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Chapter I

Student/Community Profile Data

Edison High School, built in 1906, sits at the edge of downtown Fresno, just west of Highway 99 in

the section of town known as the Westside of Fresno. EHS is part of Fresno Unified School

District, the 4th largest district in the state of California, serving approximately 73,000 students. The

surrounding area of Southwest Fresno is richly diverse in culture, and includes historic China Town,

but it is also a section of town plagued by high rates of unemployment and poverty. However,

Edison High is a source of community pride, and an integral part of Southwest Fresno, serving as a

beacon of hope to the families and students it serves. Edison strives to offer a comprehensive

educational program that can level the playing field for all students and provide equal opportunities

for academic success and post-secondary endeavors. In addition, the Edison Tigers are known

throughout the Valley for their long tradition of successful athletics with a legacy of scholar athletes,

many of whom have gone on to play sports professionally after college.

Edison, one of eight comprehensive high schools in FUSD, is rich in student diversity. Edison is

home to just over 2,500 students who come from the neighborhood surrounding the school, as well

as from every part of the city of Fresno. Approximately half of the student body have chosen to

apply and attend through the Computech magnet program. This blend of magnet and neighborhood

students is a vital part of what makes the Edison school community unique and diverse.

Edison High School provides a wealth of academic programs to meet the needs of the school and

the community. Edison continues to offer the most Advanced Placement courses within Fresno

Unified School District. Newsweek magazine has recognized Edison as one of the country’s top

high schools based on its Advanced Placement program. In 2014-15, 32% of the student population

was enrolled in at least one AP class. Most students enrolled in AP courses take the related AP

Exam. During the 2014-15 school year, 883 students took 1,636 exams, with 48% earning a

qualifying score of 3, 4, or 5. In 2015-16, 962 students took 1,776 AP exams, and 46% of students

earned a qualifying score of 3 or higher. Currently, almost half of the student population is enrolled

in at least one AP class.

In addition to a comprehensive Advanced Placement program, Edison is a STEM focused school

that encourages students to take math and science classes during all four years of high school. EHS

offers four STEM Pathways: Green Energy and Technology Academy; Engineering; Biomedical

Science and Technology; and Computer Science. Edison increased student enrollment in the

Pathway Programs from 956 students in 2013-14 to 1,225 in 2015-16. The development of career-

themed pathways has encouraged the offerings of instructional experiences that go beyond the

classroom. Each of the pathways plans field trips and community experiences that are critical for

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providing students with important background knowledge, helping students see the application of

learning in the real world, and exposing them to the expectations of life beyond high school.

Pathway courses are modeled after the nationally recognized Project Lead the Way and they offer

students an opportunity to develop the critical thinking skills necessary for college and career

readiness.

Green Energy and Technology Academy (GETA), in its seventh year of implementation, is a

program in partnership with California Department of Education (California Partnership Academy)

and PG&E. This is a three-year program (10th-12th grade) offering rigorous classes in electronics,

lab safety, and photovoltaic energy.

The Engineering pathway is in its sixth year of implementation and continues to boast very

dedicated and active freshman, sophomore, junior, and senior cohorts. The pathway consists of a

sequence of four engineering courses–one offered each year of high school.

The Biomedical Science pathway is in its fifth year of implementation in all grades, and consists of a

sequence of four biomedical courses–one offered each year of high school. Students enrolled in the

Biomed pathway are likely to complete eight science courses or more before graduating.

In the fall of 2014 Computer Programming and Application Development Program courses were

offered for the class of 2018. The Computer Programming and Application Development

program now has freshman, sophomore, and junior cohorts. The goal of this pathway is to help the

students become creators of technology and to improve their skills for designing, logical reasoning,

problem solving, and collaborating.

The Center for Advanced Research and Technology (CART) provides a state-of-the-art research and

technology facility where students design and complete projects in collaboration with partners from

the local, national, and international business communities. Eleventh and twelfth grade students are

bused to CART where they attend a half-day of classes in one of the laboratories where they are

taught by teams of instructors from both the education and business fields. Approximately 8% of

Edison 11th and 12th grade students are enrolled at CART.

The Fresno Regional Occupational Program (ROP) is career technical education that empowers

students to make meaningful career choices by providing opportunities to explore their interests,

develop career skills, and reinforce academics. Edison has one ROP Course, Athletic Training, and

approximately 3% of Edison 11th and 12th grade students enroll in ROP.

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Edison High School offers co-curricular opportunities that include student government, yearbook,

Academic Decathlon, ACE Mentoring, California Scholarship Federation, First Robotics,

Leadership Spirit Club, Folklorico, Latinos for Excellence, Black Student Union, Forensics Team,

Future Homemakers of America/Home Economics Related Opportunities (FHA HERO), Youth

Leadership Institute, Drama, Community Service, Math Team, Model United Nations, Mock Trial,

and many other interest-specific clubs. Varsity sports are offered through the California

Interscholastic Federation. Edison students have enjoyed great competitive success in our academic

and extra-curricular programs.

School Mission

Mission: At Edison High School, we believe that students will learn in a safe, attractive, and orderly

environment the academic skills, knowledge, and values necessary to enable them to be successful,

responsible members of society who are college and career ready.

Edison Tigers School-wide Outcomes…WE Think, Act, Know, Go

WE Think: All Tigers will demonstrate intellectual curiosity, critical thinking, and problem solving

by accessing appropriate tools, persevering through complex tasks, synthesizing information,

providing sound evidence, and skillfully revising their work.

WE Act: All Tigers will demonstrate global citizenship by actively participating in the four A’s:

Academics, Arts, Athletics, and Activities.

WE Know: All Tigers will demonstrate high achievement of content knowledge at rigorous and

challenging levels while pursuing academic and vocational goals. They will be able to locate, select,

synthesize, critique, and use knowledge to generate artifacts.

WE Go: All Tigers will demonstrate self-advocacy and the competencies of Think, Act, & Know in

order to achieve post-secondary goals.

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Student Demographic Data

Edison serves a diverse population of 9.8% White, 10.4% Asian, 17.0% African American, 59.9%

Hispanic, and 2.7% who label themselves as “other” students. The student population has increased

gradually by 355 students from 2011 through 2015. Edison’s African American student enrollment is

higher than any other high school in the district and is also higher than the state average. The

Hispanic student population represents the largest student subgroup and has increased over the past

five years, while all other subgroups continue to show a decline, except students who label

themselves as “other.” During the school year 2015-2016, 100% of the student population qualified

for free or reduced lunch. In 2016-17, food services added more food options, filtered water

stations, and mobile food trucks.

Campus Improvements

In February of 2013, the grand opening of the two-story academic building, with 26 classrooms, a

117-student capacity lecture hall, four Career Technical Education (CTE) classrooms, a computer

lab that seats 60, and a brand new functional skills classroom set the standard for state-of-the-art

educational facilities. The entire campus was also painted to match the color combination of the new

building. In the fall of 2014, the addition of the parking lot restructures improved the flow of car

traffic before and after school. Parking lot space was also added to the baseball and softball facilities.

CBEDS Student Enrollment

School Summary 2011-2012 % 2012-2013 % 2013-2014 % 2014-2015 % 2015-2016 %

White 200 9.10% 210 9.30% 217 9.00% 220 8.90% 251 9.80%

Hispanic 1,177 53.50% 1,245 55.40% 1,330 57.50% 1,477 60.00% 1,531 59.90%

African American 448 20% 427 19% 410 18% 423 17.10% 435 17.00%

Asian 331 15.10% 318 14.10% 304 13.10% 286 11.60% 267 10.40%

Other 43 0.20% 46 0.20% 43 1.80% 69 2.80% 69 2.70%

School Total 2,198 100% 2,246 100% 2,310 100.00% 2,461 100% 2,553 100.00%

District Summary 2011-2012 2012-2013 2013-2014 2014-15 2015-2016

White 9,382 12.60% 8,823 11.90% 8,471 11.50% 7,924 10.70% 7,544 10.20%

Hispanic 47,039 63.40% 47,653 64.60% 48,091 65.50% 48,904 66.45% 49,341 67.10%

African American 7,326 9.90% 6,906 9.30% 6,563 8.90% 6,562 8.90% 6,393 8.70%

Asian 8,983 12.10% 8,644 11.70% 8,393 11.40% 8,170 11.10% 7,973 10.80%

Other 1,487 0.20% 1,665 2.20% 1,831 2.40% 1,010 1.30% 2,188 2.90%

School Total 74,235 100% 73,689 100.00% 73,353 100.00% 73,543 100.00% 73,460 100.00%

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In 2015, the bus drop-off and pick-up area was restructured and moved from an off campus space

to a location on campus, creating a better condition for school bus supervision and safety. Also in

2015, additional improvements included the opening of a new aquatics facility, equipped with a new

pool and swim gym. In addition, a new air conditioning system was installed in the main gymnasium.

Edison, in partnership with the City of Fresno, allows its aquatics facility to benefit the surrounding

community by opening the pool to the public during the hot summer months. Many neighborhood

children come to Edison to enjoy playing in the pool and cooling off. In 2015-16, Edison improved

the lighting on campus and upgraded video surveillance cameras with the intent to improve visibility

during night events, and to help deter vandalism. In 2016-17, water stations equipped with a

filtration system were included on campus, providing students access to healthy drinking water.

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Suspensions

During the 2015-16 school year, suspension rates per hundred increased slightly from the 2013-14

and 2014-15 school years. African American students are disproportionately suspended at higher

rates than all other students, with the number of instances per hundred students doubling during the

years 2013 (16 per hundred students) to 2015 (31 per hundred students). Overall, Edison High

School has the lowest suspension rates, suspending less students than other large comprehensive

high schools within Fresno Unified.

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The number of students expelled during both the 2014-15 and 2015-16 school years was two per

year, indicating a slight increase over the one student expelled in 2013-14.

In 2015-16, Edison was one of three high schools to pilot restorative practices as alternative way of

managing student discipline, and fostering and strengthening student-teacher relationships that

become strained due to student discipline issues. This approach is intended to improve relationships

and behaviors for all students, with an emphasis on the whole student. “The fundamental premise of

restorative practices is that people are happier, more cooperative and productive, and more likely to

make positive changes when those in positions of authority do things with them, rather

than to them or for them” (IIRP, 2017). As a restorative school, Edison makes every effort to repair

and restore relationships back to the heart of teaching and learning. It does not remove

consequences, but rather focuses on how to move forward and improve behavior in the future. The

processes and structures currently in use support both faculty members and students. In addition,

restorative practices enable Edison students to access additional support staff, specifically trained in

restorative strategies, to handle student discipline. All faculty members are participating in on-going

professional development focused on restorative practices.

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Attendance

Edison attendance rates show a consistent increase from 2012 to 2015 and are consistently higher

than all high schools in our district. The district’s use of the Attention to Attendance data system to

streamline the Student Attendance Review Board process has yielded higher rates of attendance for

all high schools, including Edison High School, as parents are routinely notified by mail that they

must attend biweekly attendance meetings to address their student’s attendance issues. FUSD

implemented School Messenger, an automated calling system that is set up to call, within the first 30

minutes of the day, the homes of students who have not shown up to school. A second call is sent

to parents in the afternoon if a student has missed more than class one period. In addition, an

attendance case manager monitors student attendance and meets with parents and students to

discuss and manage concerns that affect daily school attendance.

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School Climate

The School Climate Survey is an annual measurement of a variety of indicators. Teachers, students,

and parents participate yearly, providing valuable feedback regarding student and parent

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engagement, as well as their overall satisfaction with the school. The chart shows the response

summary for the years 2014-2015 and 2015-2016 from teachers, students, and parents by four

domains: Climate of Support for Academic Learning, Sense of Belonging, Knowledge & Fairness of

Discipline, Rules & Norms and Safety. The Climate of Support for Academic Learning domain

shows a drop of 2.8% in 2015 for students who felt that a climate of support for academic learning

exists at Edison, as opposed to an increase 4.9% for staff in the same category. Overall in each

domain, students showed a slight decrease of favorability compared to staff, which showed gains in

all domains. In the Safety Domain an increase of 4.7%, from 41.9% in 2014-15 to 46.6% in 2015-16,

of teachers felt safe at Edison High School, which is a significant gain compared to other high

schools in the district. In 2015-16, Edison made a conscientious effort to build a school culture of

positive relationships. With this effort came the creation of staff potlucks, an increased number of

school rallies, and teacher participation in rallies.

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Faculty

Certificated Faculty by EthnicityYear Hispanic White African American Asian Other or No ResponseTotal

2013-2014 19 54 6 8 0 87

2014-2015 22 57 9 10 2 100

2015-2016 25 58 10 7 6 106

2016-2017 29 60 8 8 5 110

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Edison has seen an increase in teaching staff over the last several years. In 2012-2013 the staff

consisted of 88 teachers, with an average of thirteen years of teaching experience. In 2014-2015 the

number of certified employees increased to 100, with an average of 11 years of teaching experience.

Thirteen of the 100 teachers had less than two years of teaching experience during 2014-2015 school

year. Currently, in 2016-2017 Edison has increased certified staff members to 108, with the

administrative staff consisting of the principal and five vice principals. In Pupil Personnel Services,

Edison has a Head Counselor and seven Academic Counselors. Edison houses a fulltime Student

Assistance Program (SAP) counselor, a School Psychologist, a Restorative Practice counselor,

support staff and a teacher to manage the restorative center. There are also 87 classified staff

members that provide clerical, safety, nutrition, outreach, and instructional support services to the

school community.

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Student Outcomes

In 2013-14 the federal government approved a waiver from No Child Left Behind (NCLB) for

Fresno Unified School District and seven other California school districts. The California Office to

Reform Education, or CORE Waiver, delineated steps for locally developed plans to prepare all

students for college and career, concentrate support on the students most in need, and strengthen

effective teaching and leadership. The CORE Waiver changed the accountability system to improve

student achievement. The NCLB accountability regulations required school districts to measure

student achievement using Academic Performance Index (API) and Annual Yearly Progress (AYP)

indicators. CORE Waiver offered an alternative accountability model called the School Quality

Improvement System which is grounded in the work of educational reform researcher Michael

Fullan, Ph.D. (California Office to Reform Education, Local Educational Agencies’ Request for

Waiver under Section 9401 of the Elementary and Secondary Education Act of 1965; August 5,

2013, U.S. Department of Education Washington, DC 20202).

During this time, not only was Fresno Unified transitioning from NCLB to CORE, but state testing

was being reformed to align with Common Core State Standards (CCSS). Prior to the last visit by

WASC in 2013, the California Standardized Testing (CST) was the state assessment administered to

all Fresno Unified students. The State of California was beginning the transition from the CST to

Smarter Balanced Assessment Consortium (SBAC), also known as the California Assessment of

Student Performance and Progress (CAASPP). The CAASPP was adopted to line up to Common

Core State Standards, and was expected to be in full implementation in all classrooms by 2013-14.

As printed in the initial WASC report in 2013, Edison demonstrated steady improvements in API

scores, rising 71 points from 2009 (697) to 2013 (768).

California English Language Development Test (CELDT)

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Re-designation Rates 2012-2016

The number of students labeled as English Language Learners at Edison High decreased between

2012 and 2014. In 2015, the number of English Language Learners grew to equal the number in

2012. Students are initially identified as English Learners based on a home language survey upon

enrollment in Fresno Unified School District. Prior to 2015-2016, students qualified for re-

designation based on their performance on the CELDT and the ELA portion of the California State

Standards Test (CST). The criteria for re-designation changed in 2015-16 to include the Degrees of

Reading Power test (DRP) because the CST was no longer used for re-designation. The district goal

for re-designation is 12% per year. In the past five years, Edison has come close, especially in 2014-

2015 (11.93%), but has not reached the district goal of 12.0%.

2011-2012 275 15 5.50% 10.60%

2012-2013 251 29 11.60% 11.10%

2013-2014 243 24 9.88% 10.30%

2014-2015 243 29 11.93% 5.20%

2015-2016 275 29 10.50% 18.10%

Year TestedEdison English

Learner Totals

Edison Total

Re-designated

Re-designation

Rate (%)

Fresno Unified Re-

designation Rate

(%)

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From 2012 to 2015, there was a steady increase of students passing the California High School Exit

Exam on the first attempt on both math and ELA portions of the test, with the exception of math

during the year 2012-2013. Beginning with the Class of 2006, students in California public schools

were required to pass the California High School Exit Examination (CAHSEE) to demonstrate

competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma.

The design of the CAHSEE was based on content standards in English-Language Arts and

mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE

adopted the Common Core State Standards in ELA and mathematics.

Due to the change in academic standards, Senate Bill 172 (Liu) was signed by the governor to

suspend the administration of the CAHSEE and the requirement that students pass the CAHSEE to

receive a high school diploma for the 2015–16, 2016–17, and 2017–18 school years. The law

required that schools grant a diploma to any pupil who completed grade twelve in the 2003–04

school year, or any subsequent school year, and met all applicable graduation requirements other

than the passage of the CAHSEE. The law further required the State Superintendent of Public

Instruction to convene an advisory panel to provide recommendations to the Superintendent on the

continuation of the high school exit examination and on alternative pathways to satisfy the high

school graduation requirements pursuant to Education Code sections 51224.5 and 51225.3. The law

became effective on January 1, 2016.

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The California Assessment of Student Performance and Progress (CAASPP) includes online and

paper-based summative assessments. The Online Summative Assessments Smarter Balanced are

comprehensive, grade-level, year end assessments of learning that measure progress toward college

and career readiness. Each test, ELA/literacy and mathematics is administered within a selected

testing window available at 80 percent of the instructional year for grade eleven, and is comprised of

two parts: a computer adaptive test, and a performance task.

Edison eleventh graders showed a decrease of 4.5 percentage points in the number of students

scoring proficient in ELA from 2014 to 2015. All student subgroups showed a decrease in ELA

proficiency with the African American subgroup showing a minimal decreasing of 0.2% from 2014

to 2015. Edison students showed an upward trend in Math with a 3.8 percent increase from 2014 to

2015. All subgroups showed slight increases in math from 2014 to 2015, except the African

American subgroup, which demonstrated a significant increase of 8.2 percent. The English Learner

and Asian subgroups did not show an increase in math. The 2014-15 school year was the first that

students did not take the CST because state testing was transitioning to the SBAC, which was only

administered to eleventh graders. Note: in year one of testing, 2014-15, Edison did not meet the

participation rate for the SBAC (84.1%), however in year two, 2015-16, the participation rate was

met (96.1%).

The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA

and mathematics. The tests capitalize on the strengths of computer adaptive testing—efficient and

precise measurement across the full range of achievement and timely turnaround of results.

Advanced Placement

The total student population at Edison High School has grown by approximately 400 students in the

past five years. The total number of students enrolled in Advanced Placement (AP) classes has also

seen an increase. In May of 2014, 745 students took a total of 1,391 AP exams in 24 subject areas,

with 50.9% of the AP exams taken earning a qualifying score of 3 or higher. Furthermore, in 2014,

87 students were AP Scholars, 37 were AP Scholars with Honors, 46 were AP Scholars with

Distinction and 9 students were AP National Scholars. In 2015, 883 students took a total of 1,636

AP exams in 24 subject areas with 48% of the exams taken earning a qualifying score of 3 or higher.

In 2016, Fresno Unified School District, for the first time, paid fees for every AP test taken, which

totaled 1,776 at Edison.

Edison High boasts the most AP course offerings in the Central Valley. We offer 24 courses, and

currently 50% of our student body is enrolled in at least one AP course. Students are awarded

special recognition for completing AP courses upon graduation: students receive an Edison AP

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Diploma with a special seal indicating they have taken four or five AP courses; students receive an

Edison AP Certificate with a seal and certificate indicating they have taken six or seven AP courses;

and students receive an Edison AP Medal with a seal and a medallion indicating they have taken

eight or more AP courses. The AP program is an open enrollment program. In 2016-17, an AP

Instructional Coordinator position was added to oversee the management of Edison’s Advanced

Placement Program.

Total

Population

Total Seat

Enrollment

Total Test

Takers

Total Exams

Taken

2012 2198 1020 727 1274

2013 2246 1651 722 1253

2014 2355 1589 745 1391

2015 2486 1763 883 1636

2016 2596 1902 962 1776

Edison High School AP Pass Rates

2012 2013 2014 2015 2016

Total AP Students 727 722 745 883 962

Number of Exams 1,274 1,253 1,391 1,637 1,776

AP Students with Scores 3+ 385 374 379 430 444

% of Total AP Students with 3+ 53% 41.80% 50.90% 48.70% 46.20%

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Graduation Rates

Graduation Rates (%)

100%

97.20%

90% 94.71%

92.31%

80% 86.09% 86.74%

70%

Graduation

60% Rate %

50%

2012 2013 2014 2015 2016

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Students are enrolled in a six-period day and receive five Carnegie Credits per semester, per course

with a grade of D or better. Edison High School has the highest graduation rate at 97.20% in 2016,

compared to other large comprehensive high schools in the district. Note: CAHSEE is no longer a

part of the graduation requirement for Fresno Unified School District.

UC A-G Completion rates

SAT & ACT

Total Students A-G Completion Percent Completed

2012 443 246 55%

2013 437 305 69%

2014 516 314 66%

2015 525 418 79%

SAT tests taken ACT test taken

2011 179 282

2012 312 250

2013 329 220

2014 368 144

2015 413 179

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PSAT Participation

College Application

The Edison counseling department strategically targets students by need and ensures they apply and

take advantage of all opportunities for which they are eligible. All students who are eligible for fee

waivers for exams and applications are guided through the application and registration process when

appropriate. Counselors meet one-on-one with seniors to assist and record their college application

choices. All students, excluding students participating in the Special Day Class Special Ed program,

are placed in course sequences to complete CSU/UC A-G requirements for college. From 2013-14

to 2014-15 Edison posted a 13% increase in A-G completion rate. Students are only taken out of

such courses if requested by parent after extensive review of the student’s goals and academic

Freshmen Sophomores Juniors

Fall 2011 0 537 381

Fall 2012 0 555 375

Fall 2013 0 564 530

Fall 2014 0 575 533

Fall 2015 0 669 393

Fall 2016 706 602 567

4-year Colleges 2-year Institutions

Work, Military &

Technical Instruction

Fall 2012467 333 52

Fall 2013412 279 30

Fall 20141,491 795 198

Fall 20151,557 830 207

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options. In 2015, 60% of Edison students matriculated to a four-year college, equating to over three

times the amount of students in 2012 and 2013.

Academic Interventions

Edison High School is committed to addressing the academic needs of all students. The chart shows

a small, but steady decline in those students who have below a 2.00 GPA. Monitoring students’

academic grades is an on-going effort by teachers, administrators, parents, and students. Edison

High School supports students to earn passing grades through a system of monitoring, goal setting,

recognizing achievement, in-classroom assistance in challenging courses, tutorial opportunities,

guidance, classroom engagement, and response to intervention. In Accountable Communities,

teachers review student work and create instructional lesson plans that address academic

interventions and support for struggling students.

Students are encouraged to participate in the afterschool program, which has credentialed teachers

and college tutors to assist with academic support for specific subject areas. Students are monitored

and attendance is taken daily to ensure students are accountable for attending. Edison also employs

an intervention counselor to manage students on a case-by-case basis who struggle academically.

EHS continues with the Social and Emotional Center, which opened in the fall of 2011, to help

support emotionally disturbed and Special Ed students, both emotionally and academically. This

center houses one credentialed teacher and three Special Ed paraprofessionals who work one-on-

one with students or in small groups, or support them in their regular class setting to develop

academic strategies and/or social and emotional supportive behaviors.

Struggling EL students are identified and managed by a teacher team of four to help support their

academic success. Also, EHS offers after school tutorial assistance that is specifically designed for

EL students who have a GPA of below a 2.00. The teacher team also communicates with EL

families to keep them informed about the support systems in place to help EL students. In addition,

2012-13 29% 15.30% 28.30% At least one F

2013-14 30.70% 16.10% 29.70% At least two or more F's

2014-15 28.80% 15.10% 25.80% GPA of less than 2.00

2015-16 27.30% 14.30% 25.40%

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an intervention counselor meets with EL students to support re-designation efforts, test preparation,

and social/emotional well-being.

Chapter II

Significant School Changes and Developments

Description of any Significant Changes and/or Developments

Increased Student Enrollment

The most significant change with the greatest impact has been the increase of student enrollment at

Edison High School. In 2013-14 the student population was 2,310, and currently the student

population is at 2,553, which is an increase of 243 students. The increase in student enrollment was

due to the new development of Gaston Middle School, which opened its doors to approximately

829 neighborhood students in 2014-15. Prior to that school year, over 50% of neighborhood

students were bused to other middle schools.

The increase in student enrollment for the 2015-16 school year required Edison to make some

significant changes to accommodate new students. All classrooms were in use, making additional

available classrooms critical for the first day of school. Additional portables were added, providing

eight new classrooms. More staff members were also necessary, and with more ninth graders on

campus, Edison implemented support structures and processes for managing student discipline.

Staffing increased from 87 teachers in 2013-14 to 110 teachers in 2016-17, which is an increase of 23

new faculty members. This increase in faculty created a new dynamic on campus. A new campus

culture director replaced the prior activities director, who had been at Edison for over 30 years. The

way activities were organized and managed changed significantly. Eight of the 23 new teachers were

added to the science department; they possessed an average of less than two years of teaching

experience. In the Foreign Language department, a Hmong course was added, which required

adding an instructor who could teach the Hmong language. Currently in 2016-17, Edison’s athletic

director of over 10 years was promoted to a district position and was replaced with an Edison social

science teacher who was promoted to the position. There has been an increased number of

identified Special Education students at Edison, which has had an impact on self-contained class

sizes. Special Education student numbers are predicted to increase in 2017-18 as well. There was an

additional Emotional/Disturbed (ED) para-professional added to help support students with social

emotional needs. In addition to new teachers, Edison has hired one more vice principal since 2013-

14, which brings the administrative team to five vice principals and one principal. An additional

counselor was also added to the counseling team to help manage the larger student population.

There were significant impacts on discipline that were also associated with the increase in student

enrollment. Edison experienced a rise of students with five or more days of suspension from nine

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students in 2013-14 to 21 students during the 2014-15 school year. The overall suspension rate in

2014-15 was 5%, a slight decline from 6% in 2013-14. To combat the issues related to student

discipline, Edison decided to pilot a restorative practices approach to manage student discipline

issues. In order to operate as a restorative practices site, striving to meet the academic, social

emotional, and behavioral needs of students, additional hiring of restorative personnel was needed

to manage support services for students. The Re-Engagement Center that opened during the 2015-

16 school year is staffed with a teacher, a restorative counselor, and one classified staff member who

are all trained in restorative practice methods. They supervise students and handle day-to-day

student discipline referrals. In order to facilitate and help students and teachers understand the

referral process, the Edison administration team, in collaboration with teachers and the Culture and

Climate Team, identified levels of misbehaviors and specified which of the three levels constituted a

referral to the Re-Engagement Center. Restorative practices consider the impact of student

behaviors have on students feeling safe and welcomed in their school community. This occurs when

the classroom environment teaches and demonstrates the four Emotional Intelligence skills of Self-

Awareness, Self-Management, Social Awareness, and Relationship Management. During 2015-16,

which was year one of restorative practices implementation, as well as the same year former Gaston

students began attending Edison for the first time, Edison experienced the most students suspended

since 2013-14. In 2015-16, 148 students were suspended, as compared to 135 in 2013-14.

Suspension data doesn’t collect information regarding discipline referral by grade level, however

administrators noticed many of the student discipline issues involved ninth graders. Edison

increased the number of safety assistants to help maintain student safety throughout the day until

6:00 p.m. daily.

Class meetings are also now included as a means of support in the classroom and across the school.

Approximately once a month, Edison is on a special bell schedule to include an extra 45 minutes

during 4th period to allow for a class meeting time. The focus of class meetings is on subject matter

related to relationship building, effective communication, student interactions, participation, and

reflection of important relevant topics in order to prepare students for college and career.

The transition to high school for many freshmen students is complex. Students experience new

classmates, new courses, new teachers and new expectations, all of which can be points of anxiety

for incoming freshmen. Another strategic move that came about due to the increase in overall

student population, was the addition of an intervention counselor to handle struggling 9th and 10th

graders. The intervention counselor identifies students that are at risk of failing and sets up support

services to help students stay on track to graduate. In 2015-16, Edison also implemented the Peer

Tutor program in partnership with Gaston Middle School, which placed juniors and seniors with

Gaston eight graders to serve as mentors. This was, and continues to be, an explicit move to

acclimate incoming middle school students to the expectations of high school in order to help make

the transition to Edison High School smoother.

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Curriculum and Instruction

After receiving feedback from the WASC committee, reviewing the critical areas for follow up, and

continuing the conversation around curriculum and instruction that Edison had already began

exploring, the administrative team and the faculty worked to make great strides in this area. In 2014-

15, the ILT immediately planned and organized professional learning (PL) centered on building

student engagement and assessment strategies, as well as improving instructional planning. Edison

implemented a co-teaching model for general education courses with high populations of Special

Education (SPED) students. Special Education teachers were teamed up with general education

teachers in support of Resource Specialist Program (RSP) students. Additionally, SPED teachers are

included in subject-alike accountable communities with the purpose of providing insight on how to

service RSP students enrolled in general education classes. SPED teachers attend district trainings to

provide continued growth and development of using the co-teaching model. Currently, Edison is in

the third year of using the co-teaching model.

Three years ago the Computer Science pathway was introduced to students. The Computer Science

Pathway engages students in:

• Exploring the rapidly changing fields of information technologies

• Emphasizing computer programming and software development

• Focusing on building the habits of mind of programmers

• Building a foundational understanding of the logic used in programming

• STEM (Science, Technology, Engineering, Mathematics)

The implementation of Innovative Professional Learning (iPL) organized by the district office has

been in place since 2014-15 and offers training for teachers on their day-to-day instructional

practices, content knowledge related to the Common Core State Standards, literacy integration

(reading, writing, listening, and speaking) into daily lessons, and process of how to write and deliver

high quality common assignments and lesson activities. On days when teachers are off site at iPL

trainings, Professional Learning Updraft System (PLUS) teachers, who are classroom teachers on

special assignment, deliver classroom instruction in response to formative assessments results

already discussed with the PLUS teacher. This unique approach creates opportunity for immediate

response to student learning and maintains consistency in terms of the sense of urgency on student

achievement. PLUS teachers take ownership of student learning and are viewed as co-teachers by

students in the classroom. This type of systematic approach of improving student learning was a

change for Edison teachers and students, however, Edison continues to find multiple means to

effectively utilize PLUS teachers in the classroom.

In 2015-16, Edison began an explicit focus on bringing people together in an organized manner with

the intent of emphasizing coordinated and focused efforts on team building and tasks related to

teaching and learning. The entire Edison team realizes the importance of teacher collaboration, team

work, and a trustful, working relationship with colleagues. Accountable Community meeting times

emphasized fostering opportunities for teachers to build working relationships to create a culture of

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learning in which teachers learn from, and build capacity in each other. Many factors went into

setting the ground work to create a culture for learning. Communication from Department Chairs

and the ILT emphasized the importance of dedicating time to team building and “getting to know

you” activities every time teachers meet together.

The Instructional Leadership Team (ILT) made changes in the delivery of PL for faculty in 2015-16.

Teacher-led workshops were introduced, providing opportunities for teachers to facilitate learning

on various educational topics of interest for teachers. The ILT, through feedback from teachers and

the recommendations from WASC, determined that topics should contain learning related to WASC

critical areas for follow-up. Workshops focused on learning and developing engagement strategies

for various instructional activities such as Cooperative Structures, Mathematical Practices, Checking

for Understanding, Classroom Literacy (reading, writing, speaking, and listening), Effective

Classroom Environments, Technology, and Critical Thinking.

Also in 2015-16, the district began an initiative of building continuity across the system in regards to

supervision and evaluation. To specifically address instructional observations, a new instructional

practice guide (IPG) was implemented at each school site. Classroom observations at Edison had

not been approached this way before. Prior to the IPG, sites developed their own observation tool

to observe classroom instruction and to calibrate best practices for instruction. The IPG exists today

as a tool for calibration purposes by all sites district-wide, creating a common language around

classroom walk-throughs. The IPG addresses five focus areas:

1. Culture for Learning

2. Challenging Content

3. Ownership

4. Addressing student needs

5. Improving everyday demonstrating understanding

Furthermore, in 2015-16 ILT organized a school-wide, professional reading opportunity that was

structured to allow staff to have discussions about the book Mindset written by Carol Dweck. The

book Mindset spoke to the belief that having a growth mindset approach, teachers can help students

improve in school. According to Dweck, the power in believing you can improve, increases your

feelings of success and fulfillment. Moreover, in terms of significant changes in 2015-16, the ILT, in

collaboration with accountable communities, dedicated time to defining and establishing a system of

assessing student learning during instruction. A special committee of teachers were tasked by ILT to

delve into the work of exploring how Edison could establish a consistent school-wide understanding

of the effective use of checking for understanding (CFU) strategies. Edison’s focus on incorporating

formative assessments to improve instructional practice is critical in fostering a culture for learning

that uses student data to drive classroom decision making. Currently in 2016-17, Edison teachers

have agreed that on-going frequent use of formative assessments is considered best practice and will

include implementation of CFU strategies during instructional planning. The ILT team plans on

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developing processes that help gather data that will inform whether our newly developed system is

effective or not in improving CFU strategies.

Finally, beginning during the current 2016-17 school year, Edison ELA and Math teachers are

experiencing new curriculum adoption, creating system-wide additional learning for teachers and

administrators within the district. Edison is in the midst of learning how to effectively plan,

implement, and monitor the success of the new curriculum adoption. Teachers are provided district

training on how to incorporate the curriculum, and administrators attend monthly training regarding

effective strategies for monitoring full implementation of a guaranteed and viable curriculum.

State Testing/Common Core State Standards

Right after our last WASC evaluation in 2013, Edison began transitioning into full implementation

of Common Core State Standards (CCSS) and new state testing. CCSS has created a shift in

instructional practices that includes focusing on elements such as student discourse,

student collaboration, and listening, speaking, reading, and writing skills. As a site, making

adjustments to account for the CCSS standards has created new expectation for teachers to learn the

significant elements that CCSS underscored in order to understand the impact relative to lesson

planning and student learning. The CCSS instructional shifts in Math and ELA focused on the

following:

In ELA:

• Complexity: Regular practice with complex text and its academic language

• Knowledge: Building knowledge through content-rich nonfiction

• Evidence: Reading, writing, and speaking grounded in evidence from text

In Math:

• Greater focus on fewer topics

• Coherence: Linking topics and thinking across grades

• Rigor: Pursue conceptual understanding, procedural skills and fluency, and

application with equal intensity

Furthermore, with CCSS came testing reform: discontinuing the California State Testing (CST) and adopting the California Assessment of Student Performance and Progress (CAASPP). Students, prior to CCSS implementation, had become accustomed to taking the CST, which was a hand-written, “fill in the bubble” test. However, the CAASPP, which is all done online, requires students to have basic to proficient computer skills in order to navigate the computer interface of the test. As a result of discussions in Accountable Communities, teachers determined that students needed stronger technology skills in order to be competent in navigation of the test. The ILT decided to place an emphasis on how to build technology skills for students and teachers through teacher led, PL workshops. Moreover, administering CAASPP taught Edison teachers and staff the value of efficiently managing over 500 tablets for testing students and required development of effective

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school-wide processes for managing tablet deployment, collection, and maintenance. This type of task was not present during the CST. Administering state-wide, high stakes testing like the CST required specific bell schedules to manage all the testers in grades 9th-11th. The CAASPP only requires the junior class to test, which is a considerably smaller testing group of students than for the CST, however, the technology factor has taken some adjusting and much learning in terms of efficiency, organization, and technology maintenance.

Regional Approach to Collaboration with feeder schools

Since the last WASC visit, Edison has engaged in regional work with all its feeder schools. The

Edison region includes seven elementary schools, two middle schools, and Edison High School.

Beginning in 2015-16, all ten schools, K-12, collaborated on developing a common formative

assessment focused on literacy. As a result of much teacher planning and collaboration, a regional

school-wide write was organized. Teacher leadership within the region from grades K-12 were

involved in the organization and development of a regional school-wide write with a common

writing prompt and common rubric to assess student writing. This experience provided insight into

the writing abilities of our students within our region. The goal was to work collaboratively from a

regional approach to examine student literacy and establish goals after reviewing the data. Teachers

came together in collaboration to grade student essays and engaged in discussions regarding

calibrating student writing pieces and making meaning of the writing rubric. Furthermore, as a result

of this experience, Edison professional learning communities (PLC) were asked to create lesson

activities that addressed literacy development for all students.

Chapter III

Ongoing School Improvement

The contributors responsible for overseeing the progress of the 2016-17 WASC Mid-Cycle Report

include:

a. Administration Team, a group made up of the Principal, Vice Principals, Career

Education Coordinator, and Head Counselor which meets weekly

b. Instructional Leadership Team, a group made up of lead teachers from each department,

Vice Principal overseeing curriculum and instruction, and the Principal which meets bi-

weekly

c. Department Chairs, a group composed of a department chair from each subject area, Vice

Principal overseeing department work, and Principal which meets monthly

d. Department/Vertical Articulation Teams, a group made up of teachers from the same

department which meets once a month

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e. Accountable Community Teams, a group composed of teachers from each curricular

area and their respective Vice Principal for administrative support which meets weekly

f. School Site Council (SSC), a group composed of parents, students, and faculty members

In 2013-14, Edison High School was granted a 6-year term with a midterm review as a result of the

WASC visiting committee recommendations. In preparation for the WASC Mid-Cycle visit, the

report was reviewed in each of the above stakeholder groups, and feedback from those groups is

reflected in this mid-cycle report.

Since the last WASC visit in 2013, each critical area for follow-up identified by the committee has

been reviewed as part of the annual SPSA development process, which involves students, parents,

and staff on the School Site Council. Development of the SPSA is a collaborative effort involving a

thorough analysis of data regarding overall academic performance. Data such as student

performance indicators, and data related to particular programs or action steps, is reviewed to ensure

that identified actions are having intended results. The questions and data points raised by SSC

during this review are shared with the above stakeholder groups and individuals have an opportunity

to provide input. This results in an updated SPSA, which is voted on by School Site Council and

shared with staff annually.

The WASC Mid-Cycle Report was an opportunity for Edison to reflect on the last three years and

examine progress towards established academic goals. Initially in the fall of 2016 when we started

this task, we met as an administration team to gather and analyze data and discuss elements of the

report, including report format. Work continued throughout the fall semester and into the early part

of the spring semester to update the data tables presented in our 2013-14 WASC report and to

compose the analysis and necessary commentary of that data. The actual writing of the document

was coordinated by a vice principal and an English teacher, with assistance from the principal. The

collaborative process was simple: once all the information was updated from the 2013 WASC report,

each chapter of the mid-cycle report was first drafted by the vice principal, then, the draft was

brought to stakeholder groups for review and feedback. The qualitative and quantitative data gleaned

from the stakeholder groups was insightful, critical, and necessary in writing this comprehensive

report. Each drafted chapter, once reviewed by stakeholders, was updated to include stakeholder

input, and then provided to the English teacher to edit the final draft. The English teacher

volunteered to make all the final revisions, specifically focusing on grammatical and structural

corrections. The final draft of this report will be available to all staff, published on the Edison

website for public access, and distributed to our Instructional Superintendent in the central office.

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Chapter IV

Progress on Critical Areas for Follow Up/School-wide Action Plan

Critical Area for Follow Up #1: Explore creative ways to enhance the current Link Crew

program to improve assistance to 9th grade students in their transition into high school; the

program should offer social and academic leadership throughout the school year.

Over the course of the last three years, an increased number of students have been getting involved

at Edison. In 2014-15 the Campus Culture Director (CCD) position became vacant, which resulted

in the hiring of a new teacher to replace the former director, who had over 25 years of service at

Edison. The new hire brought leadership, vision, and a contagious energy for student leadership to

Edison. The manner in which students enjoy football games and sporting events has changed.

School rallies are energetic with school spirit on full display, light shows are electrifying, and student

and teacher engagement is common throughout rally activities. The number of students attending

Edison’s three major school dances (Winter Formal, Sadie’s, and Prom) has increased each year

since 2014-15. The number of students interested in taking a leadership class has also increased since

the last WASC visitation. Students are learning, thriving, and demonstrating extraordinary school

spirit. The role of the CCD is critical in building a positive school climate, especially for incoming

ninth graders who are dealing with the transition from middle school to high school. Prior to the

year 2014, all Link Leaders were also leadership students, which didn’t reflect the diverse student

population of Edison. Further, the recruitment of leadership students only to join Link Crew was

impacting the academic performance of leadership students since more often than not, they have

very full schedules. Even though leadership students continue to participate in Link Crew, starting in

2014-15, there were school-wide recruitment efforts that included teacher recommendation on the

Link Leader application. The end result helped to ease the burden on the leadership students as well

as show accurate representation of the diversity of the student body. The number of link leaders was

greater in 2014-15 than in previous years. The Link Crew program has increased the number of

teachers involved in the Link Crew program from one in 2014-15 to six teachers in 2016-17. Ninth

grade students are attached to a Link Leader, who they are paired with all year, and the Link Leaders

and the ninth grade students are connected to a staff Link Leader. Link Crew Leaders have shown

progress in organizing social events for ninth grade students. Link Leaders organize monthly

celebrations for ninth graders, such as tailgating and face painting during football games. Link

Leaders have a caseload of students to manage all year long. Right before each grading period, Link

Leaders send each student on their caseload a copy of their schedule along with a word of

encouragement to motivate students concentrate and focus on their grades. During the entire week

before finals, Link Leaders host an activity called “Cookies and Cram”. Ninth grade students are

invited to this study session where Link Leaders help with tutoring and provide cookies as they

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prepare for semester finals. Lunch time activities are provided monthly with the intent of getting 9th

graders involved. Link Leaders incorporate the use of social media and technology such as Remind

101 to communicate often about school activities and arrange breakout sessions throughout the

year.

Link Leaders are more visibly involved in building and modeling academic skills for school success

since the last WASC visitation. Link Leaders have led classroom presentations during “PLUS week”

and have taught lessons on topics from time management to learning how to set goals and

understand obstacles. Ninth grade English, math, and science classes have Professional Learning

Updraft System teachers (PLUS)–classroom teachers on special assignment–who work with the

regular classroom teachers as an intervention in response to formative assessments. The English,

math, and science classroom teachers are given one day, every two weeks, to meet together in

Literacy Design Collaboration around the guidelines of CCSS. They design mini-tasks focused on

literacy across content areas while during this “PLUS week”, the PLUS teachers teach diagnostic

lessons to the classes.

Link Leaders have also led classroom activities during Class Meetings, which are conducted during a

special bell schedule and are designed to support restorative practices in the classroom and across

the school. This time focuses on subjects such as building relationships, effective communication,

student interactions, participation, and reflection in order to prepare students for college and career.

These are intended to support classroom climate, not to be isolated events.

Link Crew is very instrumental in shaping school culture. The program is demonstrating progress

and moving in the right direction. Edison will continue to monitor Link Crew’s growth and impact

on incoming freshmen in order to make the transition to high school smoother and more positive.

In the Single Plan for Student Achievement, Edison included action #10 that includes Link Crew as

a means of building teacher-student relationships. Edison High School will build community and

relational capacity in all teachers and staff in order to promote student-teacher relationships,

student-to-student relationships, and staff-to-staff relationships through professional learning, 9th

grade activities like Link Crew and transitional events, and school-wide recognition like student of

the month, academic all-stars, academic growth, etc. In June 2017, there will be a 5% increase of

students who agree or strongly agree that there is an adult at my school who really cares about me

from 56.68% to 61.7%.

Critical Area for Follow Up #2: Explore, Identify and formalize a school-wide system of

checking for understanding of non-volunteers, such as explicit Direct Instruction (EDI).

In 2014-15 the Edison administrative team realized, through careful analysis of classroom

observation data and feedback from the Instructional Leadership Team (ILT), that implementing

effective checking for understanding (CFU) strategies was critical for thoroughly and accurately

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assessing whether or not each student is learning during classroom instruction; WASC came to the

same conclusion after their visit three years ago. Also in 2014-15, Edison was experiencing reform

specifically in adherence to state requirements of fully implementing CCSS and transitioning to

CAASPP, the new state assessment that assesses student proficiency in ELA & Math. Edison

accepted and understood the impact the new shifts could have on the system in relation to state

standards and standardized testing. However, classroom observation data indicated that utilizing

CFU strategies as a formative assessment tool needed school-wide clarity and support for teachers in

addressing this concern. Most of the professional learning, especially at the beginning of the school

year, involved topics such as the types and use of effective CFU strategies, the use of higher order

thinking questions, student engagement strategies, and how to align AC work and instruction that

prepare students for the type of thinking required by CCSS and CAASPP. The purpose was to begin

the discussion around assessment, provide examples of CFU strategies, and have ACs reflect on

their use of frequent formative assessments for lesson planning.

In 2015-16, PL efforts continued to build understanding of how to effectively assess student

learning. Classroom observation data along with ILT feedback and district official walk through data

indicated much growth was still required. The way most teachers implemented CFU was basically

accomplished through whole class questioning, or there was inconsistency from observer to

observer as to what effective CFU strategies looked like in a lesson. There was work still left to do.

ILT was exact in their approach to addressing CFU strategies and decided to establish a committee

of lead teachers who would specifically focus on learning about CFU strategies. This committee met

regularly as a group, and met weekly with their AC to address CFU strategies. They were charged

with the task of leading work in developing a school-wide system for CFUs. There was much

discussion, debate, and collaboration that went into developing a school-wide system and a

consensus of what CFU strategies look like during classroom instruction. As a result of the hard

work, common language that defined Edison’s system for CFU was realized, printed, and provided

to each teacher. In addition, during PL, teachers had been provided several lists of a variety of CFU

strategies and many ACs actually decided to collectively use common CFU strategies, which helped

in developing the overall use of CFU strategies throughout instruction at Edison.

Below are some examples of CFU strategies that were introduced in teacher professional learning.

This is by no means an exhaustive list, but these are examples of CFU strategies observed in the

classroom. As a staff, Edison believes that frequently assessing student learning is more valuable of a

practice than having a comprehensive list to follow. Checking for student understanding is an

ongoing process from lesson introduction to lesson closure. The process can occur during

transitions from one lesson activity to the next and can occur “on the spot” as the teacher responds

to feedback from formative assessment data. The outcome is teachers implementing strategies to

know with certainty if students are on course to lesson mastery, have exceeded mastery, or if

students are not grasping the lesson concepts.

Think pair share

Ticket out the door

Student white boards

Thumbs up/down

10/2 principle

Fist to five

Color cards

Whip around

Sentence frames

Cards/sticks

Plicker

Random popsicle sticks

One on one

Teacher observations/proximity

Walk it out/talk it out

Quick write

Random name cards

Small group share

Computer random-izer

Directional

Self-assessment

Digital strategies included surveys,

Formative app, Google Forms,

Zaption –recently discontinued

Shmoop

In 2016-17 Edison continued to address school-wide critical areas for follow-up as identified in the

WASC self-study. Edison staff set goals in the Single Plan for Student Achievement (SPSA) that

were directly connected to the recommendations from the WASC committee as indicated below.

SPSA Goal Action #6: In the Spring of 2014, the Western Association of Schools and Colleges

from the California State Department of Education conducted a Focus on Learning Evaluation. It

identified school-wide critical areas for improvement indicating that Edison High School should

explore, identify, and formalize a school-wide system of checking for understanding of non-

volunteers. In the Spring of 2017, Edison’s goal is to have in place a school-wide system of checking

for understanding (CFU) that includes a summative assessment per unit, a frequent number of

formative assessments for a unit, and CFU embedded in daily instruction that inform instructional

decisions. As evidence that it’s very important to be reflective, teachers and site leadership find ways

to make improvements in the educational practice at Edison High School, focused on student

achievement.

During teacher in-service days, Edison staff began reviewing district, site, and regional goals with the

purpose of becoming more knowledgeable of site goals. This review included examining documents

such as the SPSA and the 2013-14 WASC Report. Edison staff reintroduced the Professional

Learning and Instructional Leadership goal: Foster a culture of learning with high expectations

through collaboration, reflection, teamwork, and data analysis in order to enhance instructional

practices, foster a culture for learning, and increase student achievement. Time during teacher in-

service was also dedicated to reviewing Edison’s system for CFUs. Below is Edison high School’s

system for checking for understanding.

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Assessing student learning is essential in determining mastery of lesson objectives. Through a reflective and collaborative

process, teachers in each of their respective accountable communities develop appropriate summative and formative

assessment strategies that assess student learning. Instead of a list of specific CFU strategies, we believe assessing

student learning is an ongoing process occurring throughout the lesson. Teachers must employ a system for questioning

that includes non-volunteers for individual accountability. Teachers assess before, during, and after a lesson. Examples

include:

Pre-Lesson - Checking for understanding that:

Checks for clarity of instructions

Introduces and explains the learning outcomes/expectations

Assesses student strengths, weaknesses, knowledge, and skills prior to instruction

Ongoing Lesson Activities - Checks for understanding that:

Requires students to self-assess

Creates student discourse

Assesses student performance regularly throughout the instruction process

Lesson Closure - Checks for understanding that:

Requires students to reflect and provide feedback

Informs instructional decision

Measures student achievement at the end of instruction

Agreements are established to ensure continuity and fidelity for assessing student learning

daily in all classroom lessons. Edison teachers agree to:

Ask higher order thinking questions to develop critical thinking skills

Provide feedback to students

Insist students use evidence to substantiate, support, and explain their learning

Create explicit student discourse for students to process and interact with information

Implement the 10-2 principle as a norm for student processing information (Strongly suggest 7-3)

Check for understanding during transitions between lesson activities

Involve students in self-assessment and monitoring progress

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Assess student performance regularly throughout the instruction process

Teachers collect data through classroom observations to share with ACs, build capacity, and learn best CFU

practices

Site leadership shares walk through data with faculty about CFU strategies to create awareness of current

reality, celebrate best practices, and work with ILT for are areas of professional development

Building knowledge of how to effectively assess student learning is important to Edison teachers.

Teachers, through lengthy discussions in accountable communities, continually increase their

repertoire with a variety of strategies. Understanding when to implement the CFU strategy that

provides the most valuable feedback about student’s learning is key. Implementing formative

assessment tools during the start of a lesson, throughout lesson activities, and during lesson closure

is the foundation of Edison’s CFU system. This is a growth area in professional practice. However,

as Edison fully adopts a belief system about formatively assessing student learning, staff members

will continue to monitor their learning by implementing the Cycle of Continuous Improvement. By

going through each stage in the cycle, teams plan for action, implement strategies, assess, analyze,

and reflect to re-plan. Through true reflection the team will learn and adjust as needed to meet the

learning needs of all Edison students.

Currently, accountable community work is being supported through a district initiative concentrating

on developing common formative assessments that drive instructional decision making. As the staff

work diligently to continue to grow in their work with CFUs, teachers are learning the powerful

effectiveness of implementing common formative assessments. Teachers are participating in a

professional reading of the book titled Learning by Doing written by DuFour, DuFour, Eaker, and

Many (2010). This text addresses the effectiveness of using common formative assessments, but

more importantly it addresses the need for teachers to collaborate, analyze student data and set goals

to monitor student achievement.

Critical Area for Follow Up #3: Continue to identify, formalize, and embed within the

instructional day effective interventions for academically at risk students

This is an area of significant concern for Edison. Identifying methods for reducing the D & F rate

of students who are at risk of failing has occurred yearly since WASC’s visit in 2013-14. At the end

of the 2014-15 school year, Edison had 43.96% of students with a D or F grade. At the end of the

2015-16 school year, the D and F rate increased slightly to 44.61% and currently. At the end of the

first semester of the 2016-17 school year, the D and F rate ended at 46.83%. Although it’s a minimal

increase of 2.2%, Edison staff recognize the number is moving in the wrong direction and there’s a

sense of urgency to lower the percentage of students with D’s and F’s by the end the school year.

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Teachers work diligently in accountable communities in providing multiple means of support for

students who are struggling academically. The foundation of accountable community work asks that

teachers search for ways to provides interventions when students aren’t learning. Edison vice

principals supervise departments working side-by-side with teachers to address student failure,

maximize student learning, and provide instructional support for classroom teachers.

One of the actions Edison implemented was to redesign the After School Program (ASP). In 2014-

15, the ASP was more lenient in regards to holding students accountable for being productive during

the ASP. All tutors were young college students, and most students participating in the ASP were

there to socialize and play on the computers. There was space available for tutoring and quiet

studying, however student interest leaned towards the social aspect of ASP. In 2015-16, Edison was

more specific in reforming the ASP. In order to participate in ASP, students have to sign a contract

that includes parent consent. Students involved in the program are expected to maintain satisfactory

behavior during the After School Program. Attendance is taken in all tutorial rooms creating

accountability for students. Another change that has significant impact on academic support for

students is adding teachers to ASP. All teachers manage a caseload of students who they regularly

meet with to provide academic support on an on-going basis. Every student participating in the ASP

have lanyards to show they are participants and to gain admittance into the ASP. An incentive

program was added that rewarded students during each quarter for maintaining a GPA of over 2.5,

having over 20 days of attendance in the ASP and having satisfactory behavior in school including in

the ASP. Items such as Edison travel cups, drawstring bags, and sweatshirts are examples of the

incentive rewards given to students.

The PLUS model has provided opportunities to target academically at-risk students. The PLUS

model is embedded during the instructional day to help provide interventions for students struggling

academically. Ninth grade English, math, and science have Professional Learning Updraft System

teachers (PLUS)–classroom teachers on special assignment–who work with the regular classroom

teachers as an intervention in response to formative assessments. The goal of this program is to

provide first time best instruction to all students, but when areas of need are identified, PLUS

teachers work with classroom teachers to modify teaching and learning.

Edison also is providing intervention support for our English Language (EL) students. A group of

four teachers were assembled to form an EL focus group to address the D/F concerns of EL

students. An afterschool tutorial was organized specifically for EL students giving them an

opportunity to seek academic help in a smaller study group setting. The EL focus teachers also

support the administration of the CELDT test by holding informational meetings with students and

parents to provide information about CELDT testing and the academic supports available for EL

students. EL focus teachers meet with those EL students who have shown proficiency on the

CELDT, but need more understanding of all the criteria necessary for EL Re-designation purposes.

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The EL focus group meets to discuss and develop ideas on how they can help support EL students

throughout the school year. Ideas such as incentives for students who show academic growth and

targeted academic support in partnership with PLUS teachers and the Support Counselor are action

ideas that are being developed to help support the learning needs of EL students.

A support counselor was added to the counseling department in 2015-16 to assist in the intervention

work for struggling 9th and 10th grade students. The mission of the support counselor is to help and

empower at-risk students to improve and maintain their grades, attendance, and overall academic

engagement through targeted interventions and ongoing support resulting in students improving

grades and catching up on credits. The end goal is to get them back on track, graduating on time and

becoming career and college ready graduates. Interventions focus on students within the

“Red/Purple Zone.” The “Red Zone” includes students with chronic attendance issues of 80%-

89.99% attendance rate, behavioral issues of two or more suspensions or five or more behavior

incidents and academic issues of three or more D’s and F’s. The “Purple Zone” includes students

with severe chronic attendance concerns. The support counselor identifies at-risk and potential at-

risk students using the district’s Early Identification & Intervention System to identify a caseload.

The support counselor works closely with PLUS team and 9th grade teachers & counselors to

identify and add students. Other intervention services provided by the support counselor for at-risk

students include:

One on one counseling

o Building rapport and solid

relationships

o Being a positive adult role model

o Teach and encourage self-

management/monitoring skills

o Work on academic and

social/emotional skill development

o Consistent follow up/monitoring

o Once/twice a month during

PLUS/FLEX week

Small Group Counseling

o 3 to 4 students per session

o Focus on academic and

social/emotional challenges

o Share ways to overcome challenges

o Empower students to share their

experiences

o Keep students in same group throughout

the year

o Once or twice a month during PLUS

week

o Connect with SES counselor for

assistance

Review and complete Individualized

Academic Plan (IAP) with students

and parents

o Review high school graduation and A-

G requirements

o Review transcript and credit recovery

options

o Once a semester or more, depending on

student’s needs

Initiate and coordinate SST’s for Red

and Purple Zones

o Accountability and follow-up is key

o Continued monitoring of all parties

involved (student, teachers, parents, etc.)

o Review SST and agreed upon goals for

needed updates/adjustments/success

40 | P a g e

o Inform and update student’s assigned

counselor regularly

Maintain close observation of student

throughout the semester/year

o Daily/biweekly follow up with students

o Attend student’s classrooms and

observe and assess daily engagement

Tutorial

o Make it a requirement for students to

attend afterschool tutoring

o Offer incentives to attend tutoring

o Help students transition and stay

committed to tutoring services

Counselor keep track of who

attends tutoring

o Keep track of student hours spent in

lunch/afterschool tutoring

o Assess if time spent in tutoring has

positive impact on grades

o Weekly tutoring check-in form with

tutor signature required

Home visits

o Focus on students in Purple Zone

o Provide school and outside services to

students/parents

o Research student’s status (should be

dropped or not)

o Find ways/incentives for student to

return

Adding a support counselor is a comprehensive approach occurring throughout the school year. The

support counselor’s main focus is supporting 9th and 10th graders, however there are responsibilities

the counselor has in assessing the effectiveness of the academic intervention on each individual

student. There are four domains that support counselors take into account when assessing program

efficacy. Below is an outline of the domains.

1. Career/College Readiness

Pre/post assessment of student’s understanding of graduation and A-G requirements

2. Academics/Grades

Comparing 2nd quarter grades to 1st, 3rd to 2nd and 1st, 4th to the first three

3. Social/Emotional

Comparing attendance rate weekly, quarterly, by semester, and overall

Comparing behavior log entry volume quarter to quarter

Gauge student’s wellbeing through discussion with student, parent, teachers

4. Engagement/Extra Curricular Activities

Compare tutoring attendance rate quarterly, by semester

Compare extracurricular activity involvement by semester

Edison continues to develop efforts to minimize learning gaps for all students. Interventions that attempt to address the student as a whole is the underlying mission. Edison will continue to build on ideas for supporting at-risk students. Each teacher and teachers working together in ACs also create a multitude of ways to eliminate the achievement gap. There is buy-in from teachers in working with ACs to find different ways to break down a unit to identify areas that will cause confusion or difficulty for students and to scaffold those problematic areas.

SPSA Goal Action #4 specifically addresses Edison’s plan for reducing the D/F rate of students. Edison High School will support students to earn passing grades through a system of monitoring, goal setting, recognizing achievement, in-classroom assistance in challenging courses, tutorial opportunities, guidance, classroom engagement, and response to intervention. By the second semester of 2016-2017 there will be a 5% reduction in the number of students with at least one or more D and/or F from 44.6% to 39% with the greatest declines in grades 9-10, EL (from 67% to 62%), and SPED (53.8% to 48%) populations.

Critical Area for Follow Up #4: Develop consistency among all staff of enforcement of

established policies as they related to dress code violations, personal technology usage

within the educational setting

This has been a challenging endeavor for the entire Edison team due to the current trends in fashion

for adolescents. However, we have worked assiduously since the last WASC visit to implement

42 | P a g e

processes that assist in managing policies addressing dress code and electronic use. Edison has

learned that the most important aspect of maintaining school policies that deal with student

behaviors is consistency. If everyone from administrators, teachers, campus safety personnel, and

parents work collectively to inforce school policies that address dress code and or electronic use the

chances of success increases.

Tardy sweeps have been implemented in order to encourage students to be on time to classes. A

system has been put in place in which an announcement is made and students that are late to classes

receive consequences and phone calls are made home. Tardy sweeps are randomly conducted during

different days of the week and during random periods throughout the course of the day. The period

selected for sweeps is usually based on attendance data that indicates high tardy rates or by

observation of students being tardy for a given class period.

Faculty members have shared strategies that have proven to be successful in minimizing non-

academic use of electronics in the classroom. One strategy adopted by Edison is displaying a phone

usage poster in the classroom. Posters have been created around appropriate levels of technology

use in the classroom. They have been distributed to teachers and were discussed with staff members

in order to create a uniform system across the school. The levels are identified by number and

indicate for students what is permissible in classes in terms of electronic device usage. We have

provided trainings on how to engage students in the classroom using technology. This policy has

allowed teachers to be able to integrate technology into their courses appropriately, while also

providing consistent communication of expectations around the use of electronic devices.

The policy for dress codes is to have students report to the re-engagement center to change out the

infraction and return to classes. Shirts have been donated to be able to allow students to change into

when appropriate. If it is not correctable, phone calls are made home to determine next steps. Dress

code policy and procedure has been discussed with staff in meetings as well as creating a system for

dress code sweeps that are intentionally focused and announced to have teachers in individual

buildings identify and send students that are out of dress code to change the infractions. School

messengers and announcements are also sent out reminding students of the dress code elements

specifically being noticed and addressed.

A student handbook has been developed that states school-wide expectations for behavior,

including dress code, attendance, technology usage, and behavioral expectations in common areas of

campus. The handbook has been posted online on the school website and is referenced in the first

class meeting of the year across the campus. In addition, teachers have a syllabus that includes their

classroom expectations and policies, and a copy has been retained in the re-engagement center

where students report when they are sent out of class for behavior. This way, there is more

consistency in upholding classroom expectations.

43 | P a g e

Edison is committed to developing school policies around school culture that reinforce appropriate

behaviors for school success. Each new year we give much thought and time to implementing dress

code, tardy, and electronic use policies that address the needs of our students. Again, it is important

to restate that although dress code and technology policies are challenging, the consistency of

enforcing such policies is key.

Critical Area for Follow Up #5: Utilization by all teachers of a variety of effective researched-

based instructional strategies to ensure engagement of all students in the learning process.

Over the course of the last three years, Edison has kept a focus on what is best for students, and

attention hasn’t swayed from emphasizing the need to implement effective engagement strategies

that facilitate student understanding of subject matter. The WASC report identified five critical areas

for follow up with significant impact on student achievement that needed immediate attention. Site

administrators, teacher leads, and faculty worked together in collaboration to address the areas for

follow up, creating a precise plan. Due to the many changes occurring in education at the state and

federal levels, with the adoption of the CCSS and the CAASPP, the leadership teams at Edison

didn’t want to overwhelm teachers with too much change. The PL plan for this year included a

focus on developing effective CFU strategies, which was called out by WASC as a critical area for

follow up, building writing strategies to reinforce literacy across curriculum and devoting time to

learning about the district’s common assessment tool for ELA and Math. The expectation is that

ACs review curriculum, share academic calendars, and develop common lesson activities and

assessments. ACs were developing their capacity to truly function as learning communities.

Consistent monitoring and communication needs to be established as we moved into an era of

learning how to work more productively together.

In 2015-16, Edison knew that building positive relationships in order to effectively work together

was going to be essential for accountable community work. As the start of the school year was

approaching, communication went out to staff asking that all meetings (Lead teacher, Department,

AC, Admin, Management, whole faculty, Department Chair) begin with an “ice breaker” and

“getting to know you” activities. The activities didn’t have to be long, however it was important to

spend time getting to know people the staff work with on a day-to-day basis. The purpose was to

build a culture for learning and to set a foundation for the real work ahead of increasing student

achievement. Professional Learning for teachers in 2015-16 was redesigned by the Instructional

Leadership Team with a focus centered on student engagement. The goal was to foster a culture of

learning with high expectations by goal-setting, collaborating, reflecting, and taking responsibility in

order to enhance instructional practices and increase student achievement. With feedback and

collaboration with teachers, the ILT identified topics for professional learning that would focus on

student engagement as the underlining theme. The topics included:

Cooperative Structures

44 | P a g e

Mathematical Practices

Checking for Understanding

Classroom Literacy (reading, writing, speaking, and listening)

Effective Classroom Environments

Technology

Critical Thinking

The ILT also wanted to provide teachers with an opportunity to select the types of professional

learning most interesting to them. Thus, PL would be delivered through a workshop format in

which a teacher could register for the workshop they were most interested in. Edison teachers were

preferred presenters for such workshops, since the belief of ILT is to build capacity in teacher

leadership and learn from one another. ILT organized three workshops per PL session and teachers

had choice of which one to attend during the PL session. Twelve workshops were completed in

2015-16 and all were focused either directly or indirectly on effective student engagement strategies.

ILT made certain that engagement was understood as something that lives throughout all learning

environments.

How do we engage students in cooperative structures where time is devoted to discussion

about content learning?

How can using mathematical practices engage students in learning math skills and concepts?

What student engagement strategies help support literacy development?

Knowing that CAASPP is web-based and requires basic knowledge of computers skills, how

are we going to engage students in technology that prepares students for this type of digital

test?

How do we engage students in rigorous activities that require students to think critically?

How do we implement CFU strategies that engage students in processing learning and

requires them to communicate their understanding of subject matter?

These were a few questions that were routinely discussed as we planned and organized workshops

for PL.

Edison Region Principals (the region includes seven elementary schools, two middle schools, and

one high school) decided to address writing by developing a regional school-wide write (SWW) to

assess student writing. This was new for the Edison region. In fact, Edison had not experience a

regional approach of this nature where teachers were going to assess the writing skills of elementary

to high school age students. Administrators and lead teachers from all ten schools met together in

developing a common formative assessment from start to finish. The experience showed us a need

to reinforce literacy skill development. It taught all participants the importance of vertical

articulation around literacy expectations, how collaboration and healthy debate builds understanding

around writing standards, prompts, and rubrics, and it forced accountable communities to discuss

45 | P a g e

how subjects outside of English address literacy development across all curricular areas to improve

writing, reading, listening, and speaking. Although much feedback was around improving the

operational piece, many teachers were pleased with the overall experience and were determined to

figure out how to implement instructional strategies that support students in writing across all

subject matter.

Currently in 2016-17, Edison is focused on building teacher leadership and supporting the work of

professional learning communities. It’s always about building instructional practice that meets the

learning needs of all students at Edison High School. The emphasis is to grow as professional

educators, increase the productivity of teacher teams through collaboration, reflection, accountability

and data analysis, and approach work with a growth mindset. We continue to progress in developing

and utilizing effective instructional strategies, implementing appropriate checking for understanding

strategies, and developing consistency around school policies for electronic use and dress code. The

ILT is organizing PL workshops, working on building understanding around CFUs, and supporting

accountable community work. We are still building our knowledge about formative assessments

using the book Learning by Doing as a reference guide and attending district lead teacher meetings.

Edison teachers participated in district trainings that incorporated coaches and outside personnel

that presented research based methods (Solution Tree, Instructional Coaches, Buyback

Presentations from private sector participants). Topics considered for workshops included effective

instructional strategies for CFU, student engagement strategies, developing formative assessments,

using technology, interventions and acceleration support for students and literacy development.

During the first semester ILT offered three workshops: Engaging students using “Formative App,”

Implementing “Mix” to engage students, and engaging students through Microsoft Classroom.

The ILT planned twelve PL workshops for the school year 2016-17.

FUSD expects all sites to adopt the Instructional Practice Guide (IPG) and provides regular

professional learning on the functionality of the IPG for teachers and administrators. Understanding

instruction and creating a common language in terms of how instruction is observed for classroom

walk-throughs creates consistency across the system. The purpose of the IPG tool is for calibration

so everyone is on the same page, speaking the same language, and identifying similar effective

instructional strategies. Teachers learn what instruction looks like from having a basic understanding

of what supervisors are looking for when conducting a classroom walk-through. The California

Standards for the Teaching Profession (CSTP) identifies the standard for instruction, and teachers

are rated whether they demonstrate expertise, meet the standard, are growth expected, or do not

meet standards during the teacher evaluation process. The CSTPs are embed throughout the IPG.

The IPG tenets are:

Culture for Learning

o High expectations, sense of urgency, engaged in the work of the lesson

46 | P a g e

Challenging Content

o High quality text

o Address content/CCSS standards, use of textual evidence, build knowledge

o Aligned to reading standards, frequent use of CFU, address foundational skills for

reading and practicing writing

Ownership

o Students are responsible for doing the thinking

Addressing every student’s need

o Differentiation and addressing learning gaps

Improving everyday

o Students demonstrating their understanding

Site administrators are scheduled to walk classrooms on a weekly basis and are incorporating the

IPG when walking classroom for calibration purposes as well. ILT in collaboration with teachers

and administrators are working on being consistent in the manner in which observation data is

communicated on a regular basis with faculty. Vice principals provide face-to-face feedback to

teachers after every classroom walk-through that exceeds 10 minutes. Being in classrooms regularly,

observing instruction, reinforces the use of researched-based instructional practices. Currently, the

work around common formative assessments, communication of observation data, understanding

the uses of CFU strategies, and team work are areas that Edison is building on to improve consistent

implementation of effective instructional strategies within the classroom.

47 | P a g e

Chapter V

School-wide Action Plan Refinements

On a yearly basis the faculty and administrative team at Edison High School engages in a reflective

process utilizing the Cycle of Continuous Improvement (CCI), which includes the five elements

plan, implement, assess, reflect, and revise, as a protocol for analyzing progress towards established

SPSA goals. The thought process that occurs during the yearly development of the SPSA is the same

process followed in our efforts to determine the specific refinements to the 2013-14 Action Plan.

The 2013-14 Action Plan Critical Areas include:

Culture of Success

Campus Culture and Traditions

Intentional Instruction of Thinking Skills or Metacognitive Skills

CCSS and Math Instruction

During the yearly process of developing the SPSA, for the last three years, the critical areas of follow

up identified in the 2013-14 self-study have been the areas of continued focus. Communication with

faculty, ACs and departments emphasized the urgency of addressing the feedback provided by

WASC. The faculty and administrative team have worked together to review progress and actions of

the WASC critical areas for follow-up. The developmental process requires administrators, lead

teacher groups, faculty members, students, parents, and community members to meet collaboratively

in different spaces throughout the developmental process. The work of all stakeholders plays a

critical role in identifying needs and successes that inform the development of the SPSA. Ten action

items were established for the current 2016-17 SPSA as a result of utilizing the CCI process. The

cycle of continuous improvement is on-going, affording opportunities to make appropriate “on the

spot” changes based on evidence and proper protocols. Once the SPSA is drafted and approved by

School Site Council, preparation to implement the identified actions ensues. Action steps are

assigned to vice principals, lead teachers, the campus culture director, counselors, department chairs,

and/or all stakeholders for more detailed action planning and coordination. Faculty and

administrative team members are all regularly engaged in one or more meeting groups where the

actions are reviewed. Meeting groups include administrative, management, department chair, all-

faculty, and teacher leadership.

The updated Action Plan for Edison High School:

B. Action Plan

48 | P a g e

Domain 1. Academic –

Performance/Growth/

Completion/Retention/Graduation

Rates

2.

Social/Emotional

-

Absenteeism/Suspension/

Expulsion Rates

3. Culture/Climate -

Student/Parent

Engagement/SPED

Identification/

ELL Re-designation Rates

Action # 1

Detail the action: Edison will provide a three-tiered approach to literacy support for

students. Tier One will include a focus on common core literacy skills in every

classroom through professional learning and school wide literacy initiatives. Tier Two

will be opportunities for strategic grouping, technology resources, PLUS, and co-

teaching. Tier 3 will include tutoring services, technology resources, PLUS, and

deployment.

SQII Element: 5926 ELA SBAC, 6142 ELA SBAC

SQII Sub-element(s): 430 Early Assessment Program,

431 Early Assessment

Program for college level

English, 587, 3714 on-track

annual growth on the most

recent DRP, 4013 did not

demonstrate on-track annual

growth on the most recent

DRP, 4014 declined on the

most recent DRP

Site Growth

Target:

69.73% &

40%

Vendor (contracted

services)

New Action On-going Reasoning: Data Research- based Local

Knowledge/Context

Write a SMART Goal to address each data point: By June 2017 the ELA CAASPP results will show a 5% improvement in students scoring Standard Met or Standard

Exceeded level from 64.73% to 69.73%, and correlating EAP score of students scoring ready on the Early Assessment

Program for college level English from a 35.40% to 40%.

Explain the Progress Monitoring using the Cycle of Continuous

Improvement model: (Include all interim monitoring evidence points

showing impact)

Student Results in the following: 2017 CAASSP scores, 2017 EAP

Results, Fall/Spring DRP Scores, CELDT scores and re-designation

rates, Interim Assessment results,

CELDT scores/Re-designation rates

Parent meeting sign-in lists, parent communication tools (website,

school messenger, letters), master calendar of parent meetings

Instructional Practice Guide data

Orders for materials, supplies, technology placed

Attendance at tutorial and students qualifying for incentives

Staff Calendar including professional learning developed and shared

with staff

Owner(s)

Librarian

VP

Aquino

VP

Munoz

Assigned

counselor

for

targeted

groups

Principal

Head

Counselor

Timeline

VP, AC Leads,

Counselor, EL

Team, and Plus

Teachers

Ongoing/Weekly

Principal 3x a year

Principal/Head

Counselor June,

August, December,

April

X X X

X

X

49 | P a g e

Monitoring master schedule to support identified students needing

additional support

AC agendas and products (common lesson/assessments) created

demonstrating attention to literacy, data analysis, and focus standards

AC

Leads, EL

Team,

and Plus

Teachers

Explain the Targeted Actions for Parent Involvement (required by Title I):

Parent communication to inform parents the importance of CAASSP and EAP

Parent communication and meetings including back to school night and showcase to provide parents with tools to

help their student achieve academic success

An annual calendar listing parent meetings will be distributed at the beginning of the school year and will be

posted in school messengers and on the school website presenting information about students. performance

(CAASPP, EAP, CELDT, DRP, Interim Assessments, grades) as well as upcoming events

Parent education offered through Parent University classes provided by the district office.

Describe related professional learning:

Training for teachers using interim assessment and formative assessment tools to develop instructional strategies

that build literacy skills

Common school-wide professional read that incorporate topics that address best instructional practices centered on

student literacy

Staff calendar will be created to support CCI with all staff and ACs including training on how to analyze

CAASPP, EAP, CELDT, DRP, and interim assessment results

ILT Professional Learning regarding Literacy Development. Multiple opportunities will be provided for staff to

select from a menu of professional learning opportunities based on their needs and inquiry questions. Sessions

will primarily be focused on instructional strategies and taught by site colleagues

Vertical collaboration with secondary regional team focused on literacy

Staff collaboration and planning for literacy in all subject areas in accountable communities by adopting literacy

standards based on identified common student needs in their specific content area.

Instructional Coach support for teachers

Opportunities for continued off-site learning for representatives from departments, including conferences and AP

workshops, in order to increase engagement in learning

Describe direct instructional services to students, including materials and supplies required (curriculum and

instruction):

Students in class will receive instruction that is aligned to CCSS. Materials and supplies will support teacher

implementation of CCSS, including library databases, classroom technology (hardware/software), and

subscriptions.

Master schedule developed strategically to maximize support to students in grades 9-11th, and provided additional peer support in 9th and 10th grade classes from 12th grade students who can take peer helpers

Target and monitor afterschool tutorial for Tier 2/3 students

Update and refresh technology and software to increase technology literacy and exposure for students (i.e.

navigating user interface)

Recognition and incentive programs for students who consistently attend tutorial and demonstrate academic

success and improvement

Specify additional targeted actions for EL students:

50 | P a g e

Provide BRCA (bilingual resource counseling assistance) to support parent education and translation

Use Peer helpers strategically in courses where EL students are concentrated

Team of EL teachers with a case management groups of EL learners to monitor academic progress and attendance

in afterschool tutorial

Domain 1. Academic –

Performance/Growth/

Completion/Retention/Graduation

Rates

2.

Social/Emotional

-

Absenteeism/Suspension/

Expulsion Rates

3. Culture/Climate -

Student/Parent

Engagement/SPED

Identification/

ELL Re-designation Rates

Action # 2

Detail the action: Edison will provide a three-tiered approach to math support for

students. Tier One will include a focus on common core math skills in every math

classroom through professional learning and collaboration. Tier Two will be

opportunities for strategic grouping, technology resources, PLUS, and co-teaching. Tier

3 will include tutoring services, technology resources, PLUS, and deployment.

SQII Element: #6169 math SBAC SQII Sub-element(s): 2048 scoring 'Ready' on the Early

Assessment Program for

college level Math, 2049 scoring 'conditionally ready'

on the Early Assessment

Program for college level

Math, 5876 scoring 'not

ready' on the Early

Assessment Program for

college level Math

Site Growth

Target: 41%

& 15%

Vendor (contracted

services)

Khan Academy,

Illuminate, Newly

Adopted Math Text

Resources (company to

be determined)

New Action On-going Reasoning: Data Research- based Local

Knowledge/Context

Write a SMART Goal to address each data point: By June 2017 the Math CAASPP results will show a 3% improvement in students scoring Standard Met or Standard

Exceeded level from 38.28% to 41.28%, and correlating EAP score of students scoring ready on the Early Assessment

Program for college level math from a 12.63% to 15.63%.

Explain the Progress Monitoring using the Cycle of Continuous

Improvement model: (Include all interim monitoring evidence points

showing impact)

Student Results in the following: 2017 CAASSP scores, 2017 EAP

results, and Interim Assessment results

Parent meeting sign-in lists, parent communication tools (website,

school messenger, letters), master calendar of parent meetings

Orders for materials, supplies, technology placed

Instructional Practice Guide data

Attendance at tutorial and students qualifying for incentives

Owner(s)

Librarian

VP

Berrett

VP

Munoz

Assigned

counselor

for

Timeline

VP, AC Leads,

Counselor, EL

Team, and Plus

Teachers

Ongoing/Weekly

Principal 3x a year

Principal/Head

Counselor June,

August, December,

April

X

X X X X

51 | P a g e

Staff Calendar including professional learning developed and shared

with staff

Monitoring master schedule to support identified students needing

additional support

AC agendas and products (common lesson/assessments) created

demonstrating attention to literacy, data analysis, and focus standards

targeted

groups

Principal

Head

Counselor

AC

Leads, EL

Team,

and Plus

Teachers

Explain the Targeted Actions for Parent Involvement (required by Title I):

Parent communication to inform parents the importance of CAASSP and EAP

Parent communication and meetings including back to school night and showcase to provide parents with tools to

help their student achieve academic success

An annual calendar listing parent meetings will be distributed at the beginning of the school year and will be

posted in school messengers and on the school website presenting information about students. performance

(CAASPP, EAP, CELDT, DRP, Interim Assessments, grades) as well as upcoming events

Parent education offered through Parent University classes provided by the district office and biweekly coffee hour

facilitated by BRCAs to connect family to resources that students many needs

Describe related professional learning:

Training for teachers using interim assessment and formative assessment tools to develop instructional strategies

that build math skills

Staff calendar will be created to support CCI with all staff and ACs including training on how to analyze

CAASPP, EAP, CELDT, DRP, and interim assessment results

Math leads will create multiple opportunities to provide professional development for math teachers to incorporate

math literacy and instructional strategies in the math classroom to increase focus, coherence, and rigor in

mathematics

Plus, teacher support in the algebra classrooms to help provide acceleration or remediation

Opportunities for continued off-site learning for representatives from departments, including conferences and AP

workshops, in order to increase engagement in learning

Describe direct instructional services to students, including materials and supplies required (curriculum and

instruction):

Students in class will receive instruction that is aligned to CCSS. Materials and supplies will support teacher

implementation of CCSS, including library databases, classroom technology (hardware/software), and

subscriptions.

Master schedule developed strategically to maximize support to students in grades 9-11th, and provided additional peer support in 9th and 10th grade classes from 12th grade students who can take peer helpers

Target and monitor afterschool tutorial for Tier 2/3 students

Update and refresh technology and software to increase technology literacy and exposure for students (i.e.

navigating user interface)

Recognition and incentive programs for students who consistently attend tutorial and demonstrate academic

success and improvement

52 | P a g e

Specify additional targeted actions for EL students:

Provide BRCA (bilingual resource counseling assistance) to support parent education and translation

Use Peer helpers strategically in courses where EL students are concentrated

Team of EL teachers with a case management groups of EL learners to monitor academic progress and attendance

in afterschool tutorial

Domain 1. Academic –

Performance/Growth/

Completion/Retention/Graduation

Rates

2.

Social/Emotional

-

Absenteeism/Suspension/

Expulsion Rates

3. Culture/Climate -

Student/Parent

Engagement/SPED

Identification/

ELL Re-designation Rates

Action # 3

Detail the action: Edison will improve English Learner re-designation rates by

providing a three tiered supports for English Learners that build literacy skills in

alignment to the Common Core State Standards for ELD and ELA/Literacy. Tier 1 will

include staff providing instruction in all curricular areas that require students to engage

in complex text, write regularly, and academic discourse. Staff will be able to identify

EL students and students will be appropriately scheduled and grouped. Tier 2 supports

include English Learner conferences, and individual and group chats based on

performance levels of the CELDT and DRP results. Tier 3 supports include a creation of

an English Learner support team that have responsibilities for targeted English Learner

students that are struggling academically.

SQII Element: #5968 meeting borderline

criteria for re-designation at the end of

spring semester and are re-designated

within 365 days

SQII Sub-element(s):#4020 English Learner students who

demonstrated growth on the

most recent CELDT, 6017 English Learner students who

demonstrated expected

growth on the most recent

academic and language

assessments, 5990 English

Learner 1st-12th grade

students who meet borderline

eligibility criteria, 4774 Long

Term English Learner

students re-designated, 3714 demonstrated on-track annual

growth on the most recent

DRP

Site Growth

Target: 23%

Vendor (contracted

services)

Researching software to

support literacy

development for EL

students

New Action On-going Reasoning: Data Research-based Local

Knowledge/Context

Write a SMART Goal to address each data point:

In 2016-2017, the percentage of students that are identified as borderline criteria for re-designation that are re-

designated within 365 days will increase 10% for an overall 23.88% rate.

X

X

X

53 | P a g e

Explain the Progress Monitoring using the Cycle of Continuous

Improvement model: (Include all interim monitoring evidence points

showing impact)

CELDT Score and performance levels and DRP scores

Re-designation Rates

Classroom walk-throughs and observations

Orders for materials, supplies, technology placed

Attendance at tutorial and students qualifying for incentives

Staff Calendar including professional learning developed and shared

with staff with an emphasis on EL support

Monitoring master schedule to support identified students needing

additional support

Ongoing data/monitoring of targeted EL students in Tier 3.

Owner(s)

VP

Munoz

VP

Aquino

EL

Teacher

Team

Head

Counselor

Principal

Timeline

VP October 2016

and on-going

throughout the year

4 cycles for re-

designation

VP, EL Team, and

Plus Teachers

Ongoing/Weekly

Principal/Head

Counselor June,

August, December,

April

Explain the Targeted Actions for Parent Involvement (required by Title I):

Biweekly coffee hours and ELAC to inform parents of CELDT and re-designation rates and criteria.

An annual calendar listing parent meetings will be distributed at the beginning of the school year and will be

posted in school messengers and on the school website presenting information about students. performance

(CAASPP, EAP, CELDT, DRP, Interim Assessments, grades) as well as upcoming events

Parent education offered through Parent University classes provided by the district office and biweekly coffee

hour facilitated by BRCAs to connect family to resources that students many needs and strategies to support

student learning

Describe related professional learning:

ELD teachers will participate in a site sponsored ELD PL focusing on curriculum and instruction.

Menu of professional learning includes targets and scaffolds for EL learners

Provide PL for teachers for EL awareness and ATLAS access to EL data and use EL Goal Setting Report to

identify and target students and understand all EL students’ instructional needs

Professional Learning on how to conduct CELDT Chats.

Teachers will attend training to administer the CELDT/ or parts of the CELDT.

In-services for EL site representative

Describe direct instructional services to students, including materials and supplies required (curriculum and

instruction):

Teacher & Counseling CELDT Chats Levels 1-5 Goal setting.

Level 4s/5s Group CELDT Chats Teacher/Admin. Goal setting

CELDT Test administration

EL students will receive instruction that incorporates strategies that support academic language and cognitive

content goals in every lesson

English Learner Support Team – assigns a case manager for EL students that are struggling academically.

After school tutorials as well as mandated tutorials for EL students that are struggling academically.

Create a celebration activity to recognize students who have achieved re-designation

Specify additional targeted actions for EL students:

54 | P a g e

Domain 1. Academic –

Performance/Growth/

Completion/Retention/Graduation

Rates

2.

Social/Emotional

-

Absenteeism/Suspension/

Expulsion Rates

3. Culture/Climate -

Student/Parent

Engagement/SPED

Identification/

ELL Re-designation Rates

Action # 4

Detail the action: Edison High School will support students to earn passing grades

through a system of monitoring, goal setting, recognizing achievement, in-classroom

assistance in challenging courses, tutorial opportunities, guidance, classroom

engagement, and response to intervention.

SQII Element: Static Report “2014-15

Semester 2 Ds and Fs Report”, WASC

Critical Area for Follow-up #2 Explore,

Identify, and formalize a school-wide

system of checking for understanding of

non-volunteers. #3 Continue to identify,

formalize and embed within the

instructional day effective interventions

for academically at risk students. And #5 Utilization by all teachers of a variety of

effective researched based instructional

strategies to ensure engagement of all

students in the learning process.

SQII Sub-element(s): 4008 students with a D/F in

semester 1 in their current

reading or ELA class, 3740 students with a D or lower in

their current ELA class who

had a C or higher in the

previous year, 3960 10th-12th

grade Expanded Learning

Summer Program participants

who received a C or higher in

their home school ELA class

and have received a D or

lower in their current ELA

class at semester 1, 3964 10th-12th grade Expanded

Learning Summer Program

participants who received a C

or higher in their home school

math class and have received

a D or lower in their current

math class at semester 1,

4762 students with a D/F in

semester 2 in their current

math class, 3743 students

with a D or F in their current

math class who had a C or

higher in their previous year

Site Growth

Target: 39%

Vendor (contracted

services)

New Action On-going Reasoning: Data Research-based Local

Knowledge/Context

Write a SMART Goal to address each data point: By 2016-2017 2nd semester there will be a 5% reduction in the number of students with at least one or more Ds and Fs from 44.6% to 39% with the greatest declines in grades 9-10, EL (from 67% to 62%), and SPED (53.8% to 48%) populations.

X X

X

X

55 | P a g e

Explain the Progress Monitoring using the Cycle of Continuous

Improvement model: (Include all interim monitoring evidence points

showing impact)

ATLAS—Distribution of Grades reports reviewed and analyzed at

each progress report

SQII Beta Tool analyzed at end of each term

Supervisor Gradebook Chats with Teachers and targeted Accountable

communities

Classroom Walkthroughs

Orders for materials, supplies, technology placed

Staff calendar including professional learning developed and shared

with staff

Monitoring of master schedule to support identified student needs

Counselor letters, meetings scheduled for targeted students

Instructional Practice Guide data

Accountable Community agendas and created products demonstrating

attention to intervention and support

Attendance in afterschool programs and monitored by after school

teacher teams supporting struggling students

Owner(s)

Vice

Principals

Head

Counselor

AC Leads

After

school

teacher

leads

Timeline

VPs--Weekly

classroom walk-

throughs, progress

grade report

timelines, on-going

communication

with teachers and

ACs

Weekly monitoring

by counselor and

after school leads

Principal/Head

Counselor June,

August, December,

April

Explain the Targeted Actions for Parent Involvement (required by Title I):

Communication and meetings for parents of students who are struggling academically with a three tiered response

for counseling intervention that includes school messenger and letter home, counseling meeting with student, and

SST with student and teachers

Provide a Back to School Night and Spring Showcase for parents to review teachers ‘classroom academic and

behavior expectations, increase awareness and participation in EduText.

By weekly parent meetings Block E/Hmong addressing topics like ATLAS A-G requirements & services provided

by the school.

Regular ELAC meeting

Describe related professional learning:

ILT Professional Learning regarding Literacy Development. Multiple opportunities will be provided for staff to

select from a menu of professional learning opportunities based on their needs and inquiry questions. Sessions

will primarily be focused on instructional strategies and taught by site colleagues. PL Workshops will incorporate

literacy/EL strategies, engagement strategies (Climate and Culture), system and strategies for CFU, and

assessment development tools

ACs will develop frequent common formative assessments, evaluate student performance, and share instructional

practices

9th grade team including PLUS and 9th grade counselors will meet regularly to monitor student progress, develop

common strategies, and review effects of implementation.

Opportunities for continued off-site learning for representatives from departments, including restorative practices,

CHAMPS, co-teaching, CCSS, text adoption, and conferences.

56 | P a g e

Staff will be provided with grade data about students at regular intervals, with process for determining action

steps.

Describe direct instructional services to students, including materials and supplies required (curriculum and

instruction):

Support counselor targeting students high risk of failing

Counselor communication, monitoring, and coordination of student and parent meetings

PLUS Teachers, working with students to set goals and reflections

After School Lead Teachers will monitor a caseload of students at the 9th and 10th grade

Increased exposure to effective teaching strategies in the classroom including more types of checks for

understanding that drive instruction and increased effective use of cooperative group structures.

Tutoring and pullout support for students who are at risk of failing

Access to technology in order to improve research and learning as well as to monitor student performance and

grades.

Attendance Specialist chats with students exhibiting poor attendance and grades

Recognition and incentive programs for students who do well and/or show improvement

ACCESS and APEX within the school day and after school for credit recovery

Support in the classroom and through pull out from PLUS teachers targeting 9th grade

Specify additional targeted actions for EL students:

Pull out support for students who qualify per grade report in ELA or math for 9-10 grade

EL team managing caseload of EL students with Ds & Fs mandatory after school tutorials

Domain 1. Academic –

Performance/Growth/

Completion/Retention/Graduation

Rates

2.

Social/Emotional

-

Absenteeism/Suspension/

Expulsion Rates

3. Culture/Climate -

Student/Parent

Engagement/SPED

Identification/

ELL Re-designation Rates

Action # 5

Detail the action: Edison High School will provide a response to intervention approach

for student support in AP courses. Tier 1 services will include a curriculum designed

and focused on the AP course and exam. The course syllabus will be approved by the

College Board. In all AP courses students will learn strategies for approaching the AP

test and teachers will develop common frequent assessments aligned to the test. Tier 2

students will be provided with afterschool, lunch time tutorial, and study sessions to

prep for the exam. Tier 3 students will include opportunities for deployment particularly

in AP Human Geography and AP European History, tutorial, and technology resources

with an emphasis on EL students.

SQII Element: 5940 10th-12th grade

students who meet the AP Eligibility Pool

Criteria who were appropriately placed in

AP course(s), complete the AP course(s),

take the corresponding AP exam(s), and

pass AP course exam(s) with 3 or higher,

SQII Sub-element(s): 5936, 10th-12th grade students who

meet the AP Eligibility Pool

Criteria 5937 10th-12th grade

students who meet the AP

Eligibility Pool Criteria and

Site

Growth

Target:

34.02%

Vendor (contracted

services)

Shmoop, Khan Academy

X

57 | P a g e

plus 9th grade students enrolled in AP

Human Geography, complete the AP

course, take the corresponding AP exam,

and pass AP course with a 3 or higher

are appropriately placed in AP

course(s) in the current year

Numerator: Number of 10th-

12th grade students who meet

the AP Eligibility Pool

Criteria and are appropriately

placed in AP course(s) in the

current year, 5938 10th-12th

grade students who meet the

AP Eligibility Pool Criteria

who were appropriately

placed in AP course(s), and

completed the course(s) in the

current year, plus 9th grade

students enrolled in AP

Human Geography and

completed the course in the

current year, 5939 10th-12th

grade students who meet the

AP Eligibility Pool Criteria

who were appropriately

placed in AP course(s),

complete the AP course(s)

and take the corresponding

AP exam(s), plus 9th grade

students enrolled in AP

Human Geography, complete

the AP course, and take the

corresponding AP exam

New Action On-going Reasoning: Data Research- based Local

Knowledge/Context

Write a SMART Goal to address each data point:

By June 2017 there will be a 5% increase in the number of students who receive a 3 or higher on an AP exam from 29.02%to 34.02%. Explain the Progress Monitoring using the Cycle of Continuous

Improvement model: (Include all interim monitoring evidence points

showing impact)

Annual review of AP Pass rates

Appropriate student selection and placement

Annual review of AP course completion rates (Semester 1 and 2)

Evaluation of the number of students participating in AP exams

annually

Common Formative Assessments generated

Instructional Practice Guide data

Data on software usage

Afterschool and lunch tutorial schedule and attendance

Owner(s)

Principal

Vice

Principals

AP

Teachers

AP

Teacher

Leads

Head

Counselor

Counselors

Timeline

VPs--Weekly

classroom walk-

throughs, on-going

communication with

AP teachers

Weekly monitoring by

counselor and after

school leads

Principal/Head

Counselor June,

X X X

58 | P a g e

August, December,

April

Explain the Targeted Actions for Parent Involvement (required by Title I):

Back to School Night information delivered to parents regarding expectations for AP courses

Coffee hour conversations with parents including chats regarding AP courses

Communication via letters and school messenger for parents of students enrolled in AP courses

Describe related professional learning:

ILT Professional Learning regarding Literacy Development. Multiple opportunities will be provided for staff to

select from a menu of professional learning opportunities based on their needs and inquiry questions. Sessions

will primarily be focused on instructional strategies and taught by site colleagues. PL Workshops will incorporate

literacy/EL strategies, engagement strategies (Climate and Culture), system and strategies for CFU, and

assessment development tools

Accountable community time weekly to collaborate and design common assessments and lessons to improve

critical thinking among students to prepare them for AP exams.

Counselor(s) attends AP training to prepare for exam administration

District trainings for counselors in AP eligibility criteria and placement (master scheduling).

Opportunities for continued off-site learning for representatives from departments, including conferences and AP

workshops, in order to increase engagement in learning

Describe direct instructional services to students, including materials and supplies required (curriculum and

instruction):

Students in class will receive instruction that is aligned to AP Course and Exam. Materials and supplies will

support teacher implementation of AP curriculum, including library databases, classroom technology

(hardware/software), and subscriptions.

AP study sessions are offered to students in order to improve successful pass rates and testing strategies

Extended learning opportunities to expose students to related skills and concepts to their AP course (i.e. fieldtrips,

guest speakers, etc.)

Subsidize AP exams for students in order to make them financially accessible

Counselors work with students to identify selection for AP courses based on AP eligibility criteria for placement.

Master schedule developed strategically to maximize student enrollment based on AP eligibility criteria for

placement

Target and monitor afterschool tutorial for Tier 2/3 students

Update and refresh technology and software to increase technology literacy and exposure for students (i.e.

navigating user interface)

Recognition and incentive programs for students who consistently attend tutorial and demonstrate academic

success and improvement

Specify additional targeted actions for EL students:

Deployment support for students who qualify based on Borderline qualifications

AP Lead Teacher team managing caseload of EL students attendance in afterschool and lunch tutorial, and study

sessions

59 | P a g e

Domain 1. Academic –

Performance/Growth/

Completion/Retention/Graduation

Rates

2.

Social/Emotional

-

Absenteeism/Suspension/

Expulsion Rates

3. Culture/Climate -

Student/Parent

Engagement/SPED

Identification/

ELL Re-designation Rates

Action # 6

Detail the action: Edison High School is committed to using assessments to inform

instruction. Accountable Communities meet weekly using assessments results to

analyze student progress, develop common lessons/assessments, adjust instruction and

compare results of common lessons/assessments. Edison High School lead efforts to

develop a regional approach to improving literacy by implementing a regional formative

assessment.

SQII Element: WASC Critical Area for

Follow-up #2 Explore, Identify, And

formalize a school-wide system of

checking for understanding of non-

volunteers and #5 Utilization by all

teachers of a variety of effective

researched based instructional strategies

to ensure engagement of all students in

the learning process.

SQII Sub-element(s): 5926 students scoring Standard Met

or Standard Exceeded on the

ELA SBAC, 6142 students

scoring Standard Not Met or

Standard Nearly Met on the

ELA SBAC

Site

Growth

Target:

Vendor (contracted services)

New Action On-going Reasoning: Data Research-based Local

Knowledge/Context

Write a SMART Goal to address each data point:

In the Spring of 2014, the Western Association of Schools and Colleges form the California State Department of

Education conducted a Focus on Learning Evaluation. It identified school-wide critical areas for improvement

indicating that Edison High School explore, identify and formalize a school-wide system of checking for

understanding of non-volunteers. In the Spring of 2017, our goal is to have in place a school-wide system of checking

for understanding (CFU) that includes a summative assessment per unit, frequent number of formative assessments for

a unit, and CFU embedded in daily instruction that inform instructional decisions.

Explain the Progress Monitoring using the Cycle of Continuous

Improvement model: (Include all interim monitoring evidence points

showing impact)

Classroom walk-throughs and observations

ILT and AC Teacher Lead collaboration and samples of AC

development of common formative and summative assessments

ILT and AC agenda and minutes

Instructional Practice Guide data

Staff calendar that includes ILT meeting dates and regional

collaboration dates

Quarterly data communication and analysis with faculty

Owner(s)

Principal

Vice

Principals

ILT (AC

Leads)

Timeline

Weekly on-going AC

Collaboration

Biweekly ILT meetings

Post conferences with

teachers

Weekly walk-through

Quarterly data

communication

X X

X

60 | P a g e

Explain the Targeted Actions for Parent Involvement (required by Title I):

Communication to parents about student progress and performance on common assessments

Back to School and Spring Showcase to inform parents of student progress

Coffee Hour for parents to show them how to use Edutext and ATLAS parent portal to monitor student progress

Describe related professional learning:

Instructional Leadership Team creates and documents a system of checking for understand and organizes

professional learning to address strategies related to formative assessments and CFUs

Professional learning for teachers using interim assessment and formative assessment tools

Common school-wide professional read that incorporate topics that address best instructional practices centered on

assessing student understanding

Instructional Leadership Team organizes professional learning centered on how Accountable Communities

examine what students should learn, how they learn it and how to respond when students didn’t learn.

Professional learning focused on instructional planning that incorporates assessment tools to address essential

standards within content specific areas

Describe direct instructional services to students, including materials and supplies required (curriculum and

instruction):

Frequent CFU checking for understanding strategies

Varied CFU strategies that assess student learning, on the spot instructional adjustments and lesson planning.

Intentional student discourse focused on student processing of learning outcomes

Communicate timely feedback of student’s progress toward essential learning

Smooth transitions between lesson activities that connect learning to lesson objectives

Involving students in self-assessment, goal setting and monitoring progress toward learning outcomes

Modeling thinking skills of expected learning results

Specify additional targeted actions for EL students:

10/2 principal strategy to facilitate student processing

Peer learning

Cooperative heterogeneous grouping

Incorporating ELD standards

Domain 1. Academic –

Performance/Growth/

Completion/Retention/Graduation

Rates

2.

Social/Emotional -

Absenteeism/Suspension/

Expulsion Rates

3. Culture/Climate -

Student/Parent

Engagement/SPED

Identification/

ELL Re-designation Rates

Action # 7

Detail the action: Edison High School is committed to improving the average daily

attendance of students. Research data indicates a direct correlation between attendance

rates and students’ performance. Edison High School will implement a comprehensive

attendance management program to improve student attendance and increase student

achievement. Administrators, teachers, counselors, resource counseling assistants,

X

61 | P a g e

attendance clerks and Child Welfare & Attendance Specialist work collaboratively to

support the improvement of student attendance.

SQII Element: 5942 students who are

chronically absent (attendance rate of

90% or less)

SQII Sub-element(s): 3803 absences with no reason code

entered within 48 hours, 6330 students who are chronically

absent and have documented

evidence of an appropriate

attendance intervention, 2726

students who are currently

meeting the EIIS at-risk

attendance criteria (red and

purple zones) EIIS Criteria

and WASC Critical Area for

Follow-up #5 Utilization by

all teachers of a variety of

effective researched based

instructional strategies to

ensure engagement of all

students in the learning

process.

Site Growth

Target: 7.08%

Vendor (contracted

services)

New Action On-going Reasoning: Data Research-based Local

Knowledge/Context

Write a SMART Goal to address each data point:

By June of 2017 there will be a 1% decrease of students that are in the “chronically absent” category from 8.08% to

7.08%.

Explain the Progress Monitoring using the Cycle of Continuous

Improvement model: (Include all interim monitoring evidence points

showing impact)

Weekly logs of attendance monitoring and intervention and ATLAS

log entry updated with appropriate attendance intervention (6330)

Attendance reason code will be updated daily to increase the present

of students with a reason code (3803)

EduText sign-ups

Agendas and sign-ins from parent meetings

ATLAS daily attendance data

Principal Dash board

PLUS Teacher schedule

Owner(s)

VP Aquino

Resource

Counseling

Assistants

Child

Welfare &

Attendance

Specialist

Attendance

Clerks

Timeline

Daily attendance

reason code

updated

Quarterly &

Annual attendance

rates and grade

reports

Monthly

Attendance

meetings (truancy

letters)

Explain the Targeted Actions for Parent Involvement (required by Title I):

Resource Counseling Assistants, Child Welfare & Attendance Specialist and Attendance Clerks will make phone

calls home, send out attendance letters, and hold attendance meetings and home visitations with parents of students

who have unsatisfactory attendance rate.

Parent communication during parent meetings regarding the importance of daily attendance

Automated notification of student absences by period (EduText and School messenger)

X X

62 | P a g e

District attendance notifications and meetings

Co-Teachers in the classroom to develop relationships and additional support

Describe related professional learning:

Professional learning for clerical personnel to increase accurate attendance taking and parent notification and

tiered response to intervention

All staff will understand the importance of accurate and timely attendance recording and will develop a classroom

process and policy to communicate excessive tardiness and attendance concerns with parents

Attendance Clerks send out daily reminders to teachers to take attendance

All staff will engage in professional learning and AC inquiry to increase engagement lessons and build

relationships with students; Professional learning centered on “growth mindset” and restorative practices to

support and engage struggling students

PLUS teacher collaboration and planning to encourage and increase 9th grade student relationships

Describe direct instructional services to students, including materials and supplies required (curriculum and

instruction):

Support Counselor will provide attendance and academic counseling services for targeted students

Child Welfare and Attendance Specialist meet with students and families to monitor attendance and align

necessary resources

Daily tardy sweeps and after school detention for students with habitual daily tardiness

Afterschool tutorial services to improve Ds & Fs

Phone calls made by teachers to communicate habitual student absences and tardiness

PLUS teachers in the 9th grade ELA and Algebra classes to develop relationships and additional support

Co-Teachers in the classroom to develop relationships and additional support

Specify additional targeted actions for EL students:

EL Support Team meet with targeted students and communicates with parents the effects of student absenteeism

on student performance

Domain 1. Academic –

Performance/Growth/

Completion/Retention/Graduation

Rates

2.

Social/Emotional

-

Absenteeism/Suspension/

Expulsion Rates

3. Culture/Climate -

Student/Parent

Engagement/SPED

Identification/

ELL Re-designation Rates

Action # 8

Detail the action: Edison High School will work to improve overall suspension rates as

well as decrease the number of suspension rates for students who are disproportionately

suspended at greater numbers than other students. Edison High School is one of three

schools piloting a Restorative Practice approach to student discipline. This opportunity

to implement Restorative Practice allows for additional supports for students. The

Climate & Culture Team is leading the work in building systems and processes to

address student discipline.

X

63 | P a g e

SQII Element: 851 suspension incidents

per 100, 4081 African American students

with at least 1 suspension (on-campus and

out of school), 3686 Number and

percentage of Foster Youth students with

1 or more suspensions

SQII Sub-element(s):

1. WASC Critical Area for

Follow-up #3 Explore,

Identify, and formalize a

school-wide system of

checking for understanding

of non-volunteers, #4 Develop consistency among

all staff of enforcement of

established policies as they

related to dress code

violations, personal

technology usage within the

educational setting, etc., and

#5 Utilization by all teachers

of a variety of effective

researched based

instructional strategies to

ensure engagement of all

students in the learning

process.

2. Social Emotional Student

Survey #41; I feel safe in my

school, 42; This school

clearly informs students what

would happen if they break

school rules, 43; Rules in this

school are made clear to

students, 44; Students know

how they are expected to act,

45; Students know what the

rules are., 46; This school

makes it clear how students

are expected to

act, 49; The school rules are

fair, 50; All students are

treated fairly when they break

school rules.

Site Growth

Target:

Overall: 7.48%

AA: 12.53%

FY: 13.86%

Vendor (contracted

services)

New Action On-going Reasoning: Data Research-based Local

Knowledge/Context

Write a SMART Goal to address each data point:

By June 2017 the disproportionality ratio in suspensions for the following groups will decrease:

Overall: there will be a decrease of 2% from 9.48% to 7.48%

African-American: there will be a decrease of 4% from 17.53% to 12.53%

X X

64 | P a g e

Foster Youth: there will be a decrease of 5% from 18.86% to 13.86%

Explain the Progress Monitoring using the Cycle of Continuous

Improvement model: (Include all interim monitoring evidence points

showing impact)

Climate and Culture We Act lessons, all staff PL products, agendas,

and minutes

Calendar and logs of Child Welfare Specialist, BRCAs, and RCA

SEL Survey results

Suspension results

Staff/Student survey results

Daily discipline referrals/Re-engagement student logs

Classroom walkthroughs and CSTP 1 and 2 observations

Owner(s)

VP Berrett

Restorative

Practice

Team

(TSA,

RCA, and

RP

Counselor)

Principal

Climate

and

Culture

Team

Timeline

Quarterly review of

suspension data

On-going

throughout the

school year

Daily

reengagement

center attendance

Weekly VP review

on chronic REC

attendance

Explain the Targeted Actions for Parent Involvement (required by Title I):

Parent information provided at ELAC and Coffee hour meetings to address the levels of discipline process,

information about support services for students and provide additional information on how parents can help

support their student at home.

Parent conferences with parents of identified students struggling with misbehaviors at school via SAP, Restorative

Practice Counselor, and Academic counselors to refer to local agencies and coordinate family educational

opportunities

Back to School night to communicate teacher classroom expectations, and teacher communication for at risk

students’ progress & behaviors

Resources such as a Parent Handbook and student handbook which includes policies for student behavior

including district suspension and expulsion process

Describe related professional learning:

Climate and Culture/Restorative Practice Training for all staff

CHAMPS training for selected teachers determined by need

Professional learning centered on effective classroom management, student engagement and, “growth mindset” to

build a culture of learning centered on relational capacity with students

Common school-wide professional read that incorporate topics that address best instructional practices centered on

engaging students and creating effective classroom environments

Monthly We Act Lesson/Class meetings that address effective learning environments

Monthly Climate and Culture meetings centered on building healthy relationships and Restorative practices

District training for Safety Assistants

Professional learning on safety protocols and levels of discipline for student behaviors and referral process to Re-

engagement Center

Meeting with safety teams to determine strategic assignment of Safety Assistants to specific areas on campus.

Frequent periodic room checks with teachers to enhance more visibility for both teachers and students.

Weekly Safety Assistant meetings

Safety plan to include protocols for student activities during and after school

65 | P a g e

Describe direct instructional services to students, including materials and supplies required (curriculum and

instruction):

Increase the number of adults supervising on campus (Street Saints, Noon time Assistants and volunteers)

Additional adult supports in Re-Engagement Center; Restorative Counselor, teacher and RCA to manage students

referred to the Re-Engagement Center

Levels of discipline for student behavior and process for referring students for behavioral issues

Discipline meeting by grade level to inform students

Opportunities for students to get involved in athletics, clubs and after school program.

Student conferences and counseling services with teachers, SAP counselors and vice principals to support students

and change behavior

Conflict resolution and restorative circles to facilitate positive student relationships as well as to manage the

transition to high school.

Opportunity to complete a student survey to provide valuable information about school culture and climate

Student Handbook

Men’s and Women’s Alliance program for at risk 10-12th grade and expanding to 9th grade.

We Act Schedule and school activities like rallies, Link Crew, Club Rush, and assemblies/conferences to connect

students to the school

Specify additional targeted actions for EL students:

Domain 1. Academic –

Performance/Growth/

Completion/Retention/Graduation

Rates

2.

Social/Emotional

-

Absenteeism/Suspension/

Expulsion Rates

3. Culture/Climate -

Student/Parent

Engagement/SPED

Identification/

ELL Re-designation Rates

Action # 9

Detail the action: Edison High School is committed to aligning efforts to District Goal

2: All students will engage in arts, activities, and athletics. Edison High School will

work to implement a comprehensive program to increase the number of student

participating in afterschool and extra-curricular activities such as athletics, clubs,

academic competitions, theater, Link Crew, music/band, leadership, service projects,

field trips, and other school-wide activities (homecoming, dances, rallies, assemblies).

SQII Element: 2080 number and

percentage of unique students who are

engaged in any Goal 2 activities

(Activities, Arts or Athletics)

Numerator: Number of unique students

who are engaged in any goal 2 activities

and 5946 Number and percentage of Goal

2 (Student Engagement) opportunities

offered to students.

SQII Sub-element(s): WASC

Critical Area for Follow-up

#1, Social Emotional Student

Survey #34; This school is a

supportive and inviting place

for students to learn, 36; I feel

close to people at this school.,

37; I am happy to be at this

school., 38; I feel like I am

part of this school.

Site Growth

Target:

85.04% and

24.30%

Vendor (contracted

services)

X

66 | P a g e

New Action On-going Reasoning: Data Research-based Local

Knowledge/Context

Write a SMART Goal to address each data point:

In the Winter of 2016-17, there will be an 5% increase of students who are engaged in any Goal 2 activities from

80.04% to 85.04% and a 2% increase of Goal 2 opportunities offered to students from 22.30% to 24.30%.

Explain the Progress Monitoring using the Cycle of Continuous

Improvement model: (Include all interim monitoring evidence points

showing impact)

District Goal 2 report

Number of new engagement activities

Rosters for Clubs and Athletics updated in ATLAS

After school Program sign in

Responses on student surveys

Link Crew trainings and calendar of events

School Calendar of Goal #2 activities

Goal 2 Team meetings calendar and minutes

School Culture and Climate Survey

Climate and Culture Agendas and minutes

Owner(s)

VP

Berrett

Campus

Culture

Director

and

assistant

Class

Sponsors,

Athletic

Director

and

assistant

VP

Aquino

After

school

Teacher

Leads

Timeline

Quarterly review of

student engagement

data to recruit

2 Club Rush

activities

semester student

engagement reports

Fall, Winter &

Spring Athletic

rosters

Once a month in

weekly management

meetings to review

events and student

participation

Monthly review of

student afterschool

participation/sign-

ups

Explain the Targeted Actions for Parent Involvement (required by Title I):

Communication to parents at Back to School Night, Showcase and Incoming Freshmen Parents Night

Weekly communication of opportunities for students to get involved in student activities, arts and athletics.

Invitations to sporting events, club activities, concerts and theater performances to showcase and encourage

student involvement

Describe related professional learning:

Additional staff will be trained as Link Crew Advisors as well as additional staff attending CADA

Teachers will receive updates and information regarding opportunities for students to participate in activities.

Teachers will receive guidance on how to sponsor clubs.

Teachers encouraged to develop more clubs and activities for students.

Teacher training regarding what constitute as a student engagement activity and how to document the activity in

ATLAS.

Goal 2 data will be shared school-wide in order to generate staff awareness of students who are uninvolved

Pathway teachers and coordinator will collaborate to develop interdisciplinary relevant activities that are

showcases to various stakeholders; these teachers will also create opportunities outside the classroom to explore

industry, guest speakers, and related competitions

X X

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Describe direct instructional services to students, including materials and supplies required (curriculum and

instruction):

Incoming 9th grade visits in the spring and a middle school visit in the first semester to help transition incoming 9th

graders

Awards and incentives to encourage participation and foster school spirit and student participation in activities

Assemblies and rallies to foster school participation, interest and connection to school.

A purposeful implementation of an outreach program targeting 9th graders to include, but not limited to building

out link crew. Incoming freshmen parent night, Back to School Night and Showcase

Provide resources like materials, supplies, technology, and transportation to encourage and support participation

Pathway courses and linked pathway (Biomed) and academy that incorporates industry experiences in and out of

the classroom

Specify additional targeted actions for EL students:

Multicultural component will be included in assemblies and rallies to involve students of various cultures and

languages with an emphasis on Hispanic Heritage month in September

Active recruitment to encourage EL students to get involved.

Communication with EL students for feedback of the type of activities they would like to have at school.

Domain 1. Academic –

Performance/Growth/

Completion/Retention/Graduation

Rates

2.

Social/Emotional

-

Absenteeism/Suspension/

Expulsion Rates

3. Culture/Climate -

Student/Parent

Engagement/SPED

Identification/

ELL Re-designation Rates

Action # 10

Detail the action: Edison High School will build community and relational capacity in

all teachers and staff in order to promote student-teacher relationships, student-to-

student relationships, and staff to staff relationships through professional learning, 9th

grade activities like Link Crew and transitional events, and school wide recognition like

student of the month, academic all-stars, academic growth, etc.

SQII Element: 379 and Social Emotional

Student Survey #40; There is an adult at

my school who really cares about me.

SQII Sub-element(s): WASC

Critical Area for Follow-up

#1 and 5, Social Emotional

Student Survey #30; Adults at

school encourage me to work

hard so I can be

successful in college or at the

job I choose., 32; Teachers

give students a chance to take

part in classroom

discussions or activities., 33;

This school promotes

Site Growth

Target:

61.7%

Vendor (contracted

services)

X

68 | P a g e

academic success for all

students., 35; Teachers go out

of their way to help students.,

39; The teachers at this school

treat students fairly.

New Action On-going Reasoning: Data Research-based Local

Knowledge/Context

Write a SMART Goal to address each data point:

In June 2017, there will be a 5% increase of students who agree or strongly agree that there is an adult at my school

who really cares about me from 56.68% to 61.7%.

Explain the Progress Monitoring using the Cycle of Continuous

Improvement model: (Include all interim monitoring evidence points

showing impact)

Link Crew trainings and calendar of events

Teacher attendance in Restorative Practices training and classroom

walkthroughs

Restorative circles

School Culture and Climate Survey

Climate and Culture Agendas and minutes

Link Crew Calendar and lessons

Student of the Month Rosters

Academic Celebration lists

Staff Calendar of events and staff recognition of tiger of the month

Owner(s)

VP

Berrett

Head

Counselor

Campus

Culture

Director

and

Assistant

Teachers

Timeline

Monthly review of

student of the

month

Monthly Link crew

activities

Annual review of

survey data

Monthly data of

restorative circles

Daily classroom

walkthroughs

Explain the Targeted Actions for Parent Involvement (required by Title I):

Back to School Night, Showcase and Incoming Freshmen Parents Night

Monthly Student of the Month postcards mailed home

Parent communication that include celebrations in school messenger

BCRA that support translation during parent meetings

Describe related professional learning:

Climate and Culture/Restorative Practice Training for all staff

CHAMPS training for selected teachers determined by need

Professional learning centered on effective classroom management, student engagement and, “growth mindset” to

build a culture of learning centered on relational capacity with students

Common school-wide professional read that incorporate topics that address best instructional practices centered on

engaging students and creating effective classroom environments

Monthly We Act Lesson/Class meetings that address effective learning environments

Monthly Climate and Culture meetings centered on building healthy relationships and Restorative practices

Staff Extended Lunches for staff potlucks and teacher appreciation week

Tiger of the Month selections for staff members

Additional staff will be trained as Link Crew Advisors as well as additional staff attending CADA

Describe direct instructional services to students, including materials and supplies required (curriculum and

instruction):

x x x

69 | P a g e

Daily classroom structures and routines that promote safe environments and relationships

Class Meetings (We Act) that increase student dialogue about school issues and relationship issues

Incoming 9th grade visits in the spring and a middle school visit in the first semester to help transition

incoming 9th graders

Awards and incentives to encourage student to teacher relationships like Tiger of the Month, student

recognition for academic all-stars and academic growth

A purposeful implementation of an outreach program targeting 9th graders to include, but not limited to

building our link crew. Incoming freshmen parent night, Back to School Night and Showcase

Provide resources like materials, supplies, technology, and transportation to encourage and support

participation

Specify additional targeted actions for EL students:

Student incentives and recognition for language growth and re-designation.