standards-based student learning: instruction · during the 2012 2013 school year, district common...

FOUNTAIN VALLEY HIGH SCHOOL

Section C: Standards-Based

Student Learning: Instruction

Fountain Valley High School WASC/CDE Self-Study Report

Category C: Standards-based Student Learning: InstructionC1. Instruction Criterion

To what extent are all students are involved in challenging learning experiences to achieve the academic standards and the schoolwide learner outcomes?

Findings Supporting EvidenceInstructional strategies at FVHS aim to maximize the growthand development of all students. The framework of ourExpected Schoolwide Learning Results and AcademicStandards ensure that students become critical thinkers,effective communicators, self-directed learners, and responsiblemembers of society.

FVHS provides challenging learning experiences delivered in avariety of ways. Our students are involved in a number offormative and summative experiences, both in and out of theclassroom. Ultimately the goal is to effectively instruct allstudents. We have met with moderate success, as demonstratedby our standardized test scores and student success in post highschool activities, however it is clear that achievement of ourgoal of maximizing learning for EVERY student remainsunfinished business. Teachers and administrators work togetherthroughout the year to discover avenues to achieve this goal.

The main source of teacher accountability to providechallenging learning experiences is the administrative team whowork with staff through Individual Performance Plans to guideeffective and challenging instruction. The plans are agreedupon between the teacher and their appointed administrator.Classroom observations are conducted after an initial meeting todiscuss instructional strategies and the alignment with theacademic standards.

Throughout the FVHS campus, teachers frequently displaystudent work in classrooms. The variety of activities studentsare engaged in during their school day are reflected in the workseen in classrooms, in hallways, and online. Many FVHSteachers ask students to use packets, interactive notebooks,

- Mission Statement- Expected SchoolwideLearning Results- Academic Standards

- Student Survey- Test Data- API

- IPP’s - IndividualPerformance Plans- Department Meetings- Teacher Observation Formsand Evaluations

- Classrooms- Websites- School Hallways andBuildings- Murals and art on campus

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portfolios, and/or digital storage to compile their body of work.The English and Visual Arts departments compile individualportfolios of student work. A student photo gallery and otherstudent work is highlighted on the Fountain Valley HighSchool website. Student sculptures, drawings and graphicdesigns are showcased in the administration office and library.Student murals are painted on hallway walls and tile designsalso decorate many areas of the campus.

FVHS teachers develop and maintain instructional practicesbased on analysis of student performance assessments in orderto focus on meeting the needs of all students. Our teachers usea variety of differentiated teaching strategies to enable studentswith diverse needs and learning styles to master rigorouscontent standards.

During the 2012-2013 school year, district Common FormativeAssessments (CFA) instruments were introduced in ninth andtenth grade English, Algebra and Geometry courses. Teachersuse the interim assessment data to evaluate studentcomprehension, rework, and plan curriculum and re-teachconcepts where students struggled. Teachers work togetherduring modified days to analyze the data and determinestrategies to improve student success in areas deemed deficienton the Common Formative Assessments and share bestpractices. The teacher teams meet throughout the year toexamine the effectiveness of their strategies and planadjustments based on best practices to maximize learning for allstudents. The intent of the Common Formative Assessment isto improve teaching through data analysis, collaboration, andmodifying instruction. Teachers continue to use the CFAs tomonitor and assess student learning in ELA and math courses.CFA development in the social studies and sciences occurred atthe district level late last school year. These CFAs are still indevelopment and awaiting the implementation of the CCSS.

FVHS realizes the needs of our large population of gifted andtalented (GATE) students. Support for their academic successis provided through highly challenging course offerings. The

- Digital portfolios

- Single Plan IV- E-Teacher lesson plans

- Staff Development Days- Department Meetings- Content Specific GroupMeetings- Pull Out Days

- AP Coordinator- Single Plan IV- E

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number and variety of Advanced Placement classes hascontinued to grow over the last several years. Fountain ValleyHigh School offers 26 different AP courses. While thesecourses have AP designation, they are not restricted to onlyGATE students. Students in theses courses include studentsfrom all sectors of the student population, including SpecialEducation, ELL ,and regular education students.

At the start of each school year, teachers meet in like subjectgroups to analyze student performance data. Studentperformance data analysis drives instructional practicesthroughout campus. Many teachers also employ the ExpectedSchoolwide Learning Results to provide a balanced educationalexperience beyond reaching the content standards. Accordingto our staff survey 86% of staff examines student work toensure that all students are involved in challenging learningexperiences. In strong agreement was 43% with the samepercent for agreed.

Throughout the school year, departments meet on designatedstaff collaboration days to share and explore effectiveinstructional techniques. Often, schoolwide staff developmentdays feature teacher leaders who offer workshops ormini-presentations regarding best practices. The InstructionalRounds program promotes a “grassroots” system of teacherobservation of teachers. Instructional Rounds provide anopportunity for teachers to share and observe best practiceinstructional strategies. Discussions occur both before and afterthe observations and a website documents the results. Theschool now has a dedicated teacher on site to oversee thegrowth and development of the Instructional Rounds program.The hope is that this teacher-led program will continue to growas the overall number of teachers regularly and activelyinvolved in IR remains low.

Each FVHS academic department provides challenginglearning experiences for students. History classes often utilizeDocument Based Question (DBQ) style tests where studentswork in partners to analyze documents and argue a point

- Department Meetings- School Wide Meeting- Staff Development Day(s)- Staff Survey

- Instructional Rounds- IR Website

- Focus Group Meeting Administration Support Staff Teachers

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enhance instruction. Students may also peer edit their workthereby increasing student involvement and interest. The mathdepartment is looking forward to Common Core, wherestudents deal with more rigorous word problems based on theconcept mastered. They apply math instruction to real worldexamples and problems.

In English classrooms, students are involved in projects thatmeet many of the academic standards and ESLRs. These arefollowed by student assessment of how many of the standardsand Expected Schoolwide Learning Results are met. Forexample, essay prompts focus on degree of writing and projectsor essays which involve critical thinking.

Many FVHS teachers utilize different structures in class (smallgroups, think- and-share, jigsaw, etc.) to allow opportunities forassessing student understanding and to engage students withhigher level thinking skills.

Science students are challenged to learn and to achieve throughvarious lab reports, research, and interpretation of scientificevidence. Chemistry students are challenged to read primaryresearch articles and summarize them in lay language. In orderto do this, high level (student driven) questioning must occur,and the answer communicated effectively. AP EnvironmentalScience students develop their own research to be carried outover several months - the results are then statistically measured,quantified and communicated through a poster presentationsession.

World language teachers utilize creative methods to connectlanguage with the lives of students and to explore cultures.Challenging instruction includes student activities such as videoproduction, song and dance creation, powerpoint presentations,and posters. The Special Education department worksalongside regular ed. teachers in planning and developinglessons and instruction. Several “Collab” classes exist whereSpecial Ed. students are mainstreamed into an academic classand have the support of both the regular Ed. and Special Ed.

Students Parents

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instructor. These students are further challenged throughworkability and other programs designed to meet the diverseneeds of the Special Ed. student population.

FVHS students enrolled in visual or performing arts on campusengage in a number of activities leading to communityinvolvement and outreach.

In order to address the gap between students who weregraduating with a-g eligibility and those who were not eligibleupon graduation, FVHS challenged the students, the teachers,and the community by eliminating non UC/CSU approvedEnglish courses and converting Life Science to a UC/CSUapproved Biology course open to all students. This effort wasdesigned to ensure that all students are eligible to pursue theirplans of higher education by completing the necessarycoursework and obtaining appropriate skills.

Fountain Valley High School has one focused online course:Health. The course is integrated into the current healthcurriculum to support ninth grade students who have impactedschedules. Our pacing guides for the online course match thetraditional pacing guide for the traditional class. The percentageof students who earn grades of “A” is higher than regularclasses. One reason for their success may be the kind of studentwho elects to take the class online. Candidates for the onlinecourse are screened to ensure that they have appropriate reasonsfor enrolling in the online course, rather than taking the class ina traditional setting. For example, the students might be in bandor need to take singleton honors courses. The teacher utilizesthe Canvas Learning Management System to ensurecoursework is available to students and is monitored by theinstructor.

The FVHS Course Handbook provides all students and parentswith information regarding course expectations. FVHS teacherswork to ensure that all students understand what is expected ofthem at the start, in the middle and at the end of each unit ofstudy. Standards are posted in many classrooms on posters or

- Performances-Galleries and exhibitions

- UC/CSU eligible student %

- online Health curriculum- District Pacing Guide

- FVHS Course Handbook- Classroom posters- Classroom white boards- Rubrics/Scoring Guides- Teacher expectations/syllabi

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on white boards. Many FVHS teachers provide rubrics orscoring guides for each unit to better prepare students for theassigned work. All teachers provide their course expectationsand/or syllabus at the start of the school year/semester either onpaper or on the Student/Parent Portal. Many FVHSdepartments utilize formative assessments to provide studentswith information to guide their learning throughout the unit ofstudy. Many teachers post class pacing guides and/or calendarson the Student/Parent Portal.

In our survey of students, 88% agreed or strongly agreed thatthey know beforehand the standards and expected performancelevels or work assigned to them.

Many English teachers provide rubrics paired with writingsamples to create a workshop experience before assigning anessay. Grading rubrics are given to groups before startingprojects and students view projects from previous years toevaluate the level of performance to better plan for their ownwork.

In Environmental Science, students possess a list of topics at thebeginning of the year and consistently self-evaluate todetermine current level of exam readiness. Biology teachersbegin each unit with a “big idea” and three to four learningobjectives. This is used to assist student understanding of themain idea of the unit, objectives, and the standards of learning.Posted math pacing guides for Algebra 1, Geometry, andAlgebra 2 on the HBUHSD website provide students andparents information regarding expectations in those courses.

As FVHS shifts to the CCSS, teachers understand theimportance of explaining, teaching and reinforcing new studentperformance standards as these are developed andimplemented. Through the participation in various workshopsand professional development opportunities, FVHS teachershave begun address the implementation of the CCSS at a sitelevel. Many classroom teachers already instruct students usingdepth of knowledge information and scoring guides that

- Formative assessments

- Student Survey

- Focus Group Meeting Administration Support Staff Teachers Students Parents Textbooks- Student/Parent Portal- Classrooms- School Website- Student Handbook

- Professional Developmentopportunities- CCSS-style lessons

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emphasize levels of understanding rather than base knowledge.This continues to be an area of focus for all classroom teachersat FVHS.

Teachers at FVHS differentiate instruction to help maximizelearning for all students as emphasized in our mission statement.Our Student Survey reveals that 61% of the students agreed thatteachers address their different learning styles. Of that 61%,18% strongly agree and 43% agree. Teacher, support staff,administration, parent and student comments shared during theinstruction Focus Group meeting indicate that our teacherscontinue to grow in this area. As we continue to developcourses that are inclusive to all learners, teachers develop waysto differentiate instruction. An example of differentiation is ourCollege Preparatory English 3 and 4 classes. Many studentswho would have previously been tracked into a non-UC/CSUapproved course, now require greater support in the CP classes.Teachers use heterogenous grouping of students in peer editinggroups and more scaffolding in the writing process. Teachersprovide specific, directed instruction to students who struggle intheir courses.

World language teachers are adept at using total physicalresponse methods to learn in their classrooms. Here students areup, out of their seats moving, gesturing, clapping, and dancingto learn foreign language.

Social studies teachers utilize music, art, charts, and graphs toexpose students to other learning modalities in the classroom.

Math and science teachers ask students to use a variety ofmethods to best address their learning style. These includemovement, drawing, speaking, and writing.

To further address different learning styles and student needs,many staff members continue to integrate new technologies intotheir instruction. Not only is this vital for engaging studentsand keeping instruction relevant, but this is important to providethe college and career readiness of technological skills.

- Mission Statement- Expected SchoolwideLearning Results- Student Survey

- Focus Group Meeting Administration Support Staff Teachers Students Parents

- Departments

- TRT- Canvas classrooms

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Technology allows teachers to integrate music, video, images,and demonstrations into their instruction. Some teachers allowstudents to use cellphones for research or as response tools inthe classroom. Recently, the district provided all teachers theuse of the Canvas Learning Management System. As a result,many FVHS teachers use Canvas to extend learning beyondthe classroom or to further engage students with technologywithin the classroom. Students who may be quiet or shy caninteract with their classmates online in rich discussions providedon Canvas. Many textbooks are available online. Studentslearn to evaluate online resources for credibility and use themaid in analyzing a problem or compiling information. EnglishLanguage Learners often watch videos on the subject online sothey can rewind it in order to understand the language that wasunclear during class. LEP students are presented withmulti-media SDAIE methods in order to assist them in learningEnglish.

Many teachers actively seek out new opportunities to integratetechnology into their instructional practices. We are fortunatethat many of these teachers are comfortable sharing their ideasand experience with the entire staff on whole school staffdevelopment days or in individual workshops.

Most teachers utilize the Parent /Student Portal to post gradesand assignments. This increases communication with bothparents and students, and it allows for a greater support systemfor student success. Students use the portal to takeaccountability for their own work. Students can check on theirown progress and increase their awareness of their ownprogress. They are encouraged to understand that the mostimportant person involved in their education is themselves. Theschool is aware that FVHS parents are not satisfied with thenumber of teachers who choose to not utilize the Student/ParentPortal for grades or posting assignments. Administrationcontinues to encourage all teachers to utilize technology toimprove communication. FVHS transitions to the AeriesManagement system in Fall 2014, signalling the end of thecurrent Parent/Student Portal. Teacher use of Canvas and

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Aeries to communicate with parents and students will bemonitored and assessed each school year.

The teachers involved in the development of the online Healthcourse created the course work based on the needs of thestudents. The strategies utilized are based on the originalcourse but were modified to reflect the online delivery system.For example, traditional in class discussion has been replacedby a virtual discussion board in Canvas.

Our student survey shows awareness of academic standardsand performance levels are at 92% in the combined categoriesof agreement and strongly agreed. Agreement dominates with61%.

In 48% of our classrooms student outcomes are posted forlessons. This was observed during the shadowing of studentsfor a day in which a teacher followed a student for everyperiod.

Teachers make students aware of expected levels ofperformance by dialogue with students through classroomexpectations, assessments, and teacher feedback in assignments.

- Health Teachers

- Classroom Teachers

- Student Survey

- Student Shadowing Data- Classrooms

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C2. Instruction CriterionTo what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?

Findings Supporting EvidenceAt Fountain Valley High School teachers are dedicated to thesubjects they teach. This dedication supports rigorousinstruction with high expectations for all students. We have alegacy of activities that have been shared through generationsof teachers and a wide array of activities are representedthroughout the campus.

Our teachers are current in the latest research-basedinstructional methodology. Many of our teachers continue theireducation by pursuing specialized training and educationalopportunities provided through local, national, and internationalorganizations. Our teachers strive to improve their teachingpractices by continuing their education and pursuing advanceddegrees. A focus has been on effective use of multimedia andother technology. In addition, HBUHSD offers in-serviceprofessional development opportunities led by outsideconsultants as well as by our own teachers.

FVHS staff takes advantage of a variety of opportunities,within departments, across departments, within the district,and beyond our school community, to learn about currenteducational research and incorporate it into instruction. Onepractice that has been developed at FVHS over the pastcouple years is Instructional Rounds, a practice that derivedfrom current educational research. IR is an example ofintrer-departmental collaboration, in which teachers observeeach other and share best practices. Effective instructionalstrategies are also shared to all staff weekly in the“Instructional tip of the week” portion of the principal’s“Monday Morning Memo”.

FVHS teachers also engage in sharing of best practices within

- Master’s Degree Courses- District Staff Development- School Site StaffDevelopment

- IR Participation- District ProfessionalDevelopment- Monday Morning Memos

- Department Meetings

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department during department collaboration days and duringmore informal sharing situations. Teachers use a variety ofinstructional strategies to address students’ learning needs.They do this through individual work, small groupcollaboration, and whole class discussion. Our teachers createlessons that are student-centered and incorporate all modalitiesof learning styles.

Teachers utilize multimedia and technology in the classroom inan effective way to make class interesting. Many teachers usemultimedia and technology for in-depth instruction. Our staffsurvey showed 94% of our staff agreed with this statement, ofwhich 56% strongly agreed.

Teacher, support staff, administration, parent and studentsrecognize the importance of use multimedia and othertechnology in the delivery of the curriculum.

Many of our teachers use videos to add layers of context. TED& YouTube videos are used to develop and expand concepts inclass. Our teachers use online grading programs. Manyteachers utilize Illuminate and Common FormativeAssessments to access data and review. Many teacherseffectively use multimedia and technology throughout theirinstruction. 95% of our classrooms have a pole-vault systemlinked to the teachers’ computer.

In the math department, teachers use graphing calculators, teachstudents various functionality on the graphing calculators,andproject the graphing calculator screen using the pole vaultsystem. Other technology is used, such as videos from KhanAcademy to reinforce concepts either in the classroom or forstudents to access at home. Other teachers use iPads,applications, and iPhones. In AP Calculus and AP Statistics,students use graphing calculators to analyze data and solveapplication problems and videos related to curriculum. Songs

- Small Group Collaboration

- Staff Survey


- Power Points Presentations- Visual Aides- Animation- YouTube- Edmodo/turnitin.com- Social Media

- Math Department

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help students memorize curriculum related topics.

In the science department, technology is used for formal labs inclasses such as Biology and Chemistry. In this departmentteachers effectively use multimedia and other technologyduring presentations by teachers and students, short nova, PBSvideos, and lab equipment demonstrations that mirrors realworld applications. In science classes many processes can befor more aptly explained using Java applets and otherinteractive sources.

In the physical education department, online videos are usedwhich are linked to our computer systems. Teachers usecurrent world problems in classrooms, videos, and Googledocs.

In the social studies department, many teachers effectively useinnovative lessons and incorporate technology into their lessonsand homework assignments in order to better engage theirstudents to make the curriculum more relevant. Teachersintegrate technology such as: Turnitin.com, GoogleForms/Docs/etc, iMacs, Pole Vault, Illuminate, YouTube andTeacherTube as well as the Student/Parent portal. Keynote andPower Points are used often.

In world languages, most teachers use Powerpoints to presentgrammatical concepts and new vocabulary. Culturalinformation such as museum art tours and city tours areavailable to be projected on the pole vault system. In APclasses students have “web assignments” from Frenchtelevision and new-shows. They also complete assignments ontheir computers and send results to their teacher. They edit eachothers’ work as it is posted on Google Docs.

In the English department, Common Formative Assessmentshave been implemented in grades 9-10, and teachers havecollaborated to analyze student performance and improveinstruction. EAP norming has taken place in the English

- Science Department Elmos, projectors

- P.E. Department

- Social Studies Department

- World Languages Department

- English department

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department for juniors. Some teachers network with othereducators beyond our school community by participating inProfessional Learning Communities and online ProfessionalLearning Networks.

All Special Education teachers have recently participated inautism training. We have added many new teachers to our staffover the past few years, and they have brought new ideas fromtheir teacher training and through BTSA, which they haveshared with other teachers. A staff development committeeoversees the applications of teacher trainings, monitors the staffdevelopment budget, and plans on-site staff developmentactivities throughout the year.

The teachers who developed the online health coursecompleted “The Learning Edge Certification” programenabling them to develop skills to deliver quality onlineinstruction. The program was very valuable and the teacherslearned and used a variety of web tools and resources. Teachercompetencies are monitored by district personnel. Studentsevaluate the course and instructors through a survey.

The concept of teachers as coaches to support skilldevelopment in students has been ingrained in the culture ofFountain Valley High School. We have always had veteranteachers sharing lessons and best practices with others on ourcampus. Some teachers have taken on the role of mentors fornew teachers in their content areas to ensure that students arelearning more than facts and concepts but also how to usethem.

Something Fountain Valley High School teachers have takenon in the past couple years is the practice of InstructionalRounds. The purpose of Instructional Rounds is identifyingand sharing effective practices. A secondary purpose ofInstructional Rounds is developing a common vocabulary todiscuss practice. Instructional Rounds is voluntary and teacherdirected. Administration is involved to help facilitate theprocess.

- Special Education Department

- Health Class- Technology Training- District Tech Support- Science Facilitator

- Instructional Rounds- Student Teacher Academy

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Here at Fountain Valley High School, we believe our teacherscoach and facilitate learning in addition to direct instruction.Our survey showed that 89% agreed with 67% of thosestrongly agreeing. 7 % disagreed with only 1% of thosestrongly disagreed with the statement.

According to our student survey, 82% of the students agree thatour teachers coach and facilitate learning in addition to givingdirect instruction. Of those agreeing 21% strongly agree while18% disagree with the statement.

Teachers, support staff, administration, parents, and studentsfeel that teachers extend their instructional styles to provide skilllevel development. Many compare this to the way coachesteach their players the mechanics of a game. Teachers alreadycoach students throughout their instruction. As the schoolmoves to Smarter Balanced Assessments, the need tocontinuously move toward student-centered curriculum andinstruction becomes more important.

FVHS teachers coach the students by breaking downinstruction from the overarching theme or objective to theindividual skills needed to learn the content. This allows thestudent to see where they start and how to get there by seeingthe big picture enabling them to apply learned skills andknowledge. The teacher works as a coach by giving studentsthe tools and skills in the classroom that students can take homeand use to practice and obtain new skills and knowledge.

Teachers coach though many channels. They utilize directinstruction, group and cooperative learning, side by sideguiding of students, and providing inspiration andencouragement. Many teachers make themselves available atlunch, as well as before and after school. They also encouragestudent to ask questions in class and outside of class throughemail. Many teachers use probing questions that do not just“feed” students answers, but guide them to the answersimprove instruction quality.

- Staff Survey

-Student Survey


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According to one student, teachers take time to talk one on onewith students that are struggling. They push us to do better andgive us encouragement. They change their teaching styles tomeet the needs of other students.

In physical education, students work together to learn a danceand then perform it. The teacher facilitates the entire process.When teachers allow students to work together, they use theircritical thinking skills for learning.

In the math department, after providing direct instructionteachers help guide students to solve problems. Classes areoften broken into groups so that students are working togetherwith help from the teacher.

In the business department, students work in teams in theirentrepreneurial class. They are on their own to solve real worldproblems, with the instructor stepping in as needed.

In the social studies department, students have opportunities forlife lessons and hands-on experiences with reenactments,debates, and simulations.

Teachers in World languages guide students to competency inspeaking, reading, and writing the target language. Theypractice with one another in the classroom as well as outside byworking on various projects.

At Fountain Valley High School students organize, access andapply learning that they have already acquired. The studentshave the tools to gather and create knowledge and haveopportunities to use these tools to research, inquire, gather,discover, and invent knowledge on their own andcommunicate.

In the Spring of 2013, a group of teachers, parents, andstudents looked at samples of student work collected from alldepartments. A representative from the department went over

- Focus Group Meeting Administration Support Staff

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how each assignment shared demonstrated that students havestructured learning as well as the tools to gather and createknowledge. Teachers, support staff, administration, parents,and students agree that student-centered learning is takingplace.

There are a number of tools students use to gather and createknowledge including online websites, library research, anddifferent types of technology. Students gather information viatechnology, Media Center and other resources when learningabout the rules of a specific assignment.

In a biology class, group presentations demonstrate acquiredknowledge through test, projects and labs. Students’ labreports in science demonstrate structured learning that enablesthem to organize, access and apply knowledge. In APChemistry students are already proficient in a variety ofthinking skills and laboratory practices. During AP Chemistrylabs, problems are presented and students are encouraged toderive their own strategy to find the desired outcome, i.e. themolar mass of a non-electrolyte.

Students regularly use technology to do homework and projectsto gather knowledge. They also utilize academic skills, such ascommunication, to gather and discover knowledge throughcollaborating both in and out of class. Sometimes this happensthrough technology like working together in the media lab, athome via internet chat, blogs, Facebook groups, etc.Summative and Formative assessments are often used, alongwith informal assessments. DBQs are designed to have studentsuse prior knowledge, document analysis, and synthesis todemonstrate they can use the information in an academicallyappropriate fashion.

After receiving an explanation and a rubric describing theexpectations of an assignment, students can then create anonline presentation. They utilize Google Docs, Powerpoint andPrezi presentations. They use grammar and vocabulary taughtin both formal and informal settings. Students present after

Teachers Students Parents

- Media Center, Library

- Science Department


- English Department

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creating and sharing their knowledge. Teachers encouragestudents to self-teach and introduce one another to the topicsbeforehand so they may be able to understand certain conceptsin class more thoroughly.

Representative samples of student work at Fountain ValleyHigh School demonstrate learning and that students have ampleopportunities to research, inquire, gather, discover, and inventknowledge on their own. In various content areas throughoutour school, students have the opportunity to connect to theiracquired knowledge to broader issues and to discuss and sharetheir learning with classmates.

At Fountain Valley High School student are able to think,reason, and problem solve as individuals during assignedactivities, projects, class discussion or debates, and inquiriesrelated to investigation. Our student survey indicates that 91%agree, with 32% of those students strongly agreeing.

In the English department, a variety of activities are employedby teachers to assist students in reaching high academic goals.These include the following: think-write-pair-share, lines ofcommunication, realia, graphic organizers, quaker reading,socratic seminars, discussion, boards/forums, debates, peeranalysis/peer editing, gallery walk, cold calling, close reading,scene re-enactment, Accelerated Reader, Turn-it-in.com -peermark = peer editing, grademark = teacher feedback,looping, exit tix/bell activity, use of video clips with guidedquestions, while watching, relevancy, and proximity. Studentsdo projects, have discussions, and sometimes even havedebates as a group, including Socratic seminars. Moreexamples would include the study of The Great Gatsby, videosmade to capture key concepts from novels and plays, as well asthe DIY or Do it Yourself Projects in English.

Students are able to problem solve through science as part of alab process or through test corrections. Also science studentsengage in science labs where they must apply their ownknowledge and learn outside the traditional school setting.

- Lessons and Sample Work

- Student Survey- Focus Group Meeting Administration Support Staff Teachers Students Parents- English department

- Science Department- Physics Fun Day- Catapults- Boats

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Students use computer programs to write papers, essays, andconduct research.

In math classes there is collaborative problem solving.Some classes are set up as table groups in order for students towork together to solve problems.

Social studies teachers provide students with various projects,simulations and activities to connect and engage students withthe content. Government students are required to engage incommunity service as part of their coursework. World Historystudents simulate the French Revolution. US History studentsparticipate in a multi-day activity which takes them throughEllis Island and a meat-packing plant at the turn of the 20thcentury.

At Fountain Valley High School, students have opportunities touse technology in assisting them to achieve the academicstandards and school wide learning outcomes. Of our teachingstaff 87% agree with this statement of which 47% stronglyagree. Only 3% of teaching staff showed disagreed. Teachers,support staff, administration, parents, and students believestudents use technology to assist them in achieving theacademic standards and schoolwide learner outcomes.

Improvements in technology at our school have enabled manystudents to become self-directed learners. Students are nowable to conduct research on campus and at home using schoolresources. Students use technology to expand on what theylearn in the classroom. For example, many students utilizeYoutube videos to review a topic or study a concept morein-depth. In relation to the Expected Schoolwide LearnerResults, students use technology to become effectivecommunicators and life-long learners.

Many students use websites such as Google Docs to completeassignments and collaborate with other student for out of schoolhomework and projects.

- Lab write-ups, presentationsand research papers.- Mole Day

- Math Department


- Staff Survey


- Youtube- Teacher Tube- French TV - Expected SchoolwideLearner Results

- Google Docs- Collaborative Projects

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Fountain Valley High School teachers provide opportunities forstudents to use materials and resources beyond the textbook,including: databases, original source documents, and computerinformation networks. Of our teachers, 81% agree with thisstatement with 48% strongly agreeing. Students feel that theyhave access to library and other data services. 96% of studentsagree that they have this access out of which 54% of thestudents strongly agree. FVHS students have the opportunity toaccess data bases, original source documents, and computerinformation networks. 88% agree with this statement of which35% strongly agree.

The FVHS media center provides access to computers for bothclasses and individual students. Computer labs are available forteachers to sign up their classes. Some teachers utilizetechnology using bring your own mobile devices or mobilecomputer carts.

Students at Fountain Valley High School participate in anumber of activities to connect to real world experiencesthrough opportunities for shadowing, apprenticeship,community projects and real world experiences. Based on ourstaff survey 50% of our teachers agree that students areinvolved while 28% disagree and 22% report it is notapplicable or observed. The school continues to seekopportunities to expand student access to internships and realworld experiences. Students believe that they have theopportunity for shadowing, apprenticeship, communityprojects, and real world experiences. When polled 70% of ourstudents agreed that they have these opportunities of which17% strongly agreed. The percent of students disagreeingabout such opportunities was 30% disagree of which 5%strongly disagreed.

Teacher, support staff, administration, parent and studentobservation of real world opportunities and the effectiveness ofsuch opportunities span a variety of areas and student levels.

- Work and Lesson Plans- Staff Survey

- Student Survey

- Media Center- Computer Labs- Student Mobile Devices- Classroom Technology

- Staff Survey

- Student Survey


- ROP - Regional OccupationalProgram

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One of the strongest links the high school has to real worldopportunities is the Regional Occupational Program. Socialstudies teachers connect their curriculum to currentevents and students experiences, including community servicein Government classes. The AP Environmental Science classtakes field trips that include diving in Catalina and bike ridesexamining local ecosystem.

Student clubs provide many opportunities for the student bodyto experience community projects though the strongrelationships that have been built throughout the community.Community projects are always available for students thoughclubs on campus. The FVHS chapter of the National HonorSociety completes many hours of community service. We haveclubs that offer community service such as Toys for Tots andcanned food drives.

The school’s apprenticeship opportunities are offered fromoutside agencies, such as FV Regional Hospital. Students arebecome involved in many volunteer opportunities throughoutthe FV community.

For some departments, community projects are effective in theform of extra credit or required credit. Seniors in governmentclasses have community service hours each semester. PeerCourt connects students to the legal profession and offerscommunity service hours several times a year.

The online health course has enabled students to take othercourses without which the students would not be able to meettheir goals. Since motivated students are involved the programhas shown success.

- Social Studies Department- APES

- Surfrider Foundation- Make-a-Wish Foundation- Locks of Love- American Heart Assoc.- Recycling Program- NHS- Sealeaf- Joni’s Angels

- Social Studies- CFS

- Online Health

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WASC Category C. Standards-based Student Learning:

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

Category C. Standards-based Student Learning: Instruction: Areas of Strength> FVHS teachers employ a wide variety of instructional strategies to engage students andmaximize learning for all> ESLR’s are demonstrated throughout the school

> Teachers at FVHS are committed to professional growth and learn from each other bysharing best practices

> All FVHS students are given challenging lessons throughout the campus

Category C. Standards-based Student Learning: Instruction: Areas of Growth> Need for more authentic application of learning outside of the classroom

> Single format learning management system for teachers, students and parents to improveinstruction and communication

> School must seek more feedback regarding the efficacy of current instructional practices fromstudents, parents and teachers and adjust accordingly

> Continued professional development and communication regarding the implementation of theCCSS and its overall impact on classroom instruction

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standards-based student learning: instruction · during the 2012 2013 school year, district common...

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