intervention classes (ELD, LTEL) according to the scores. The coordinator prints a monitoring roster at least once every semester to select the students that need extra monitoring. Students continue to be monitored for two years after reclassification. One of the criteria to reclassify as Fluent English Speakers (RFEP) is for students to score at 4 or 5 overall. Teachers use the CELDT data to plan, revise, and deliver the lessons according to the student’s results and needs.

The CAHSEE results are analyzed to determine student success in English and math. The results are reviewed in the English and math PLCs. Teachers have discussions regarding instruction and plan additional strategies to increase the passing and proficiency rate on the exam. Counselors also look at the CAHSEE results to determine which students will be placed in the CAHSEE intervention classes. Students take the CAHSEE in 10th grade and are prepared in an 8 week CAHSEE Prep Saturday class. The curriculum was designed at South East by South East teachers. The aim of this intervention program is for students to acquire the necessary skills to pass the required high school exit exam the first time they take it. The areas of strength and areas of growth are determined by the curriculum writers to make any changes to the material that will be taught in the Saturday CAHSEE Prep classes. In

ü Advanced Placement Exam Results

ü EL Reclassification Rates

ü CAHSEE Data

ü Cohort Graduation Rates

ü Individual Graduation Plan

ü CST and Smarter Balance Assessment Consortium


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Basis for Determination of Performance Levels

Indicator: The school staff has determined the basis upon which students’ grades and their growth and performance levels are determined and use that information to strengthen high achievement of all students

Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their growth, and performance levels are determined.


Mastery of Common Core State Standards and Content Standards by students as evidenced by course marks indicates the level of student growth and performance. District approved interim assessments also provide formative data to determine if students are meeting benchmarks.

By using PLC formative and summative assessments, teachers are able to see the progress that is being made as a teacher, department, and school as a whole. Strengths and weaknesses of students can be determined in the various content areas. Some PLCs also have common grade scales to ensure equity among all students.

ü LAUSD Criteria for Marks Rubric

ü Interim Assessment Data

ü PLC Scope and Sequence

addition, data can be utilized for prominent AP or honors students.

SEHS’ graduation rate is also another way our school district holds all shareholders accountable. South East High School’s graduation rate has increased from 63.1% in 2009 to 79.9% in 2013, currently the LAUSD cohort graduation rate is 76.8% (LAUSD Preliminary Rate). Both LAUSD and CDE use similar steps in calculating the graduation rate. The cohort graduation rate uses a unique student identifier to determine first time 9th graders, then tracks these students to determine which students graduated four years later. Students who transferred and re-enrolled in another school are subtracted from the cohort and students who transfer in are added to the cohort. At the end of four years, the graduation rate includes the number of students who are in the cohort and the number of students that received a diploma.

Counselors evaluate and monitor student progress yearly using multiple measures. This data is also used to determine student placement in advanced or intervention classes.

The CST exam has been replaced by the new Smarter Balance exam. South East students participated in the pilot program during the 2013-2014 school year. The lack of results from the CST and this new assessment has limited the analysis of aggregated assessment data to improve student achievement.


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Conclusions

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


South East High School staff consistently uses district approved data tracking programs, i.e., MISIS (previously ISIS), MyData and Welligent to collect, disaggregate, analyze and report student performance data to its shareholders.

ü MISIS Reports

ü MyData Reports

ü Welligent Reports

ü Annual School Report Card

ü Graduation Rate

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


• CAN #1: 21st Century Teaching and Learning

• CAN #2: Proficiency for All Students

• CAN #3: Social Emotional Support

The MISIS program will holistically encompass longitudinal data that demonstrates the strengths and areas of growth of a student for analysis. All shareholders will be able to review the information in order to make data driven decisions that better meet the instructional needs of students.

MISIS directly impacts CAN #1 and CAN #3 by providing a single system that manages all aspects of student data from enrollment to graduation. Attendance, scheduling, grades, counseling, discipline, health and A-G Course completion addressing each of the three CANs.

Analysis of data including AP results, CAHSEE and CELDT informs instruction to improve student achievement. This relates specifically to CAN #2.

ü MISIS Reports

ü School Website

ü Analysis

o CAHSEE

o CELDT Results

o AP Testing

o CST/Smarter Balanced Assessments

o EAP


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D2. Assessment and Accountabi l i ty Cr i ter ion

Teachers employ a variety of appropriate formative and summative assessment strategies to evaluate student learning. Students and teachers use these findings to modify the

learning/teaching practices to improve student learning.

Appropriate Assessment Strategies

Indicator: Teachers use appropriate formative and summative strategies to measure student progress toward acquiring a specific body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc.

Prompt: Evaluate the effectiveness and appropriateness of the assessment strategies selected based on the programmatic goals and standards to determine student achievement. Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments.


Teachers at South East High School use different types of assessments and strategies to measure the learning of all students in the school. Both formative and summative assessments are employed to ensure that learning takes place in each classroom. Examples of these would be daily warm-ups, quick writes, final presentations, and yearlong science fairs showing student achievement and learning.

In addition, each department at South East High School is broken down into different PLCs that group the same or similar content teachers together. These PLCs collaboratively develop additional common and formative assessments to evaluate all students taking the same content classes.

Students at South East High School are evaluated based on their writing, speaking, and listening skills based on their answers on various types of assessments. Some PLCs augment this process by developing common rubrics and solutions to desired assessments.

Many AP classes administer practice exams and mock tests to ensure the success of the students during the May exams. They also use past exams in their unit exams as a basis for preparing students use to the type and style of questions in the AP exams.

The math department at South East has a long tradition of collaboratively assessing all manner of work the students complete. They share a DropBox account where all manner of formative and summative assessments are shared within the department. This method of collaborating is a work in

ü Formative Assessments:

o Homework

o Classwork

o Quizzes

o Journals

o Warm-Ups

o Quick Writes

o Current Events

o Portfolios

o Essays

o Think Pair Share

o Class Discussions

o Group Discussions

o Notebooks

ü Summative Assessments

o Unit Exams

o Section Quizzes

o Open Book Exams

o Multiple Choice Exams

o Take Home Exam

o Oral Exams

o Projects


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progress for other departments as well.

The art teachers at South East also require that students keep folders or portfolios to evaluate student progress. This provides an opportunity for students and teachers to reflect on their growth and development. Other departments such as the science department require students to keep notebooks for all their observations and notes as well.

In order for seniors to participate in graduation and their activities pertaining to it, they are expected to complete their Senior Service Learning Project. For this final project, students are to research a problematic area in their community, such as gangs, teenage pregnancies, senior citizens’ rights, or graffiti, and write a report about it and present it to their underclassmen and their community. In addition to this presentation, they are to complete a minimum of 15 hours of community service to help improve their community.

South East High School has a fulltime Testing Coordinator who works with an administrator assigned to testing. The Testing Coordinator works with out of classroom personnel to organize, train, and proctor while overseeing the security of all major assessments. Teachers are provided training during their conference period or after school for high-stakes exams.

There is an AP Testing Coordinator who ensures that all guidelines from the College Board are rigorously adhered to during AP Testing in May.

o Presentations

o Debates

o Final Essays

o Final Art Work

o Lab Reports

o Science Fair

o ELD Highpoint

ü DARTS Program

ü AP Practice Exams

ü Service Learning Project for Seniors

ü Teacher training for proctoring:

o CAHSEE

o PSAT

o CST

o AP Exams

Demonstration of Student Achievement

Indicator: A range of examples of student work and other assessments demonstrate student achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, including those with special needs.

Prompt: Evaluate how student work and other assessments demonstrate student achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.


Evidence from student work and instructional assessments demonstrate progress towards the mastery of content standards and achievement of schoolwide learner outcomes (P.R.I.D.E.).

Teachers use a variety of assessments to demonstrate student achievement of the standards. These include multiple choice, open ended questions, short answer responses and essays. Authentic assessments such as portfolios are utilized by teachers and students to denote progress. This ensures

• Common Assessments

• DARTS Program

• AP Exams

• CAHSEE Exam

ü CST Exams

ü Senior Service Learning Projects

ü Lab Reports


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that all students are learning and meeting not only state standards but college readiness standards as well. 61% of students take Honors classes and 40% take AP classes.

Last year, 33% of seniors decided to attend a 4-year University and 52% decided to attend a community college. There were a total of 466 California State University admission offers, 138 University of California admission offers, and 98 private offers.

South East High school also offers an array of Advanced Placement courses. Last year 14 AP classes were offered and 8% of students passed an exam with a 5, 13% passed with a 4, and 23% passed with a 3.

In order to provide extracurricular activities to ensure well rounded students, South East High School has over 34 different clubs and over 18 different sports.

All students are required to complete the California State Physical Fitness Test to promote healthy living styles. The special education department also completes multiple evaluations of their students and holds annual IEP meetings.

Students at SEHS are given various forms of assessments including, but not limited to, collaborative presentations, Service Learning Projects, Common Core writing assessments, Socratic seminars, and more. These forms of assessment give students an opportunity to demonstrate their achievement of academic standards and schoolwide learner outcomes.

ü End of the Year Science Fair

ü Projects

ü Art Portfolios

ü PE Common Assessments

ü California State Physical Fitness Testing

ü IEP’s

ü 504 Documentation

ü Modified Assessments

ü EL Testing

ü Service Learning Project

ü CFAs and CSAs

ü PLC Planning Cycles

Curriculum-Embedded Assessments

Indicator: The school regularly examines standards-based curriculum-embedded assessments in English language and math, including performance examination of students whose primary language is not English, and uses that information to modify the teaching/learning process.

Prompt: How effective are the standards-based curriculum-embedded assessments in English language and math and across other curricular areas as students apply their knowledge?


Interim Assessments are administered at benchmark dates set by the school district. PLCs meet to create standard based (content and common core) lessons in all subject areas. They share their best practices analyzing previous results and make revisions to lessons for better student achievement. PLCs also work to establish common academic language to be used

ü Periodic Assessments

ü PLC plans

ü PD planning team agendas and calendars


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across all related teaching lines.

At SEHS there is also a PD planning team that includes teachers, administrators, and coordinators who meet regularly to plan PD that is supportive of standard based learning (content and common core).

Student Feedback

Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards, the college- and career-readiness standards, and the school-wide learner outcomes.

Prompt: How effective is student feedback in monitoring student progress over time based on the academic standards, the college- and career-readiness standards, and the school-wide learner outcomes?


Students are given perception surveys where they are able to communicate and express their opinions, needs, and concerns for their own learning.

Each small school has a student council that helps organize student activities, award assemblies, and hold open discussions on issues regarding student learning.

Students attend IEP meetings where they are given an opportunity to discuss their needs, achievements, and goals.

ü Perception Surveys

ü Small School Councils

ü IEP meetings


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Modification of the Learning/Teaching Process

Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches to ensure students are prepared for success in college, career, and life.

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.


The AP results are released at the end of June and are shared with students, parents, and other faculty members the following school year. Students, teachers, and administrators have access to the results prior to school year and can plan additional AP courses for the new school year.

The CELDT test assists the school in determining the language acquisition of a student for English placement and/or monitors the growth of the academic acquisition of English for continuing students. Through the test results or data, the coordinator ensures the proper placement of regular English classes or intervention classes (ELD, LTEL) according the scores. Students continue to be monitored until the student obtains a passing score of 4 or 5 as it’s one of the criteria to reclassify as Fluent English Speakers (RFEP). Teachers use the CELDT data to plan, revise, and deliver the lessons according to the student’s results and needs.

In addition, CAHSEE data can be utilized for prominent AP or honors students.

Students who are not successful the first time in passing the CAHSEE are enrolled in additional intervention classes and are given additional opportunities to pass.

Counselors yearly monitor and evaluate student’s progress to promote them to next grade level.

The CST exam has been replaced by the new Smarter Balance exam. Students will begin taking the Smarter Balance in 2015.

ü AP Test Scores

ü CELDT Test Scores

ü CAHSEE Data

ü Counseling Progress-Monitoring

Monitoring of Student Growth

Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.

Prompt: Evaluate the system used to monitor the progress of all students toward meeting the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes.


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SEHS assigns a progress report every 5 weeks that is mailed home in addition to advisory teachers distributing a copy to each student and having one-on-one discussions about their grades. Advisory teachers and counselors work together to inform students of the A-G Requirements and make them aware of their credits and graduation requirements.

Special education students are mainstreamed into general education classes, where they receive the same support as the general population, as well as, have access to the learning centers where their case carriers can offer them additional support. They also have a yearly IEP meeting with the parent, student, coordinator, case carrier, general education teacher, and if necessary the school nurse, psychologist, or social worker.

Students have an opportunity to meet with the College Counselor and Peer College Counselors who help them create a plan for college readiness.

SEHS communicates with parents and students about their proficiency levels and high-stakes testing with mailings, phone blasts, and the schoolloop website.

LAUSD also sends a yearly school Report Card that charts and graphs student progress and growth.

ü Progress Reports

ü Counselor checks

ü IEP Process

ü College Counselor

ü PCCs

ü ConnectEd

ü South East School Loop Website

ü LAUSD school report cards

Conclusions



SEHS is committed to monitoring the growth of students over time. Each student is assigned to a small school where they will form relationships with their small school teachers who help monitor, motivate, support, discipline, and educate them throughout their high school career. Counselors are dedicated to helping students stay on track. PSA and support staff monitors student progress on a daily, weekly, and periodic basis. Parents are invited year-round to communicate with teachers through classroom visitations, conferences, and special events. The school also created a Parent-Teacher-Student Compact in which all shareholders sign and agree annually to certain commitments regarding student success.

ü Conferences

ü Open House

ü Small Schools

ü Counselors

ü Parent Participation

ü Annual Parent-Teacher-Student Compact Letter


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SEHS teachers use various ways of assessing student achievement of standards. These include both formative and summative assessments that are locally designed in addition to district and state assessments. The results of these assessments are analyzed by departments and PLCs to inform instruction. This addresses CAN #2 proficiency for all students.

CAN #1 21st century teaching and learning is addressed by designing Project Based learning that has real world applications and ties in to our student learner outcomes (P.R.I.D.E.).

ü Project Based Learning

ü Formative Assessments

ü Summative Assessments


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The school with the support of the district and community has an assessment and monitoring system to determine student progress toward achievement of the academic standards, the college- and career-readiness standards, and the school-wide learner outcomes.

Assessment and Monitoring Process

Indicator: The following stakeholders are involved in the assessment and monitoring process of student progress: district, board, staff, students, parents, and the business and industry community.

Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student progress. Include district, board, staff, students, parents, and the business and industry community.

Findings Supporting Evidence PLCs use common formative and summative assessments to inform and guide instruction and look at student work. Teachers reflect on strategies used and make necessary changes to improve the learning results for future instruction. Within each PLC, teachers share their best practices. They also analyze periodic writing assessments and establish common rubrics to score them. This informs teachers of students’ writing needs The school district assesses and monitors student progress by creating a school report card distributed to all shareholders which includes parents, teachers and students. Parents monitor report cards that are sent home every 5 weeks. They also attend IEP meetings to discuss their child’s progress within the Special Education program. Parents are invited to attend Back to School Night, Parent Conferences Night (PHLBAO), and Parent Conference Week where they are given the opportunity to discuss with individual teachers their child’s progress. Business and industry communities refer to graduation rates and API scores. Students utilize progress reports to assess their own progress. Many teachers give grade print-outs on a regular basis which informs students of their progress and motivates them to make the necessary changes to succeed in their classes. Students become more accountable for their own learning. In addition, the PSA Counselor provides grade checks and support for at-risk students.

ü Periodic Assessments ü IEP Process ü IEPs ü Progress Reports ü Report Cards ü PSA Grade Checks ü ELD formative/

summative assessments

ü ELD Highpoint


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Reporting Student Progress

Indicator: There are effective processes to keep district, board, parents, and the business and industry community informed about student progress toward achieving the academic standards, the college- and career-readiness standards, and the school-wide learner outcomes.

Prompt: Evaluate the effectiveness of the processes that inform appropriate stakeholders (governing board members, teachers, students, parents, business/industry community) about student achievement of the academic standards, the college- and career-readiness standards, and the school-wide learner outcomes.


South East High School effectively uses LAUSDs new data system; My Integrated Student Information System (MISIS) to help teachers better inform parents about student achievement such as grades, attendance and intervention. At the moment, LAUSD is working on fixing the system, which is aimed to share all MiSiS student data with parents and shareholders online. Full implementation is hoped to happen in August of 2015.

Progress reports and assessment results help inform shareholders about achievement of academic standards, college and career readiness standards, and schoolwide learner outcomes.

In order to inform the appropriate shareholders of student achievements, SEHS utilizes monthly newsletters that are sent home, awards assemblies at the close of each semester, Open House nights featuring student work, PHLBAO nights, articulation for the eighth graders entering high school, websites such as Schoolloop and Smartjaguar, and information on the school marquee in the front of the school. The school also utilizes mediums such as the school newspaper, The Jaguar Times, and the Parent Center.

ü Assessment Reports

ü Progress Reports

ü Report Cards

ü MISIS Correspondence

ü Parent Workshops

ü Newsletters for parents and students

ü Awards

ü Open House

ü The Jaguar Times

ü South East School-Loop

ü PHBAO nights

ü Parent Center

Conclusions



SEHS addresses this criterion by various means but continues to look for ways for improvement. Currently it is being addressed with parents. There is a need to include the community at large. When fully operational, MISIS will be an improvement in the ability to allow teachers, parents, and other important shareholders access to general school data and specified and individualized student data.

ü Assemblies

ü School Newsletters

ü The Jaguar Times

ü MISIS

ü LAUSD PASSport


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The aforementioned criterion impacts CAN #2, proficiency for all students. The monitoring of student progress is enhanced as a result of greater integration of assessment data and student achievement in meeting the standards. School staff monitors student data in an effort to provide academic and emotional support which directly supports CAN #3, social and emotional support. This creates a transparency, which contributes to greater parent involvement and community support.

ü Report Cards

ü Progress Reports

ü School Report Card

ü Parent Report of Assessment Results


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The assessment of student achievement in relation to the academic standards, the college- and career-readiness standards, and the school-wide learner outcomes drives the school’s program, its evaluation and improvement, and the allocation and usage of resources.

Modifications Based on Assessment Results

Indicator: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous process.

Prompt: Comment on the overall effectiveness of how assessment results have caused changes in the school program, professional development activities, and/or resource allocations, demonstrating a results-driven continuous process. Examine examples and comment on the overall effectiveness of changes in the online opportunities, professional development of the staff, and the resource allocations to support student achievement and their needs.


South East High School uses assessment results to directly inform the school’s academic program using multiple measures. Some examples are:

During the past 3 years SIG funds have added a seventh period to the academic schedule to allow students credit recovery and improve the promotion and graduation rate.

Assessment results have been analyzed resulting in changes to the school’s Professional Development plan. Greater emphasis has been given to PLCs to plan instruction around CCSS and Content Based Standards. PLC time has been used to help teachers design lessons and units that meet the needs of students at all levels of achievement.

Students are placed in double blocked English, (regular English plus a support class (Advanced ELD or L and L) based on multiple measures including previous course grades.

Students are placed in double blocked math classes if they earned a grade lower than a “C” in their previous math class.

Intervention courses for CAHSEE are offered for 11th and 12th grade students who have yet to pass the exam. Saturday CAHSEE preparation is offered for 10th grade students.

ü CELDT Test Scores

ü Master Schedule

ü SIG Plan

ü PSC Plan

ü Class Matrix

ü PLC Plans and Cycles

ü CAHSEE Intervention Class

ü CAHSEE Saturday School


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Conclusions



Student achievement assessment results are used to drive the school’s decision making about the instructional program and resources required to support it. Further analysis of disaggregated assessment data should be used to make changes in the quality of the overall instructional program.

ü Professional Development Team

ü SPSA

ü SIG Plan

ü PSC Plan

ü PLC Cycles

ü Master Schedule



The various academic assessments, and the analysis of the data generated, are of benefit to all shareholders. There are various opportunities throughout the year to share the information with shareholder groups. This assists SEHS in addressing CAN #2, proficiency for all students by informing school staff so that informed decisions regarding classroom instruction can be implemented.

ü Progress Reports

ü Report Cards

ü Parent Conferences

ü Parent Workshops through the Parent Center

ü Individual Graduation Plan

ü Graduation Checks


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WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs

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

Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength

1. Reviewing standard based test data in order to identify areas of growth.

2. Encourage parents to be involved and accountable for overseeing their child’s progress through the use of our highly active parent center.

3. PLC planning time and meetings to train and encourage teachers to be accountable for benchmarks and student learning.

4. Common formative and summative assessments created by the PLCs that are standards-based and data driven.

5. PLCs work together to analyze and assess student work.

Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth

1. Percentage of parents involved in workshops and conferences could be higher.

2. PLCs need additional time to review student work together.

3. Teacher turn-over has had a negative impact on the PLC structure which can hinder trust and consistency within the PLC and department members.

4. Create more opportunities for students to give feedback to their teachers.

5. Small schools have limited time to analyze SS students and data.

category d: standards-based student learning: assessment ... · south east high school report 3...

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