School Leland High School is one of 46 schools in the San Jose ...

Leland High School FOL 2007-2008 School Profile
School
Leland High School is one of 46 schools in the San Jose Unified School District, located on a 33-acre site in the
Almaden Valley, a suburban community for the greater Silicon Valley. Southernmost of seven high schools,
Leland enrolls 1800 students in grades 9-12, including a 40-student alternative program. Under desegregation,
SJUSD has an open-enrollment policy. Leland is continuously at capacity with a waiting list for entrance. We
are the most diverse school in SJUSD, with our students bilingual in 34 different languages. At present,
Leland’s largest ethnic groups are White (42.1%), Asian (40.3%) and Hispanic (13.7%). Our White students
include a substantial number who are of Persian, Assyrian, and East Indian descent.
Leland was built in 1967, but has undergone $8,000,000 in modernization over the past three years. Through
persistent effort, the Leland Foundation raised $1,600,000 for renovation of our technology infrastructure and
the Library/Media Center. In the next two years, further facilities improvements will result from the district’s
passage of the largest bond in the history of northern California. At present, Leland is in a $5,500,000
construction of the Leland/Almaden Sports Complex. This is a joint venture of Leland, San Jose Unified, and
the City of San Jose. Another major project underway is Solar Power, which includes the installation of 2892
solar panels that will provide Leland with 65% of our annual usage with clean energy. This construction will
not cost the school anything, as this is a project that is funded by Chevron and fully supported by the district
office. This unprecedented project was a result of efforts made here at Leland to brainstorm ways to conserve
energy.
Leland is a Communication Arts Magnet, attracting some of its student body from outside the attendance area.
The Communication Arts program includes a journalism program that has won national awards, a speech and
debate program now ranked second in the nation, a Specialized Secondary Program in Filmmaking and
Animation, and a mock trial program. Career pathways are explored in career units within English and social
studies classes at all grade levels, by school-to-college career partnerships with local community colleges, and
by junior and seniors through the Business Internship and Job-shadowing Programs.
After working with the California New American High School (NAHS) Network, Leland was named a NAHS
National Demonstration Site in 2000. In 2002, Leland was named a California Distinguished School (with a
special emphasis award in Career Technical Education), and in 2004, a No Child Left Behind National Blue
Ribbon School. We are a Very High Performing School (top 3% of the state) based on Academic Performance
Index scores of 800 or above (856 in 2007). In 2007, Leland's CAHSEE pass rate was 96%. In 2007, 376
students took a total of 758 Advanced Placement tests. Eighty-five percent of the scores were 3 or above with
thirty-four percent scoring a 5. Last year (2006/2007) 350 students took the SAT with a mean score of 565 for
verbal and 611 for math. Graduation requirements are some of the most rigorous in the state, requiring 240
units, including 3 years of math, 3 years of lab science, 4 years of English, 2 years of foreign language, 3 ½
years of social studies, 2 years of visual/performing arts, and 2 years of PE, plus 40 hours of community
service.
For most parents and students of Leland High School, post-secondary education is an expectation. Over 95% of
our graduates go on to college: 66% to 4-year colleges and 29% to 2-year colleges. This year we have 14
National Merit Semifinalists and 27 Commended students in our senior class of 409. Our strength comes from
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Leland High School FOL 2007-2008 School Profile
rigorous academic standards, outstanding and motivated students, supportive parents and community, and a
highly qualified staff.
In the 1990s, Leland embarked on a restructuring process involving all stakeholders in developing a
comprehensive Vision, Guiding Principles, and Goals and Strategies. College partnerships were established to
bring additional curriculum to students, relationships with businesses and industry were initiated to bring
technical support to the school, school-to-career programs were implemented, business internships and job
shadowing were developed for juniors and seniors, and curriculum was revised to eliminate remedial tracking
and stress academic rigor. Additional Honors and AP courses were added.
In 2000, we reorganized around the 12 reform strategies of New American High School and our school goals
have been rewritten to reflect these strategies. Our reform efforts are overseen by Leland’s Transformation
Board (a body that includes District and school administrators, teachers, parents, students, and community
members) and financially funded by various parent group organizations. These groups provide major alliances
with business, industry, and community stakeholders. The Western Association of Schools and Colleges called
our governance structure “dynamic and effective” and granted Leland a 6-year clear accreditation in 2002.
Leland’s governance structure continues to center on its Leadership Team representing All-School
Improvement Committees. Since the 2002 accreditation, the structure was streamlined, reducing the number of
committees from seven to five: Student Support, Curriculum and Assessment, Technology and Staff
Development, External Support, and Facilities and Safety. All teachers and administrators serve on a
committee, and committee membership includes students and parents. Leland continues to maintain strong
inclusive stakeholder support through the Transformation Board. In the spring of 2004, the Leland Foundation
for Educational Excellence sponsored a two day retreat to review the accomplishments over the past five years
and to set goals for the next five years. These goals became the responsibility of the school improvement
committees along with the WASC Action Plan and the New American High School Strategies. Results have
been immediate, including analysis and development of a new science curriculum pathway, the securing of two
AED defibrillators and the training of the entire staff in CPR and AED defibrillator, the addition and staff
development in EduSoft Standards assessment software, and an expanded recognition program for successful
students in programs other than academics.
Leland is now embarking on a collaborative Character Education Program with all neighborhood schools K-12.
High school students from Leland and Pioneer High School met to establish guidelines for the “Commitment
To Character” program. This is a program that encourages honesty and integrity in our students - intangible
qualities that build the foundation to attaining life-long learning standards such as being a “responsible member
of society.” This was done with the support of the Cornerstone Project. This project is based on research that
showed the tie between student success and positive self-assets. The resulting effect of this program will be a
whole community “Commitment To Character” with a continuous K-12 character education program. All
neighborhood schools, community groups and local businesses have accepted “Commitment To Character.”
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Leland High School FOL 2007-2008 School Profile
Leland Accreditation History
Leland High School opened in 1967 after two years of construction and a full year of planning. The
school’s first accreditation took place that year. Based on Leland's status as new school, Leland
received a three year accreditation.
Leland’s first six year accreditation took place in 1971, with a second six year accreditation in 1976. In
1983, Leland received a ten year accreditation. In 1993, Leland received a three year accreditation,
which was appealed based on prejudice of the committee chair. The appeal was denied.
This was followed by another six year accreditation in 1996. Leland’s last accreditation took place in
2002, where the school received a six year clear accreditation. A written mid-term report was sent to
WASC in 2005.
Our Vision:
With a tradition of excellence, the Leland High School community, a leader in communication and
technology, challenges and empowers students to shape the future in an ever changing global landscape
through developing creative and critical thought, providing multi-faceted learning opportunities and
fostering reciprocal partnerships.
Expected School-wide Learning Results expressed as Lifelong Learning Standards
Students will be EFFECTIVE COMMUNICATORS who:
• listen objectively with understanding
• speak with clarity of meaning to any audience for a variety of purposes
• read a variety of materials with understanding
• write with clarity of meaning to any audience for a variety of purposes
• use a variety of strategies to communicate information
Students will be INFORMED THINKERS who:
• identify, define and solve problems
• set criteria and analyze alternatives in making decisions
• use a variety of critical and creative strategies in solving problems and making decisions
• explain their thought processes in arriving at outcomes
• apply problem-solving and decision-making skills to real life situations
Students will be SELF DIRECTED LEARNERS who:
• assess and reflect on their attitudes, skills and behaviors
• set priorities, plan and take action to accomplish goals
• manage time and resources efficiently
• apply what they learn to other situations
• explore and prepare for academic, extracurricular and career opportunities
(ESLRs continued...)
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Leland High School FOL 2007-2008 School Profile
Students will be COLLABORATIVE WORKERS who:
• contribute to the achievement of group or team goals
• perform a variety of roles within groups or teams
• acknowledge and respect contributions of others
• reflect on group or team and personal performance
Students will be RESPONSIBLE MEMBERS OF SOCIETY who:
• recognize diverse ethnic, linguistic, cultural and economic backgrounds
• recognize the rules and processes that govern societies
• demonstrate and exercise the skills required to be a contributing member of a society
• apply practices that preserve the safety and health of one’s self, others and the environment
Students will be INFORMATION PROCESSORS who:
• identify, access, gather and evaluate relevant data
• convert data into usable information related to need
• build knowledge by using a variety of information resources and tools including technology
Student Interviews about ESLRs – Results and Findings
In the spring of 2007, each staff member was asked to randomly select and interview three students for
the purpose of the self-study, using the ESLRs as a basis for the interview. About 150 were interviewed;
however, students who were interviewed more than once were only counted once when calculating
responses. The results of the survey are included below with students’ words used whenever possible.
Students were asked the following questions with the mentioned results:
In what way does Leland help you become an effective communicator?
94.7% of the students responded that Leland’s curriculum assisted their growth in communication, both
spoken and written, with special mention of the English and Foreign Language departments as well as
specific assignments such as essays and oral presentations.
• “I took four years of French that helped me become an effective communicator. If one can
communicate in a foreign language, communication in English will be easier and more
effective.”
• A “strong English department teaches [the] most important parts of communication.”
• “I’ve learned to communicate through visual medium through presentations.”
Students felt that their instructors should receive special mention in both modeling and teaching
effective communication.
• “By helping students be responsible for their own problems…”
• “Teachers encourage open class discussions on a variety of topics and emphasize the ‘why’
aspect.”
• “My teachers help me to communicate by being open to listening to what I have to say.”
• “Teachers remind students that they are “there for them.” Teachers encourage students to
speak their mind.”
• “Sometimes teachers are racist which makes students feel uncomfortable talking” (she feels
embarrassed because she pronounces some words incorrectly and doesn’t feel that teachers
understand).
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Leland High School FOL 2007-2008 School Profile
Students responded that public speaking activities such as Speech and Debate and class assignments also
encouraged their growth in oral communication:
• “Oral projects and reports allow us to show and demonstrate what we have learned.”
• “Speech and Debate helps me learn to think on the spot.”
• “Speech and Debate helps me express opinions effectively.”
Students also noted that involvement in extracurricular activities such as ASB, clubs, sports, and
community service was integral to their personal growth in communicating with others:
• “ASB is a wonderful program which allows you to express your opinions in a way that benefits
the school.”
• “I believe that sports is a very effective form of communication; it teaches you to work together
and communicate.”
In what way does Leland help you become a collaborative worker?
94.7% of the students understood that the curriculum at Leland High School emphasizes collaboration:
• “I hate group projects when the groups are random, but the groups offered in some classes (selfchosen)
do offer excellent opportunities to collaborate and complete difficult tasks.”
• “We participate in a variety of group work and projects, making the individuals accountable for
personal contributions as well.”
• “Group work, projects, and assignments encourage cooperation toward a common goal.”
• “In physiology, we work with regular lab partners. In English we have scene partners, so you
have to work together.”
In what way does Leland help you become an informed thinker?
93.4% of the results of the survey showed that students understood the school-wide expectations of
developing critical thinking skills and being informed:
• “Mr. Bowen’s biology class has helped me analyze information and use deductive reasoning to
sort this information.”
• “They teach us a lot about past history, but not just history, but about like, Abraham Lincoln or
Jefferson, their personalities, why they were, how they were.”
• “We deal with abstract concepts.”
• “We have discussions on the war in Iraq in World Cultures. We also study the style and culture
of many countries in World Cultures and in Spanish.”
Students reported their teachers supported and encourage the development of informed thinking:
• “We were always challenged to think for ourselves and answer questions with creativity and
imagination.”
• “My teachers give me incentive to go out on my own and research different subjects to become
well-read and informed.”
• “Teachers push you to try your hardest, think about subjects, and then write about them.”
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Leland High School FOL 2007-2008 School Profile
Extra-curricular activities also played a role Leland’s efforts to encourage students to become informed
thinkers:
• “The school newspaper, ASB and Leland web site. LHS shows us to ask questions and do
research.”
In what way does Leland help you become a responsible member of society?
81.6% of the students found that extra-curricular activities have taught them the responsibility giving
back to society.
• “Key Club helps students give back to society.”
• “As an aide at an elementary school, I have realized that I am a role model to younger kids.”
• “The Giving Tree helps [us learn] about underprivileged people.”
• “Clubs have helped students become aware of different social issues.”
• “We raised funds for areas that had disasters and needed money.”
In what way does Leland help you become a self-directed learner?
89.5% of the students recognized that it was crucial for individuals to develop study habits and motivate
themselves to keep up with Leland’s rigorous academic programs. They noted that the Leland’s
curriculum and teachers in particular have supported them.
• “Teachers provide the framework—students go in depth on their own.”
• “Tough, rewarding classes help inspire motivation, dedication, [and] interest.”
• “Students are taught to use their time wisely and the value of planning on their own.”
• “Teachers care about students, so they help them.”
In what way does Leland help you become an information processor?
72.3% of the students understood the effectiveness of Leland’s curriculum regarding the development of
information processing skills. Some students credited their instructors when asked this question.
• “Honors classes require students to find information on their own.”
• “Using life examples to process information [is important].”
• “Teachers encourage us to think for ourselves and seek out information on things that we learn
about.”
• “Literature discussions in English help us examine the text.”
• “Talking about current events and…how the viewpoint shapes the perception of the event.”
• “History projects help me learn about more about my own culture.”
• “Science and geometry help us with reasoning.”
• “Algebra II helped me think more about the process instead of just the answer.”
Where do you go for help when you need it?
• Friends/classmates
• Home/parents
• Teachers
• Mrs. Albers for counseling
• Siblings
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Leland High School FOL 2007-2008 School Profile
(help continued...)
• Tutors
• Library
• Homework center
• Internet
In what ways do Leland students show their commitment to character?
• “Strive to get good grades and be respectful.”
• “Being aware and sensitive to diversity on campus.”
• “Don’t cheat.”
• ASB
• “[Some students] don’t show commitment to character—[they] text during class and [they]
cheat.”
• Focus
• Sports
• Do homework
• Here and ready to learn
• Dedicated
• Community service
• “Mostly faking it.”
• Manners
• Activities
• “[There’s] not a lot of bullying
• “[We] help each other.”
• “[They] express their own opinions.”
Colleague Observations with a focus on ESLRs – Results and Findings
In the spring of 2007, teachers observed fellow colleagues for the opportunity to witness the inclusion of
ESLRs in a regular lesson. Each teacher used the same worksheet to guide them in their observations, as
well as to note what they witnessed. The results of the observations were gathered and are included
below.
Out of 62 observations, the following tallies were made based on evidence of a focus on ESLRs found in
each lesson:
Effective Communicator - 56 Informed Thinker - 59 Information Processor - 62
Self-directed Learner - 43 Collaborative Worker - 41 Responsible Member of Society - 35
Description of the safety conditions, cleanliness and adequacy of school facilities
Leland operates with 4.5 administrators, four campus supervisors, and two off duty San Jose Police
officers for students’ safety. The administration is proactive on safety issues and enjoys strong support
from the District Student Services Department. Students and staff are thoroughly trained in evacuation
(less than four minutes), Code Blue and Code Red. All practice drills are evaluated and improvements
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Leland High School FOL 2007-2008 School Profile
are implemented. Since the last Accreditation visitation, Leland has purchased two Defibrillators and
the entire staff has been trained in CPR and AED. In the 2007 Climate Survey of 1511 students, 50%
agree that they feel safe at school and 25% strongly agree. Of the 1072 parents who responded, 57%
agree that their child feels safe at school, and 26% strongly agree.
Since the 2002 Accreditation, over $10,000,000 has been invested in upgrading Leland facilities. This
includes a new synthetic stadium and track, refurbished locker rooms, new weight training room, new
gym bleachers and gym floor, three rebuilt chemistry labs, new sports floor in the mini gym, complete
renovation of the J-Wing (former shop building), new bathrooms, demolition of 14 old portable
buildings and installation of 16 new portable buildings, two new computer labs, new sculpture garden,
and a new outdoor performance stage. Currently, Leland is in a construction phase that includes two
new synthetic soccer fields, new baseball field, new softball field, new restrooms and concession
building in the stadium, refurbished tennis courts, new drama stage lighting, and new landscaping. In
the summer of 2008, with the exception of the chemistry classrooms, all science classrooms not
refurbished will be rebuilt.
Student participation in co-curricular activities and extra-activities
Leland High School is a vital and active campus. Leland offers 23 athletic teams with 850 students
participating. Speech and Debate has 250 team members, making it one of the largest teams in the
nation. The Robotics team of 25 students is highly active and an international award winner.
Journalism also receives national awards and has 50 students on staff. Mock Trial has a team of 25.
Drama and music are the extracurricular focus of 220 students. In addition hundreds of students create
and take part in 44 Leland Clubs focusing on interests, careers, the environment, and community
service:
American Red Cross Amnesty Intn'l Animation
Authors Alliance Beach Clean-Up Crew Bike Club
Black Student Union Bowling Club Choose the Right
Concert Club Cook for the Hungry CSF
EPACT Fashion Design Club Future Business Leader
Harry Potter Club Humane Society Indian Pakistani Club
International Student Invisible Issues Karma/Khaos Dance
Key Club Latinos Unidos Leland All Stars
Leland Business Alliance Leland Cricket Leland French Club
Leland Hip Hop Leland Impressions Leland Octagon
Leland Smashers Martial Arts Club Math Club
Mock Trial National Honor Society National Art Honor of America
OKIOS Persian Club Robotics Club
Science Club Senior Women Silicon Valley Youth
Special Effect Young Democrat Club
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Leland High School FOL 2007-2008 School Profile
District policies/school financial support
District expenditures per ADA
District State
2004/2004 $7,885 $7,170
2004/2005 $8,012 $7,315
2005/2006 $8,393 $7,669
2006/2007 Not Available
Additional support for Leland comes from active parents’ organizations. Leland parents'
organizations solicit "Needs Requests" from Leland staff and administration. Each support
organization makes their funding decisions based on funds availability and their assessment of school
needs:
Leland Bridge ("...a non-profit organization run by the Chinese-American parents of Leland High
School; the organization's purposes are: (1) to facilitate the communication between the school and
Chinese-American parents, and (2) to encourage involvement from parents in school-wide activities.")
$47,500 over the past five years:
Leland Bridge contributes about $6,000 to Speech and Debate and Leland Robotics each year, and has
contributed $15,000 for various sound and lighting system upgrades and $4,000 to landscape funding.
Leland Athletic Boosters
$650,000 over the last five years:
Leland Athletic Boosters supports upkeep of athletic programs in a variety of ways. While $30,000 is
allocated for additional coaching costs beyond the minimum district support each year, much of their
funding supports maintenance and improvements towards structures and equipment: $110,000 went
towards new stadium bleacher seats, a new gymnasium floor, a new gymnasium safety wall padding,
and new weight room equipment. Additional financial support of 36,500 was provided for logo
paintings, signs, athletic trainer funding and materials, snack shack rental, purchase of ice machine, and
additional transportation.
Leland Parents Club ("The Parents Club strives to make a positive impact on the classroom
environment and student programs.")
$300,000 over the past five years:
Recent items supported by the Parents Club include $40,000 for classroom equipment, $2,700 for
student safety efforts, $3,000 yearly towards student academic support programs, $11,000 for
renovations and outdoor equipment, and $5,000 to support new landscaping on campus.
(additional support continued...)
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Leland High School FOL 2007-2008 School Profile
The Leland Foundation ("...Leland Foundation is committed to helping students and educators prepare
for the demands and opportunities of the 21st century. The focus is to improve academic achievement
through excellence in education at Leland High School.")
$65,000 over the past five years:
Recent items supported by the Leland Foundation include $45,000 for a new science computer lab, and
$12,000 for additional science lab equipment for new science rooms.
Leland applied for and received a Specialized Secondary Program (SSP) grant of $250,000 to create
an instructional Career Tech Program in Filmmaking and Animation. For the past two years, Leland has
been a state demonstration site for SSP, receiving $20,000.
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Leland High School FOL 2007-2008 School Profile
DEMOGRAPHIC DATA
Student Enrollment
The predominant groups have been Asian and
White. The major sub-group is Hispanic.
Altogether, these three groups make up about
96% of the school population. Except for
small changes in the numbers of American
Indian/Alaskan and Black subgroups, the
percentages have remained fairly constant (see
table to below).
Leland’s student body is also developing due to
changes in the criteria for school choice.
School selection based on ethnic representation
has been eliminated. The ethnic representation
criterion has been replaced with socioeconomic
criteria. Students living in a high
socioeconomic geo-code have priority in
enrollment is a school located in a low socioeconomic geo-code. Students living in a low socioeconomic
geo-code have priority in enrollment in a school located in a high socioeconomic geo-code. Geo-codes
are much smaller areas than zip codes. There are over 90 geo-codes in San Jose Unified School District.
Therefore, the criteria priority guideline now is neighborhood, socioeconomic, sibling, and open choice.
With neighborhood being the first criteria and housing expansion in the neighborhood, Leland is now
receiving fewer students from outside its attendance boundaries. Where in 2002, 35% of Leland
students came from outside attendance boundaries, that number is now 20%. Ethnic make-up, however,
has remained constant, and Leland is still the most diverse high school in SJUSD with students speaking
34 languages.
Page 11 of 37
White
42%
2007-2008 Leland Student Demographic
Other
4% Asian
40%
Hispanic
14%
Asian Hispanic White Other
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008
Asian 41.0% 40.7% 40.3% 40.2% 40.7% 40.3%
Hispanic 13.3% 12.7% 12.1% 12.2% 12.0% 13.7%
White 39.8% 40.6% 41.9% 42.4% 42.9% 42.1%
Other 5.9% 6.0% 5.7% 5.2% 4.4% 4.0%
American Indian or
Alaskan
2.8% 2.7% 2.6% 2.3% 1.8% 1.4%
Black 1.5% 1.6% 1.4% 0.9% 0.7% 0.9%
Filipino 0.9% 1.2% 1.2% 1.4% 1.3% 1.2%
Pacific Islander 0.5% 0.5% 0.5% 0.5% 0.5% 0.3%
Multiple or No
Response
0.2% 0.1% 0.1% 0.1% 0.0% 0.1%
All 1,724 1,712 1,757 1,727 1,744 1,794

Leland High School FOL 2007-2008 School Profile
Home Languages
Currently, 32 known
languages are listed as the
primary language spoken at
home. The major languages
are English, Mandarin,
Korean, Spanish, Farsi, and
Vietnamese. Other languages
include Arabic, Armenian,
Assyrian, Cantonese, Dutch,
German, Greek, Gujarati,
Hebrew, Hindi, Hungarian
Indonesian, Japanese,
Kurdish, Marshallese,
Pilipino/Tagalog, Polish,
Portuguese, Punjabi,
Rumanian, Russian,
Taiwanese, Thai, Turkish, and
Urdu. Other home languages
in the past include Cebuano
(Visayan), French, Hmong,
Ilocano, Italian, Khmer
(Cambodian).
Languages (in alpha-order)
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Unspecified, 3.3%
2001-
2002
FARSI, 3.4%
SPANISH, 5.9%
KOREAN, 6.0%
2002-
2003
2007-2008 Leland Home Languages
VIETNAMESE,
3.3%
2003-
2004
MANDARIN,
11.7%
2004-
2005
2005-
2006
Other Languages,
10.9%
ENGLISH MANDARIN KOREAN
SPANISH FARSI Unspecified
VIETNAMESE Other Languages
2006-
2007
2007-
2008
ENGLISH 56.0% 56.7% 56.0% 57.1% 57.7% 56.9% 55.6%
MANDARIN 11.3% 11.8% 12.4% 12.4% 12.6% 12.6% 11.7%
KOREAN 4.8% 4.9% 5.0% 5.2% 5.1% 5.5% 6.0%
SPANISH 5.2% 5.0% 5.0% 4.1% 3.8% 4.2% 5.9%
FARSI (PERSIAN) 4.3% 4.4% 3.6% 4.0% 3.6% 3.5% 3.4%
Unspecified LANGUAGES 4.2% 3.8% 3.9% 3.4% 3.2% 3.2% 3.3%
VIETNAMESE 5.7% 4.9% 5.4% 4.9% 3.8% 3.5% 3.3%
Other Languages 8.5% 8.5% 8.7% 8.9% 10.2% 10.6% 10.9%
ENGLISH, 55.6%

Leland High School FOL 2007-2008 School Profile
Language Proficiency Numbers
Page 13 of 37
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008
Proficient 85.3% 85.3% 86.6% 87.6% 86.6% 84.4%
Limited Proficient 3.0% 3.5% 3.0% 2.4% 2.8% 3.6%
Re-designated Proficient 11.7% 11.1% 10.4% 10.0% 10.6% 10.8%
English Only 56.7% 56.0% 57.1% 57.7% 56.9% 55.5%
Fluent English Proficient 0.0% 0.0% 0.0% 0.0% 0.0% 0.1%
Initially Proficient 28.7% 29.3% 29.5% 29.9% 29.7% 28.9%
Limited English Proficient 3.0% 3.5% 3.0% 2.4% 2.8% 3.6%
Non English Proficient 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Not Tested 0.0% 0.1% 0.1% 0.1% 0.0% 1.2%
English Proficiency Unknown 0.0% 0.0% 0.0% 0.0% 0.0% 0.1%
All 1,724 1,712 1,757 1,727 1,744 1,794
The number of English language learners at Leland has remained fairly constant since 2002, aside from
the slight variations that tend to occur naturally from year to year. While our student enrollment
numbers have been fairly consistent—hovering around the 1700 mark—it may be interesting to note that
only a little over half of our students are designated as “English Only,” thus indicating that
approximately 45% of Leland’s student body comes from at least a bilingual background. Of that
number, approximately 85% of them are considered proficient in English, a number which has also
remained fairly consistent (with slight variations) over the last six years.
Suspension and Expulsion Rates
Suspension numbers at Leland saw a major
jump between 2004 and 2006, resulting from an
exacting approach to discipline by the previous
assistant principal of discipline. A number of
students were also caught with drug
paraphernalia during the 2005-2006 school year,
which accounts for the dramatic spike in the
number of expulsions for that year. While
suspensions have dropped significantly to a
seemingly low number of 59 this past year,
2003-
2004
2004-
2005
2005-
2006
2006-
2007
No. of Suspensions 113 141 152 59
Rate of Suspensions 6.6% 8.0% 8.8% 3.4%
No. of Expulsions 1 1 11 4
Rate of Expulsions 0% 0% 0% 0%
anecdotal data suggests that behavioral issues are not on the rise as one may be lead to suspect. Rather,
our current dean of discipline may preemptively curb issues before they arise by reaching out to students
and fostering a school environment built on trust and respect.

Leland High School FOL 2007-2008 School Profile
Socioeconomic Status
Leland’s student population has not experienced much change or variation socio-economically. Students
who are disadvantaged socioeconomically
remain at approximately
5% of Leland’s student body, while
English learners comprise
approximately 3%. The number of
students with disabilities at Leland has
also remained constant, although it must
be noted that the majority of students
with disabilities at Leland are primarily
diagnosed with ADD or ADHD, and
not physical disabilities themselves.
Leland is also host to several students who have been diagnosed with one or another form of autism.
Staff
With Full
Credential
Without
Full
Credential
Avg. Years
Teaching
Page 14 of 37
2002-
2003
62
(77.5%)
18
(22.5%)
2003-
2004
65
(90.3%)
7
(9.7%)
Teacher Credentials
School District County State
2004-
2005
2005-
2006
2006-
2007
2006-2007
70 63 71 1533 12293 293241
(89.7%) (87.5%) (95.9%) (95.8%) (94.5%) (95.0%)
8
(10.3%)
Socioeconomically
disadvantaged
9
(12.5%)
Socio-economic Status
3
(4.1%)
2003-
2004*
2004-
2005*
63
(4.2%)
2005-
2006
719
(5.5%)
2006-
2007
15549
(5.0%)
10.2 11.2 9.3 9.7 9.8 9.0 12.1 12.7
2007-
2008
5.5% 5.2% 4.8% 5.1% 5.8%
English Learners 3.5% 3.0% 2.4% 2.8% 3.5%
Students with
disabilities
5.8% 5.0% 4.8% 5.0% 5.5%
The data suggests that the teaching staff at Leland shows little difference from teaching staffs across the
district, county, and state. 95.9% (71 out of 74) of Leland’s teachers hold a full credential. A teacher at
Leland has taught for an average of 10 years, slightly more experienced than the average district teacher,
but less so than the average teacher from the county and the state.

Leland High School FOL 2007-2008 School Profile
Content of staff development and numbers participating
An analysis of staff development time spent since the last accreditation report reveals the issues and
direction of Leland High School over the past six years:
• Students Support 26 hours
• Technology Training 20 hours
• Student Safety 19 hours
• Diversity 16 hours
• Curriculum 16 hours
• WASC Self-Study 9 hours
• NAHS Planning 4 hours
• Construction Issues 2 hours
In the area of Student Support, Leland has spent from one to five hours of staff development time on
Stressed-Out Students, autism, Bubble Kids, Project Cornerstone, Commitment to Character, drug
abuse, child abuse, closing the gap, sexual harassment, Special Education, and 504 Students. It is clear
from the investment of time that Leland values the individual needs of students. Every Leland student is
special and deserves support. Students learn differently, and the school must diversify instruction.
Students come to us with very diverse backgrounds that require our understanding and support. It is no
surprise that Leland’s first WASC Action Plan Goal will deal with Stressed Out students and the issues
of their support.
In technology training, Leland has spent from one to five hours of training on web site development,
electronic gradebook, EduSoft assessment and data, Homework Live, CTAP, Parent Internet Viewer,
and NetTrekker. Since the last WASC Self-Study, Leland has experienced a technology explosion.
New hardware and new software have required many hours of staff development time. The future years
promise even faster technology development in instruction, assessment, and communication. Therefore,
keeping ahead of the technology curve needs to be a WASC Action Plan Goal.
Dealing with safety issues, Leland has spent from 3 to 12 hours on safety/CPR Training, code red and
code blue, blood borne pathogens, and emergency planning. Unless students feel emotionally and
physically safe in the school environment, they cannot learn and thrive. Leland is committed to being an
educational leader in school safety. The school works with the city of San Jose Police and Fire
Departments to stay highly trained in emergency plans and services. Leland acquired a grant for the
purchase of two defibrillators and spends time each year training the entire staff in CPR and AED.
Leland now wishes to extend its ability by working with the city of San Jose on extended crisis planning
and communication.
In recognizing and understanding diversity, Leland has spent four to six hours on racism and culture,
religious diversity, and ethnic diversity issues and understanding. As the most diverse school in San
Jose Unified with students speaking 34 different languages, Leland understands diversity and the need to
support students based on their varied backgrounds. This will continue to be a major concern and a
major commitment of staff development time.
Page 15 of 37

Leland High School FOL 2007-2008 School Profile
In curriculum, Leland has spent from one to three hours on pacing calendars, course alike planning,
green sheet development, standards-based instruction and assessment, Specialized Secondary Program,
backwards mapping, and alternative assessment. Leland has seen (and will continue to see) changes in
curriculum based on student and community needs. Since the last accreditation, Leland has completely
renovated the science curriculum, opened up environmental study, developed a complete technology
center, embarked on career technology learning, and reinstated visual and performing arts instruction.
With this in mind, curriculum changes will play a major role in Leland’s Action Plan Goal to promote
real-life and project-based learning.
Starting in 2007, Leland has spent nine hours of staff development time developing its WASC Self-
Study and data analysis. And, Leland has spent four staff development hours on budget issues and New
American High School goals planning.
Several hours of staff development time have been spent on school construction issues. With over
$10,000,000 in construction since the last accreditation, it has been a world of paint, dust, and
jackhammers. This now includes a $5,500,000 Sports Complex that through our initiative is a combined
investment of the district and the city of San Jose for the state-of-the-art use of our students and our
community. This will continue for the next three years. Although this is difficult, the end result is the
development of facilities to match the needs of our students, staff, and community.
Parent Educational Level (STAR)
A large part of the academic
success at Leland can be
attributed to the educational level
of the average Leland parent.
Approximately 86% of the
parents at Leland are college
graduates; 44% of them have
advanced degrees or have studied
beyond the undergraduate level.
This number has increased by
several percentage points over the
last six years. The percentage of
parents who are high school
graduates, by comparison, has
only dropped by 3% since 2002,
thus indicating that the education
level of our school community
has been on a gradual upward
trend since 2002, at least as
indicated by responses to the
questionnaire on STAR.
Page 16 of 37
Percent with a
response
Not a high school
graduate*
High school
graduate*
2002-
2003
2003-
2004
2004-
2005
2005-
2006
2006-
2007
86% 88% 92% 94% 93%
1 1 2 2 1
7 6 5 4 4
Some college* 12 10 10 10 9
College
graduate*
37 37 40 40 42
Graduate
School*
Average parent
42 46 43 44 44
educational level
(STAR)**
4.12 4.19 4.18 4.21 4.22
* Percent based on those who responded to the questionnaire on STAR.
**Average parent educational level is calculated by assigning “not a high
school graduate” as 1 and “graduate school” as 5.

Leland High School FOL 2007-2008 School Profile
STUDENT PERFORMANCE DATA
Academic Performance Index
Page 17 of 37
Growth
2000-2007
2000 2001 2002 2003 2004 2005 2006 2007 Points %
Schoolwide 808 820 791 808 828 862 845 856 48 6%
Hispanic 670 692 645 640 708 739 745 754 84 13%
Disadvantaged NA NA NA NA NA NA NA NA NA NA
White 805 813 782 787 796 841 826 835 30 4%
Asian 878 880 860 893 903 930 909 914 36 4%
API Gap Closure
2000 2001 2002 2003 2004 2005 2006 2007 Points %
White-Hispanic 135 121 137 147 88 102 81 81 54 40%
Asian-White 73 67 78 106 107 89 83 79 -6 -8%
Academic Performance Index-Targets Met
2000 2001 2002 2003 2004 2005 2006 2007
Schoolwide Yes Yes Yes Yes Yes Yes Yes Yes
Hispanic No Yes No Yes Yes Yes Yes Yes
Disadvantaged NA NA NA NA NA NA NA NA
White Yes Yes Yes Yes Yes Yes Yes Yes
Asian Yes Yes Yes Yes Yes Yes Yes Yes
2000 2001 2002 2003 2004 2005 2006 2007
State Rank* 10 10 10 10 10 10 10 10
*State rank index of 10 indicates that Leland falls within the top ten percent of public high schools.
Schoolwide API scores have increased by 48 points. All three major ethnic subgroup's (White,
Hispanic, and Asian) API scores rose, with the Hispanic subgroup leading in API growth. This
subgroup increased their API by 84 points, which is roughly a 13% increase. The most recent Hispanic
API score is 754. The White-Hispanic achievement gap has narrowed by 40% since 2000.

Leland High School FOL 2007-2008 School Profile
Page 18 of 37
Leland CST-History/Social Science Pass Rate
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
Pass Rate Pass Rate Pass Rate Pass Rate Pass Rate
10 th Grade 56.9% 61.1% 63.6% 71.4% N/A
11 th Grade 59.6% 64.4% 75.4% 66.4% 65.8%
The pass rate for 10 th grade CST
History/Social Science has been on the rise.
The difference between year 2002 and the
most recent data of 2005 is a 14.5% point
increase. The increase in the overall pass
rate (proficient and advanced) coincides
with the major decline in far below basic
(FBB) and below basic (BB). *N/A: data is
not available at this time
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
CST-History/Social Sci 11th
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
school year
FBB BB Basic Proficent Advanced
The pass rate for 11 th grade CST History/Social
Science has increased since school year 2002
and maintained at 65%, with a spike of 75.4%
pass rate in school year 2004. The category of
FBB has generally been declining.

Leland High School FOL 2007-2008 School Profile
Leland CST-ELA Pass Rate
Page 19 of 37
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
Pass Rate Pass Rate Pass Rate Pass Rate Pass Rate
9 th Grade 75.6% 67.7% 79.8% 84.8% 83.4%
10 th Grade 64.9% 63.6% 69.4% 78.3% 75.2%
11 th Grade 63.6% 64.4% 74.0% 71.2% 72.4%
The pass rate for 9 th grade ELA has been
considered very high. Rather than having a
general rise, the pass rate for 2004 through
2006 has jumped to around 80% or better. As
the graph clearly shows, the proportion of FBB
and BB has declined to a minimal level. 12 of
the 13 current English teachers were hired after
June 2002.
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
CST-ELA 10th
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
school year
FBB BB Basic Proficent Advanced
The pass rate for 11 th grade ELA grew from
63.6% in 2002 to 72.4%, a growth of 8.8%
points. In the last three years for all grade
levels, the proportion of the advanced scores is
much higher than that of proficient score.
However, a decrease in pass rate percentages as
the grade level rises has been noted. Upon
further investigation, it was found that this is a
general trend throughout similar school's CST
scores. The reasons for the decline in pass rate
percentages are currently being investigated.
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
CST-ELA 9th
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
school year
FBB BB Basic Proficent Advanced
The pass rate for 10 th grade ELA has seen a growth
from 64.9% in 2002 to 75.2% in 2006, a growth of
10.3% points. Similar to the 9 th grade ELA pass
rate, the pass rate for the last 2 to 3 years is
noticeably higher the 2002 and 2003 school year.
As the graph shows, the proportion of FBB and BB
has been declining significantly.
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
CST-ELA 11th
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
school year
FBB BB Basic Proficent Advanced

Leland High School FOL 2007-2008 School Profile
Leland CST-Math Pass Rate
Page 20 of 37
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
Pass Rate Pass Rate Pass Rate Pass Rate Pass Rate
9 th Grade 56.2% 53.5% 51.5% 67.0% 71.8%
10 th Grade 46.7% 45.0% 50.8% 53.3% 57.2%
11 th Grade 41.0% 36.1% 53.6% 48.8% 47.2%
The pass rate for 9 th grade in mathematics
has jumped significantly in the last two years.
9 th grade students can take Algebra 1,
Geometry, Algebra 2, Algebra
2/Trigonometry, Pre-Calculus, or Pre-
Calculus Honors. In 2002-2004, the pass rate
was generally in the range of 51.5% to
56.2%. In the last two years, it has jumped to
67.0% and 71.8%. The proportion of FBB
and BB scores has been steadily declining,
while the proportion of Advanced scores has
been steadily increasing.
Similar to 9 th and 10 th grade students, 11 th
grade students enroll in classes that include AB
Calculus, and BC Calculus. Though the rate
for 2002 and 2003 was around 40% or below,
the pass rate for last three years increased to
around the 50% range. Similar to 9 th and 10 th
grade, there has been a general rise in the
proportion of Advanced scores for 11 th grade
students. However, math continues to be a
challenge.
50%
40%
30%
20%
10%
0%
30%
25%
20%
15%
10%
5%
0%
CST-Math 9th
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
shool year
FBB BB Basic Proficent Advanced
Similar to 9 th grade students, 10 th grade students
take a wide-range of different math classes and
levels. The pass rate of 46.7% in 2002 improved
to 57.2% in 2007, a growth of 10.5% points.
While the percentage of Proficient scores has
been fluctuating slightly, they have remained
around 30%. However, the percentage of the
Advanced scores improved from 10% range to
more than 20% in 2007.
CST-Math 11th
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
school year
FBB BB Basic Proficent Advanced

Leland High School FOL 2007-2008 School Profile
Leland CST-Science Pass Rate
Page 21 of 37
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
Pass Rate Pass Rate Pass Rate Pass Rate Pass Rate
9 th Grade 49.7% 44.9% 48.1% 34.7% N/A
10 th Grade 50.0% 43.0% 38.7% 36.7% 57.3%
11 th Grade 49.8% 43.0% 47.2% 41.4% N/A
Students now choose science courses based
on their proficiency in math skills. While the
pass rate for 9 th grade science students was in
the mid to high 40s from 2002-2004, the pass
rate dropped to 34.7% in 2006. This drop
can be attributed to the curricular change in
the science pathway that placed freshmen in
a conceptual physics course, for which a CST
has not yet been designed. Thus, 9th graders
took a science CST that did not reflect what
they had learned that year. (refer to page 1 of
chapter three for further explanation)
The pass rates for 11 th grade science
students have been fluctuating from 2002
to 2005 with a general downward trend.
Unfortunately, 11 th grade science is the
only place where the proportion of the FBB
and BB is on the rise. The curricular
change in science pathway is expected to
affect this trend in a positive way.
50%
40%
30%
20%
10%
35%
30%
25%
20%
15%
10%
5%
0%
0%
CST-Science 9th
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
school year
FBB BB Basic Proficent Advanced
The pass rate for 10 th grade science students
began with 50% in 2002 and has declined
steadily. However, in 2006, the pass rate
bounced back to the highest pass rate in the
last 5 years. The proportion of FBB and BB
scores has remained about the same for the
past five years. From 2006 to 2007, the
percentage of Basic scores fell by well over
10% points, while Advanced scores increased
by nearly 20% points.
CST-Science 11th
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
school year
FBB BB Basic Proficent Advanced

Leland High School FOL 2007-2008 School Profile
Adequate Yearly Progress (*Adequate Yearly Progress for High Schools is based on scores from the
California High School Exit Examination for 10th grade students only. This is why the numbers of
students with valid scores seem small.)
ENGLIGH LANGUAGE ARTS
Page 22 of 37
% Proficient or Advanced Growth
2003 2004 2005 2006 2007 1 yr. 5 yr.
Hispanic 64.6% 54.7% 81.5% 51.9% -29.6% 8.8%
White 79.8% 86.1% 82.5% 88.9% 83.9% -5.0% 4.1%
Disadvantaged
Asian 92.3% 88.0% 93.0% 95.2% 92.7% -2.5% 0.4%
English Learner 65.6%
Disability
Schoolwide 80.3% 83.8% 82.6% 90.1% 83.4% -6.7% 3.1%
Gap White-Hispanic 21.5% 27.8% 7.4% 32.0%
MATHEMATICS
% Proficient or Advanced Growth
2003 2004 2005 2006 2007 1 yr. 5 yr.
Hispanic 53.8% 45.3% 70.4% 57.4% -13.0% 27.9%
White 69.4% 76.0% 75.4% 79.8% 85.5% 5.7% 16.1%
Disadvantaged
Asian 94.6% 94.7% 96.8% 95.2% 97.0% 1.8% 2.4%
English Learner 65.6%
Disability
Schoolwide 75.1% 80.0% 79.3% 84.2% 86.7% 2.5% 11.6%
Gap White-Hispanic 22.2% 30.1% 9.4% 28.1%
NUMBER OF VALID SCORES Growth
2003 2004 2005 2006 2007 1 yr. 5 yr.
Hispanic 44 65 53 54 54 0% 23%
White 169 188 183 199 186 -7% 10%
Disadvantaged 24 24 34 15 17 13% -29%
Asian 170 192 158 165 164 -1% -4%
English Learner 64 37 33 21 25 19% -61%
Disability 31 30 24 14 23 64% -26%
Schoolwide 407 472 420 445 415 -7% 2%
Number of Proficient or Advanced for ELA and Math: a) there is a significant increase or decrease in
the percentages from year to year. Note: The number of valid scores for Hispanic students barely
changes over the last three years. b) There is an especially big increase from 2005 to 2006 and a drop in
percentage from 2006 to 2007.

Leland High School FOL 2007-2008 School Profile
Page 23 of 37
Stayed at Basic
46%
Mathematics Bubble Students
Dropped Below Basic
27%
Crossed Above
Proficient
27%
The number of students who were “high basic” on the 2006 CST was 138.
Demographics of bubble students: Hispanic=28, White=70, Asian=36,
Other=4, English Learner=2, Special Ed=3
The chart represents the same 138 students' results for the 2007 CST. 26% crossed above Proficient,
26% dropped below Basic, and 44% stayed at Basic for the mathematics portion of the STAR 2007 test.
Stayed at Basic, 38%
ELA Bubble Students
Dropped Below
Basic, 12%
Crossed Above
Proficient, 50%
The number of students who were “high basic” on the 2006 CST was 124.
Demographics of bubble students: Hispanic=26, White=61, Asian=28,
Other=9, English Learner=0, Special Ed=10
This chart represents the same 124 students' results for the 2007 CST. The bubble student program
experienced great success on the ELA portion of the exam, with 50% of this population crossing above
Proficient.

Leland High School FOL 2007-2008 School Profile
Annual Redesignation
Rate
(Based on R-30 Report)
2001 33.3%
2002 25.4%
2003 36.0%
2004 7.5%
2005 9.4%
2006 22.6%
2007 10.9%
Page 24 of 37
Title III Targets
AMO1
2004=51.0%
2005=51.5%
2006=52.0%
2007=48.7%
AMO2
2004=30.0%
2005=30.7%
2006=31.4%
2007=27.2%
NOTE: In 2006-2007, CELDT standards
were recalibrated. As a result, percentage of
students meeting AMAO1 and AMAO2
were lower and targets were reduced.
Consequently, data for 2007 represent a new
baseline for AMAO1 and AMAO2.
In the fall of 2006, there were 24 students who were deemed English Proficient from the previous school
year. Of these students, 17% percent were reclassified by June 2007. After the fall CELDT testing in
2006, there were 27 English Proficient students; of these students, 15% were reclassified by June 2007.
Annual Redesignation Rate (Based on R-30 Report)
The general trend for the change appears to be a general downward trend with several anomalies.
Title III Progress
AMAO 1 and AMAO 2 scores have also been fluctuating along the years. It was noted that the distinct
drop in percentages in 2007 could be because of a change in CELDT standards. It is unclear why 2006
yielded a 0% seeing that the distribution of language proficiency seemed relatively similar with minimal
change. With just three data points from 2004-2006, the general trend appears to be that Title III
Progress is increasing.
English Learner Count
There has been a general decrease in a near linear fashion in this category.
Title III Progress
% Making Annual Progress % Reaching English
(AMAO1)
Proficiency (AMAO1)
2004 67.2% 2004 47.1%
2005 92.6% 2005 78.3%
2006 81.1% 2006 0.0%
2007 46.7% 2007 29.6%
English Learner Counts in March
(Count) (% of all students)
2001 86 5.0
2002 63 3.6
2003 53 3.0
2004 64 3.6
2005 53 3.0
2006 46 2.6
2007 47 2.7

Leland High School FOL 2007-2008 School Profile
Attendance
Attendance Rate
Page 25 of 37
Hispanic
Growth
2002 2003 2004 2005 2006 2007 1-year 6-year
94.6% 94.6% 95.6% 96.0% 95.7% 96.2% 0.5% 1.6%
White 96.3% 95.4% 96.0% 96.9% 96.3% 96.7% 0.4% 0.4%
Asian 98.1% 97.7% 97.9% 98.5% 98.1% 98.5% 0.4% 0.4%
Disadvantaged 96.3% 94.1% 95.4% 96.2% 94.9% 96.5% 1.6% 0.2%
English Learner 96.9% 93.9% 95.8% 96.7% 95.6% 95.9% 0.4% -1.0%
Redesignated 97.7% 97.4% 97.7% 98.5% 96.9% 98.1% 1.1% 0.4%
Schoolwide 96.9% 96.4% 96.8% 97.3% 96.9% 97.4% 0.4% 0.5%
The attendance rates have seen a general increase from 2002-2007. Although the attendance for EL
students has gone down, this is not due to an actual decrease in interest in school, but due to a natural
fluctuation caused by the relatively small number of EL students in the school. One absence would
therefore cause a more drastic decrease in attendance rates. Hispanic student attendance has increased
1.6% since 2002, which is a significant increase. Additionally, the percentage of students with high
attendance has increased across the board, especially among the White student population, which has
seen an 8.1% increase from 2004-2005 to 2006-2007
Mobility Calculation are as follows: 2004-2005 School Year 5%, 2005-2006 School Year 3%, 2006-
2007 School Year 5%.
Truancy and tardiness are held to small numbers because of Parent Internet Viewer (PIV), which enables
parents to view instructors’ gradebooks for assignments, grades, attendance, and discipline. The Parent
Link phone system notifies parents of their student’s absences. When a student shows a growing
attendance or tardy problem, intervention occurs through the Student Assistance Program (SAP) and the
Student Study Team (SST). If neither of these programs proves to be successful, Leland is supported by
a District Child Welfare Advocate (CWA) to explore alternative programs.

Leland High School FOL 2007-2008 School Profile
Attendance II
Attendance numbers at Leland have, for
the most part, remained steady over the
last three years. The percentage of
students with low absenteeism
(approximately 29%) has varied little
during this time, as Leland benefits
from a student body that consistently
comes to school on a daily basis. There
is a slight anomaly in the data as the last
school year witnessed a 5.7% increase
in the high absenteeism rate among all
students. This increase is reflected in the
Asian (4.2% increase), Hispanic (4.5%
increase), and White (7.7% increase)
student populations. Very little data is
available to reveal the root causes of
this increase, especially as the numbers
seem too high to be attributable to
statistical variation. Anecdotal data
suggests that more students took days
off to visit prospective university
campuses than in years past. Also, worthy of note is that Asian students at Leland have the highest rate
of low-absenteeism. In other words, Asian students have the highest attendance rates, followed by
Hispanic and White students.
Report Card Analyses
Students with semester GPA below 2.0
2005/2006 SM1 = 12% SM2 = 11%
2006/2007 SM1 = 12% SM2 = 11%
Students with semester GPA of 3.5 and above
2005/2006 SM1 = 38% SM2 = 40%
2006/2007 SM1 = 38% SM2 = 39%
Average GPA
2005/2006 SM1 = 3.01% SM2 = 3.05%
2006/2007 SM1 = 3.02% SM2 = 3.06%
Report card analyses indicate that grades achieved at Leland remain fairly consistent at all levels of
achievement.
Page 26 of 37
Leland
Asian
Hispanic
White
Other
2004-2005 2005-2006 2006-2007
Low 29.4% 29.4% 29.5%
Medium 46.7% 46.8% 41.4%
High 23.9% 23.8% 29.1%
Low 37.6% 42.1% 40.6%
Medium 46.6% 42.9% 40.2%
High 15.8% 15.0% 19.2%
Low 19.0% 18.5% 21.0%
Medium 43.1% 47.9% 41.0%
High 37.9% 33.6% 38.1%
Total 211 211 210
Low 25.2% 21.1% 21.9%
Medium 47.5% 51.0% 42.6%
High 27.4% 27.8% 35.5%
Total 731 733 749
Low 25.0% 24.7% 23.7%
Medium 50.0% 39.3% 42.1%
High 25.0% 36.0% 34.2%
Total 100 89 76
Low = 0-5 days of absence
Medium = 6-15 days of absence
High = 16 or more days of absence

Leland High School FOL 2007-2008 School Profile
Number of students taking algebra by grade level
Algebra I is the entry-level math course for 9 th
grade students. Approximately 50% of 9 th grade
students take Algebra I. The other 50% enter at
Geometry or above. This has been consistent for
the past three years.
The general trend for White students taking
Hispanic 62.5% 70.8% 73.5% 71.4% 65.1% 66.1%
Algebra in grade 9 is decreasing, meaning that
White 84.6% 79.0% 76.8% 77.8% 83.0% 80.8%
more White students are taking higher level math
courses in grade 9. There was a significant
increase of Hispanic students taking Algebra in
Hispanic White
grade 9 for a couple of years, followed by a downward trend in the next two years, and now seems to be
stabilizing in the last year.
Page 27 of 37
9th Grade Completion of Algebra 1 or Higher
with a Grade of C or Better
% Proficient or Advanced Growth
2002 2003 2004 2005 2006 2007 1-Year 5-year
Hispanic 62.5% 70.8% 73.5% 71.4% 65.1% 66.1% 1.0% 3.6%
White 84.6% 79.0% 76.8% 77.8% 83.0% 80.8% -2.2% -3.8%
Asian 98.9% 84.5% 96.4% 95.3% 92.7% 95.5% 2.8% -3.4%
Disadvantaged 51.4% 59.1% 82.4% 76.2% 58.3% 79.4% 21.1% 28.0%
English Learner 75.0% 77.3% 54.6% 57.1% 60.0% 2.9% 60.0%
Redesignated 80.0% 92.9% 83.2% 84.8% 88.2% 3.4% 88.2%
Schoolwide 86.7% 82.9% 84.0% 83.3% 84.7% 85.8% 1.1% -0.9%
Gap White-
Hispanic 22.1% 8.2% 3.3% 6.4% 17.9% 14.7% -3.2% -7.4%
9th Grade Enrollment
2002 2003 2004 2005 2006 2007 1-Year 5-year
Hispanic 56 72 68 63 63 59 -4 3
White 188 186 198 203 200 203 3 15
Asian 176 182 166 171 177 201 24 25
Disadvantaged 37 22 34 21 24 34 10 -3
English Learner 0 12 22 11 14 15 1 15
Redesignated 0 45 42 44 46 51 5 51
Schoolwide 450 468 461 466 450 479 29 29
Change in Rates for Algebra Course Taking of
Grade 9: 2002-2007
100.0%
50.0%
2002 2003 2004 2005 2006 2007
9th grade completion of
Algebra I or higher with a
grade of C or better has seen a
significant increase in
disadvantaged students since
2002. The percentage of
disadvantaged students who
have completed Algebra I or
higher with a grade of C or
better in 9th grade is almost
equal to that of the White
student population. Hispanic
students and re-designated
students have also seen an
increase.
There has been a significant
jump in Asian student
enrollment in the 9th grade;
there has been a gradual
increase in White student
enrollment since 2002.

Leland High School FOL 2007-2008 School Profile
CAHSEE Grade 10 Census
Percent Passing
2004 2005 2006 2007
ELA Math Both ELA Math Both ELA Math Both ELA Math Both
Schoolwide 96% 94% 93% 95% 94% 92% 96% 97% 96% 96% 97% 93%
Asian 99% 98% 98% 98% 98% 96% 98% 100% 98% 97% 100% 97%
Hispanic 89% 85% 82% 83% 81% 75% 8\91% 89% 87% 87% 90% 80%
White 96% 94% 93% 97% 95% 94% 96% 98% 96% 97% 96% 94%
Disadvantage 71% 76% 71% 79% 74% 71% 69% 86% 71% 80% 80% 75%
English Learner 78% 75% 78% 48% 67% 43% 30% 86% 29% 11% 78% 11%
Redesignated 98% 98% 98% 98% 98% 95% 95% 98% 95% 98% 98% 96%
Disability 48% 33% 28% 54% 50% 43% 53% 69% 62% 54% 63% 33%
White-Hispanic
Gap 7% 9% 11% 14% 14% 19% 5% 9% 9% 10% 6% 14%
Asian: 100% Math pass rate for the past two years
Hispanic: both ELA and math fluctuated and significantly dropped in 2005 but then significantly rose in
2006 and 2007
White: both ELA and math scores are generally slowly increasing with a peak at 2006
Disadvantaged: ELA scores significantly fluctuates with a peak in 2005 and low in 2006
EL: ELA scores have significantly dropped and Math scores roughly stayed in the same range
Redesignated: drop in ELA score in 2006
Disability: math scores have increased significantly
***While all other groups had a peak in 2006, EL had a significant declining pattern from 2004 to 2007.
Page 28 of 37
Number of Students
Who Still Need to
Pass
More Class of 2008
Number of Students
Who Have Never
Taken CAHSEE
ELA Math
Schoolwide 15 17 8
Asian 4 4 2
Hispanic 5 6 2
White 6 6 4
Disadvantaged 3 2 1
English Learner 3 3 1
Redesignated 1 1 0
Disability 6 8 0

Leland High School FOL 2007-2008 School Profile
There has been a tremendous
increase in the percentage of
graduates satisfying UC/CSU
requirements, both in the past
year and in the 7-year trend.
Hispanic, Disadvantaged, and
Redesignated students show the
greatest increase in the number of
students satisfying UC/CSU
requirements, contrary to what
Table 1 suggests. Other groups,
except EL, all show strong and
consistent increases, thus
contributing to the school-wide
increase of 21% in the past six
years.
overall 7-year trend in those two groups.
Page 29 of 37
% of Graduates Satisfying UC/CSU Requirements
2001 2002 2003 2004 2005 2006 2007
Schoolwide 66.0% 86.5% 84.5% 89.2% 88.5% 86.5% 87.0%
Asian 82.7% 95.4% 92.6% 96.9% 95.5% 93.1% 94.0%
Hispanic 41.0% 73.3% 60.7% 72.0% 73.5% 72.6% 64.0%
White 60.0% 80.0% 86.1% 89.7% 84.8% 84.3% 88.0%
Disadvantage 63.6% 76.2% 34.6% 60.9% 64.3% 73.7% 75.0%
English Learner 42.9% 35.7% 30.8% 53.9% 45.5% 87.1% 36.0%
Redesignated 77.1% 87.0% 76.6% 86.8% 90.6% 95.5% 88.0%
% of 11th Grade Students with 120 Credits or More
2001 2002 2003 2004 2005 2006 2007
Schoolwide 83.8% 88.0% 84.1% 83.9% 81.1% 80.4% 80.0%
Asian 89.1% 94.6% 95.0% 92.6% 95.8% 94.4% 90.0%
Hispanic 75.0% 81.5% 70.0% 70.7% 61.1% 76.6% 62.0%
White 83.4% 82.9% 77.4% 80.2% 75.5% 72.1% 75.0%
Disadvantage 54.2% 74.2% 66.7% 57.9% 62.5% 64.3% 64.0%
English Learner 53.3% 75.0% 63.6% 54.6% 52.6% 37.5% 44.0%
Redesignated 77.8% 90.9% 84.9% 92.3% 90.0% 95.0% 80.0%
Hispanic and EL students
show the greatest dip at -
13% and -9% respectively.
However, students coming
from disadvantaged
backgrounds showed a
strong 10% increase in
meeting graduation criteria
over seven years. In the past
year, Hispanic and
Redesignated student on
pace to graduate both
declined by 15%,
contributing heavily to the
The contradictory data of Tables 1 and 2 suggests that Leland takes measures to ensure that students
lagging behind in credits entering their third year of high school are on track to graduate at the end of
high school.
Graduation Rate (National Center for Education Statistics Model)
Required Under No Child Left Behind
2001 2002 2003 2004 2005 2006 2007
Schoolwide 98.9% 99.5% 97.4% 98.8% 97.9% 99.8% NA
The graduation rate has remained fairly constant with the lowest rate of 97.4% in 2003 and the highest
rate in 99.8% in 2006.

Leland High School FOL 2007-2008 School Profile
Page 30 of 37
SAT Scores
Verbal Growth
2002 2003 2004 2005 2006 2007 1-year 6-year
Schoolwide 551 553 551 553 561 565 4 14
Asian 560 575 551 572 585 593 8 33
Hispanic 479 505 482 473 493 531 38 52
White 541 528 543 541 547 542 -5 1
Disadvantage 416 454 447 474 486 608 122 192
English Learner 293 388 393 423 405 400 -5 107
Redesignated 498 502 530 538 508 546 38 48
School-wide SAT verbal
scores remain fairly
constant. Asian students'
scores show a steady
increase over the past six
years in the verbal section
and a fairly steady increase
in the math section.
Hispanic students' scores
show a spike in verbal test
scores in 2003, with an
increase of 26 points, but
then show a drop in 2004,
decreasing by 23. Since 2004, the verbal scores have been increasing and, in 2007, jumped 38 points.
The White students' scores also show a decline in verbal test scores in 2003, dropping 13 points, but
have been, along with the math scores, very steady since then. The disadvantaged students' scores
increased dramatically in both verbal and math, jumping 191 points and 100 points respectively. The
EL students' scores in both
verbal and math sections have
also improved significantly,
Mathematics Growth
2002 2003 2004 2005 2006 2007 1-year 6-year
gaining 108 points and 295
Schoolwide 601 608 603 596 611 611 0 10
points respectively. However,
Asian 637 654 637 633 658 667 9 30
the EL test-taking population
in 2007 consisted of only 1
person, whereas in other years
there have been more testtakers.
This suggests that
Hispanic 518
White 562
Disadvantage 505
English Learner 415
532
566
575
560
511
567
472
573
502
554
547
540
532
576
556
630
537
565
605
710
5
-11
49
80
19
3
100
295
most of the focus was on that
one person, contributing to the
Redesignated 607 621 611 596 606 628 22 21
dramatic increase in scores. The redesignated students' scores have also increased considerably,
especially within the last year with a 38 point increase from 2006 to 2007.
Number of Test Takers Growth
2002 2003 2004 2005 2006 2007 1-year 6-year
Schoolwide 322 351 325 346 385 340 -45 18
Asian 140 117 104 145 192 162 -30 22
Hispanic 19 13 24 22 39 23 -16 4
White 73 72 79 92 135 136 1 63
Disadvantage 11 8 10 15 12 8 -4 -3
English Learner 4 6 6 9 4 1 -3 -3
Redesignated 35 41 48 42 46 38 -8 3

Leland High School FOL 2007-2008 School Profile
California English Language Development Test (CELDT) (assessment results number and percent of
students at each proficiency level)
Page 31 of 37
Leland CELDT Level by Grade Level
Grade Level 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
1 4.4% 1.6% 1.7% 1.7% 4.8%
2 7.3% 11.5% 5.1% 5.1% 16.1%
Grade 9
3
4
21.7%
36.2%
27.9%
34.4%
10.2%
39.0%
18.6%
40.7%
27.4%
25.8%
5 30.4% 24.6% 44.1% 33.9% 25.8%
Count 69 61 59 59 62
1 4.9% 2.9% 2.4% 7.7%
2 14.6% 8.6% 7.1% 11.5% 25.9%
Grade 10
3
4
29.3%
34.2%
28.6%
31.4%
19.1%
40.5%
30.8%
23.1%
33.3%
22.2%
5 17.1% 28.6% 31.0% 26.9% 18.5%
Count 41 35 42 26 27
1 5.9% 4.9% 15.6%
2 14.3% 20.6% 12.2% 15.6%
Grade 11
3
4
32.1%
32.1%
35.3%
26.5%
16.7%
37.5%
19.5%
29.3%
31.3%
25.0%
5 21.4% 11.8% 45.8% 34.2% 12.5%
Count 28 34 24 41 32
1 3.2% 12.1%
2 6.7% 6.5% 5.9% 5.9% 24.2%
Grade 12
3
4
26.7%
36.7%
29.0%
35.5%
17.7%
52.9%
23.5%
35.3%
27.3%
24.2%
5 30.0% 25.8% 23.5% 35.3% 12.1%
Count 30 31 17 17 33
Key:
1=beginning, 2=early intermediate, 3=intermediate,
4=early advanced, 5=advanced
NOTE:
Some of the students who took CEDLT, have already been
mainstreamed.
Overall, the classes had a decrease in the number of students taking the CELDT. In general, students are
receiving lower scores on the CELDT over the years. The data suggests that the students are less
prepared for the CELDT test now than they were in previous years.

Leland High School FOL 2007-2008 School Profile
Advanced Placement Test Results
(including numbers of students enrolled in AP courses and percentages taking the exams and percentage
of students passing exams)
2002-2003 2003-2004 2004-2005 2005-2006 2006-2007
Pass Total Pass Total Pass Total Pass Total Pass Total
Total 74% 971 69% 736 70% 913 79% 904 85% 768
Art Studio: Drawing 75% 4 100% 1 0% 1 100% 3
Biology 57% 203 53% 103 70% 105 51% 55 67% 70
Calculus AB 81% 127 59% 123 74% 127 94% 141 90% 118
Calculus BC 99% 100 97% 60 96% 67 99% 68 98% 83
Chemistry 57% 30 57% 23 47% 34 77% 30 56% 32
Economics: Macro 100% 3 100% 1 36% 69 37% 108 68% 63
English Lang 81% 26 74% 78 90% 120 79% 117 90% 102
English Lit. 94% 70 91% 53 97% 35 98% 45 96% 52
French Lang 100% 14 92% 12 92% 13 87% 15 100% 15
Music Theory 67% 9 25% 4 70% 10 100% 9 80% 5
Physics B 52% 42 17% 18 43% 30 71% 14 100% 17
Spanish Language 70% 60 52% 48 54% 54 83% 40 89% 18
Statistics 100% 1 92% 26 90% 10 100% 35 100% 18
U.S. History 71% 237 79% 161 72% 178 81% 173 83% 152
Art Studio: 2-D
Design 100% 2 100% 2 100% 5 100% 5
Computer Science A 100% 1
Economics: Micro 100% 3 100% 1 10% 21 100% 1 0% 1
European History 100% 3 100% 5
French Literature 100% 1 100% 1
German Language 100% 2
Government &
Politics: U.S. 100% 1 100% 1 25% 4 50% 4 80% 10
History of Art 100% 1
Japanese Language 100% 1
Physics C: E&M 40% 5 0% 5 67% 3 100% 2
Physics C: Mech. 60% 10 0% 5 78% 9 100% 1
Psychology 100% 2 100% 1 100% 2 100% 1
Spanish Literature 75% 4 0% 1 50% 4 50% 2 100% 2
World History 100% 1
The italicized subjects indicate the courses for which students took the AP exam for courses not offered
at Leland. The total number of test-takers has decreased gradually over the past five years with the
exception of 2003-2004 when the number of test-takers plummeted. It rose again to the expected
number in the year following. Despite the decrease in number of test-takers, the pass-rate has increased
overall. The biggest discrepancies in number of test-takers were found in biology, Macro Economics,
English Language, Physics B, Spanish Language, Statistics, and U.S. History. Though the reason for the
decrease in number of test-takers has not been confirmed, anecdotal evidence suggests that only those
students who are confident in attaining high scores on the AP exam are taking it.
Page 32 of 37

Leland High School FOL 2007-2008 School Profile
Page 33 of 37
Difference between Enrollment and Number of AP tests taken
2002-
2003
2003-
2004
2004-
2005
2005-
2006
2006-
2007
AP BIO 50 -23 -8 -10 -25
AP CALC AB 13 -8 -14 -21 -26
AP CALC BC 31 -3 -1 0 -5
AP CHEM 0 -5 5 -1 -5
AP ENGL LANG 26 78 -3 -7 -10
AP ENGL LIT -2 0 -2 -2 -1
AP ENV SCI 0 0 0 0 0
AP FRENCH 2 -3 -3 -1 1
AP MACRO 3 1 -28 -48 -94
AP MUSIC 5 -4 -2 -2 -1
AP PHYS B -6 -6 -1 -11 -4
AP SPAN LANG 5 -5 -2 0 -1
AP STAT 1 1 0 0 0
AP US HIST 86 -5 3 2 4
SPAN AP:LIT -2 -5 -3 -1 -2
TOTAL 212 13 -59 -102 -169
The numbers represent the difference in student enrollment in AP
classes and the number of exams written for AP Courses offered in
Leland High School.
NOTE: Students are allowed to take AP exams without taking the
AP Course.
The discrepancy in numbers appears more than the actual amount. Some AP teachers speculate that the
student enrollment numbers reflect the number of students enrolled at the beginning of the year, and do
not reflect the actual student enrollment numbers in the class at the time of the AP exam. This would
mean that the difference in enrollment numbers and number of students taking the AP exam include the
students who choose not to take the exam, students who choose to withdraw from the course itself, as
well as students who are not enrolled in the course but choose to take the exam.
Leland offers Advanced Placement courses in:
English Language English Lit Spanish Language
French Language Statistics Calculus AB
Calculus BC Music Theory US History
Economics Art Drawing & Painting Biology
Chemistry Physics Environmental Science
In 2007, 443 students were enrolled in AP courses, and 376 students took 758 AP exams. Leland’s pass
rate in AP was 69% in 2004, 70% in 2005, 78% in 2006, and 85% in 2007.

Leland High School FOL 2007-2008 School Profile
PERCEPTION DATA
Leland students, parents, and teachers take a district-wide Climate Survey each year to record their
respective perceptions about the students' high school experience regarding a wide range of issues.
Answers were given based on a five-point scale: 1=strongly disagree, 2=disagree, 3=neutral, 4=agree,
5=strongly agree.
The chart below reflects the averaged survey results of each group for the past six years. The district
made some changes in the survey; the spaces left blank in the chart below denote an absence of the
question from the survey for that particular year.
Page 34 of 37
Leland Climate Survey
No. Question Group 2001-
2002
2002-
2003
2003-
2004
2004-
2005
2005-
2006
2006-
2007
Student 3.5 3.5 3.5 3.7 3.8 3.9
1 Students feel safe at school. parents 3.7 3.7 3.6 3.9 3.9 4.1
teacher 4.0 4.1 3.9 4.2 4.2 4.1
2
Students are recognized for doing
good work.
student
parents
teacher
3.2
3.4
4.1
3.2
3.3
4.2
3.6
4.0
4.2
student 3.3 3.3 3.3
3 Students at this school are friendly. parents 3.6 3.3 3.6
teacher 3.8 3.8 4.1
*4
Students at this school treat each
other with respect.
student
parents
teacher
2.7
3.2
3.4
2.8
3.3
3.7
2.9
3.3
3.4
2.9
3.3
3.3
2.9
3.3
3.3
2.9
3.5
3.6
student 3.4 3.3 3.8
5 Teachers treat students fairly. parents 3.7 3.6 4.0
teacher 4.6 4.5 4.7
student 3.3 3.3 3.8
*6 Teachers care about students. parents 3.5 3.5 4.1
teacher 4.8 4.7 4.8
student 3.0 2.9 3.6
7 Teachers know students well. parents 3.3 3.2 3.9
teacher 4.0 4.1 4.4
8
student
Students know who to talk to if they
parents
are having a problem at school.
teacher
3.1
3.5
3.8
3.2
3.5
3.9
3.3
3.5
4.0
3.2
3.6
3.8
3.2
3.5
3.8
3.8
4.0
4.2
9
Teachers provide students with
individual help when they need it.
student
parents
teacher
3.3
3.4
4.4
3.4
3.4
4.4
3.8
3.8
4.6
10
student
Yard duty/campus supervisors treat
parents
students fairly.
teacher
2.8
3.2
3.6
2.6
3.1
3.6
3.3
3.6
3.9
Aside from report cards, teachers student 2.4 2.5 2.5 3.2 3.4 3.9
*11 inform parents about their child's parents 2.8 2.7 2.8 3.2 3.4 3.9
progress in school. teacher 3.9 3.8 4.0 3.6 3.7 4.1

Leland High School FOL 2007-2008 School Profile
No. Question Group 2001-
2002
Page 35 of 37
2002-
2003
2003-
2004
2004-
2005
2005-
2006
2006-
2007
12
student
Parents provide support for learning
parents
at home.
teacher
3.7
4.0
3.5
3.5
4.1
3.8
4.1
4.3
3.7
13
student
Students receive the help they need
parents
in learning English.
teacher
3.2
3.3
3.9
3.3
3.5
4.1
3.2
3.3
3.9
3.4
3.6
3.6
3.5
3.6
3.6
3.9
4.0
3.9
Teachers encourage students to student 3.5 3.5 3.5 3.6 3.6 3.7
14 participate in accelerated/advanced parents 3.7 3.5 3.7 3.7 3.7 3.7
courses. teacher 4.0 2.8 3.9 3.9 3.9 4.0
student 4.0 4.0 4.1
*15 Students behave well at school. parents 4.2 4.2 4.3
teacher 3.7 3.7 3.8
16
student
Teachers expect students to do their
parents
best.
teacher
3.8
4.0
4.5
3.9
4.0
4.6
4.3
4.3
4.8
*17
The work at this school is
challenging.
student
parents
teacher
3.7
3.9
4.2
3.8
3.9
4.3
3.5
3.9
4.2
Students know what they are student 3.6 3.6 3.6 3.5 3.5 4.0
*18 supposed to be learning in their parents 3.8 3.8 3.8 3.8 3.8 4.1
classes. teacher 4.3 4.3 4.3 4.1 4.1 4.3
Question results of significance:
*4 & 6. The way people on campus interact with one another is perceived very differently by students and by teachers.
Students do not believe that they treat each other with respect, and don't feel strongly that their teachers care about them. On
the other hand, while teachers believe that students do treat each other with respect, they recognize that there could be
improvements. Unlike students, teachers strongly agree that they care about their students. The discrepancy in responses has
been a focus of the Student Support Committee.
*11. The significant change in student and parent perception about being informed of student progress most likely derives
from the launch of Parent Internet Viewer, a web system that enables students and parents to view the student's progress in all
classes online at anytime. Essentially, the teacher's gradebook is viewed online (access is limited to the individual's grades
only), so teachers have not had to make any major adjustments to their routines despite the magnitude of such a program for
parents and students; it may be because of this that teacher perception of informing students and parents about student
progress has not experienced the same significant change and has remained relatively constant throughout the years.
*15. The difference in perception here may lead to students and parents viewing "behavior" holistically, while teachers might
focus on student behavior in the classroom. It could also mean that teachers hold more stringent behavior expectations in
their classroom.
*17. Students don't seem to be as challenged in school as their teachers believe they are.
*18. Though students and teachers have had a major difference of opinion regarding this topic, last year's results indicate a
major improvement. Perhaps teachers have made more efforts to identify, clarify, and confirm course and lesson objectives
to their students.
(climate survey continued...)

Leland High School FOL 2007-2008 School Profile
No. Question Group 2001- 2002- 2003- 2004- 2005- 2006-
2002 2003 2004 2005 2006 2007
student 4.1 4.2 4.4
19
parents 4.3 4.2 4.5
Families believe their child can do
well in school.
Page 36 of 37
teacher 4.1 4.3 4.1
student 4.4' 4.4 4.7
20
Families want their child to do well
parents
in school.
teacher
4.6
4.4
4.6
4.4
4.7
4.3
It is important for students to student 3.8 3.8 3.9
21 participate in activities outside of parents 4.1 4.1 4.3
class (clubs, sports, etc.). teacher 4.4 4.3 4.3
student 3.2 3.1 3.7
22 Students like this school. parents 3.7 3.8 4.1
teacher 3.9 3.9 4.2
Teachers help students to look at student 3.0 3.1 3.0 3.0 3.1 3.7
*23 their work to learn from their parents 3.0 3.0 3.0 3.4 3.3 3.9
mistakes. teacher 4.2 4.2 4.2 4.2 4.2 4.4
24
Students complete their homework
assignments.
student
parents
teacher
4.0
4.2
3.9
3.9
4.0
4.2
3.9
4.2
3.6
*25
The school gives students the
academic support they need.
student
parents
teacher
3.1
3.6
4.3
3.1
3.3
4.3
3.2
3.5
4.4
3.4
3.7
4.1
3.4
3.6
4.2
3.8
4.0
4.1
student 3.6 3.6 4.1
26 Students do their best in school. parents 3.9 3.9 4.1
teacher 3.6 3.7 3.6
27
Students turn in their classroom
assignments on time.
student
parents
teacher
4.0
4.1
3.8
3.9
4.1
3.9
3.9
4.1
3.5
28
Teachers encourage students to
assess the quality of their work.
student
parents
teacher
3.3
3.6
4.0
3.4
3.6
4.1
3.8
4.0
4.2
29
student
I feel confident in my/my
parents
students/my child's writing abilities.
teacher
3.5
3.8
3.4
3.5
3.9
3.3
3.8
4.1
3.4
30
student
I feel confident in my/my
parents
students/my child's reading abilities.
teacher
3.5
3.8
3.4
3.5
3.8
4.0
4.1
4.1
3.6
31
I feel confident in my/my
students/my child's math abilities.
student
parents
teacher
3.6
3.9
3.3
3.5
3.9
3.5
3.8
4.0
3.6

Leland High School FOL 2007-2008 School Profile
No. Question Group 2001- 2002- 2003- 2004- 2005- 2006-
2002 2003 2004 2005 2006 2007
student 3.0 3.4 3.8
32
parents 3.8 3.9 4.2
Setting learning goals in class(es) is
important to me.
Page 37 of 37
teacher 3.9 4.0 4.2
student 3.6 3.7 3.6 3.6 3.5 3.9
33
It is important that students help
parents
make our community a better place.
teacher
4.1
4.5
4.0
4.3
4.0
4.5
4.0
4.5
4.1
4.5
4.3
4.6
Students at this school volunteer to student 3.3 3.2 3.3
34 help make our community a better parents 3.8 3.8 3.8
place. teacher 4.2 4.2 3.8
*35
Attending college is important to
students.
student
parents
teacher
4.6
4.6
4.2
4.6
4.6
4.4
4.5
4.6
4.3
4.4
4.5
4.4
4.4
4.5
4.5
4.7
4.8
3.9
student 3.5 3.5 3.9
36 Students feel successful at school. parents 3.5 3.8 4.1
teacher 4.0 3.9 3.9
Question results of significance:
*23. Teachers help students to look at their work to learn from their mistakes. This question yields positive responses from
teachers, but neutral responses from students and parents. Perhaps students are focusing on the individual help that they
receive from their teachers in looking at their work to learn from their mistakes. Smaller class sizes or fewer teacher
responsibilities and professional obligations may provide more time for individualized feedback.
*25. Responses from teachers indicate that they believe that the school provides the students with academic support.
Students, on the other hand, are very neutral in their responses. A further investigation of this should be initiated. Perhaps
students are not familiar with all the academic resources available here on campus.
***Overall, teachers strongly believe that they providing quality education and fulfilling their
professional responsibilities to their students. Parents, for the most part, seem to look at both student
and teacher behavior or participation in students' education, while students seem to focus largely on
what teachers and the school can or cannot provide for them.***
Noting Trends: Students tend to be neutral in their opinions, and parents tend to be neutral as well.
Teachers, on the other hand, tend to be more critical. (They tend to agree/disagree
rather than remain neutral.) Teachers also tend to believe more highly of their efforts
than students do (of the teachers' efforts).

Leland High School FOL 2007-2008 Data Analysis
Implications of Data With Respect to Student Performance
Demographic Changes:
• We have not seen a significant fluctuation in student population over the past seven years. The
proportion of major ethnic groups such as whites, Asians, and Hispanics remain fairly stable.
Altogether, these three groups make up about 96% of the school population.
• However, there appears to be a noticeable increase of incoming 9 th grade Asians.
Student Performance Data:
• The Leland API scores, including all its major ethnic groups, has been improving steadily over
the past seven years from 808 in 2000 to 856 in 2007 an increase of 48 points; the similar school
ranking for Leland has remained 10, the highest possible, since the school year 2000.
• The Hispanic student population had the highest difference in API scores as their scores rose by
about 13 percent, with their most recent score being 754. The White-Hispanic achievement gap
has narrowed by 40% from year 2000 to year 2007.
o Whereas our closing of the achievement gap is laudable, there is still a ways to go. The
implication is that we are meeting the needs of Hispanic students, however, statistics do
not reflect the social realities of our Hispanic students' struggles that affect achievement
such as assimilation, isolation, and disconnect from the school community.
• History and Social Studies
o 9 th and 10 th grade pass rates are higher than the 11 th grade. 11 th grade students are
possibly not learning the full course before test date.
• Math
o Algebra 1 Proficient/Advanced rate has doubled over the past two years.
o Algebra 2 Proficient/Advanced rate has increased four times for juniors since last year.
o Too many 11 th grade Algebra 2 students that are basic or far below basic.
o Too many 10 th grade Geometry student are basic or far below basic.
Identify students earlier in the year to increase support.
o 30% of freshmen are not proficient in math; 40% of Hispanics are not proficient in math.
Students are not coming into Leland prepared for 9 th grade math.
We are not meeting the 9 th graders’ needs in math.
• Science
o Science scores (for all grades) are steadily declining. Could this be due to specific gradelevel
CST material? For example, if freshmen here are taking chemistry, are all the CSTs
testing them in biology?
o Science has gone down because of re-sequencing. Consistent 15% drop yearly; testing
not aligned with course description. Some testing not done… OR… Courses not aligned
with tests.
o Biology scores are up - this could be due to change in science pathway
o 10 th grade life-science scores are high
o 10 th and 11 th grade chemistry is low
o Appropriate way to evaluate Chemistry in the Community and conceptual physics?
Separate Chem. Comm. Test from CST
Look at chemistry released questions and try to incorporate them into the class;
expose Chem. Comm. students to more problems similar to those on chemistry
CST
(Science implications continued...)
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Leland High School FOL 2007-2008 Data Analysis
Page 2 of 3
o Science pass rate has decreased due to change in science curriculum
Leland is not doing well in science, however the science tests don’t match the
way our curriculum is currently aligned. This is a state-wide problem: no CST for
conceptual physics or zoology.
Critical Academic Needs
1. We need to continue to reduce the academic achievement gap for our Hispanic students, placing
emphasis on ensuring that they graduate and get more involved in the school community.
2. We need to ensure that students have basic fundamental skills in math, science, and writing, so
that they may be able to apply these concepts to higher level courses and experience success by
doing so.
3. Curriculum and instructional practices need to focus on making connections between all subjects
and teaching lifelong learning skills.
4. Students need to learn how to respect each other in order to become responsible members of
society.
Questions to Consider
1. What programs, procedures, steps do we need in place to ensure that all students recognize that
they have access to success?
2. What programs that have been put into place are currently effective? What programs need
changes?
3. What steps are necessary to increase Math, Science, Social Science and English Language Arts
skills for all students so that they may continue to experience success in higher level courses?
4. What steps are necessary to deliver standard-based curriculum to all students in a manner that
provides them with an opportunity for hands-on, real-life learning?
5. What professional development opportunities and needs are considered?
6. How can we build effective community relationships?

Leland High School FOL 2007-2008 Data Analysis
Miscellaneous Areas of Further Study
• Climate survey: level of communication increased; high expectations to attend college;
improvement in student recognition; students feel safe at school
o Negatives: reality gap between students/parents/teachers; discrepancy between
parent/student vs. teachers regarding parent communication; still need to improve student
perception of student recognition; respect between peers low; yard duty fairness low;
campus litter; parents do not feel informed about grades.
• Smaller class sizes in English/Math to help bring up the proficiency levels of “bubble kids” and
then lower proficiency kids could potentially follow. Collaborating with feeder middle schools
about incoming freshmen and their proficiency levels could better prepare both teacher and
student for the year. Also, are middle school math teachers experiencing higher success rates
with their students?
• Action items: Of B/FBB students, we need more data on category of CST clusters; Individual
teachers to review curriculum to ensure instruction time matches weight of topics on
standardized tests; Is there a significant difference between males and females in B/FBB
category?
• Is there a correlation between strong AP test scores/weak declining CST scores? Juniors have the
ability to pass the AP tests, but do poorly on the CST tests. This could be a result of burnout;
since attendance rates are within a normal range for the CSTs, the lower CST scores could
indicate that students may still feel the test in not important.
• There must be an investigation into the significant drop in percentage of 10 th grade EL learners
passing the CAHSEE. If these students do not possess the skills to be successful on the exam,
intervention may be necessary. An investigation of whether they are in an EL class should also
be conducted.
• The reason for the decline in English Language Arts proficiency as the students progress in grade
level must be further investigated.
• Ways to develop or increase math proficiency in our students should also be researched and
implemented.
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Leland High School FOL 2007-2008 Progress Report
Introduction
Since Leland’s last WASC visit in 2002, there has been more than a 50% change in faculty due to major
retirement decisions (in 2002) and 100% change in the administration team. The implementation of the
Commitment to Character program at Leland and throughout the surrounding community has encouraged
not only positive student behavior and involvement in school activities but also involvement and
participation of nearby community businesses. Since the last WASC visit, Leland was also deemed a
California Distinguished School by the California Department of Education in 2003 and named a No
Child Left Behind Blue Ribbon School in 2004.
Leland has also undergone many changes in curriculum, physical renovations to the campus, a significant
change in faculty including the administrative team, and improvements to the involvement and
participation of the surrounding community. Significant changes in curriculum include re-mapping the
science pathway; adding classes offered by West Valley, San Jose City, and CCOC for high school
credit, as well as increasing communication and dissemination of information about the available
opportunities of CCOC; and expansion of College and Career Center Program and Career Day. Recent
physical renovations completed to provide an enhanced educational setting for the students include
expansion of the media arts programs and facilities such as renovation of the J-wing; creation of the Gay
Brasher Auditorium, stage cover, outdoor art gallery, new computer labs; and the opening of the Pat
Tillman Stadium which increased community involvement with the school as well as enhancing the P.E.
curriculum due to the all-weather ability of the football facility. At present, a $5,500,000 Sports
Complex is being constructed as a joint venture between Leland and the city of San Jose. A multimillion
dollar project with Chevron to install solar panels in efforts to save energy costs has also already
begun.
A curricular change in our science pathway had a major impact on all our students. Upon review of
student achievement data in science and math, it was determined that there was a correlation between
science comprehension and math skills possessed; it made more sense academically for students to align
their science pathway according to their math proficiency. Thus, according to the new science pathway,
students now typically study conceptual physics in their freshman year (along with Algebra I), chemistry
in their sophomore year (along with Geometry), and biology in their junior year (along with Algebra II -
with or without trigonometry). Students whose math skills are advanced have the option to deviate
slightly from this pathway by accelerating their studies in the sciences. We are now in the third year of
implementation, and will be able to conclude the impact of such a program after the end of this school
year. For the past two years, the data has been affected by the fact that since conceptual physics is a
relatively new course, a CST for the subject has not yet been designed. As a result, students in
conceptual physics would take a test that was not specifically aligned with the standards of their current
course. Our low science scores did not mean that the newly implemented program was not successful,
rather, that the resulting data was a temporary effect of a new program. All Leland science courses are
UC approved lab sciences.
The 2007-2008 school year began with a significant change in Leland's Special Education program. In
the past, resource or RSP students had special classes in English, math, science, and/or social studies,
depending on their IEP recommendations. These classes were taught by special education teachers. This
year, RSP students were mainstreamed with a support period called Guided Studies, which is taught by
the special education teachers. These teachers are now spending much of their day in mainstream classes
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Leland High School FOL 2007-2008 Progress Report
to support their students as well as supervising the Guided Studies program. Though there were
concerns, frustrations, and many questions, as there would be with the implementation of any new
program, the full inclusion program has been smoother than anticipated. The program is still a work in
progress, but initial informal data is showing that students are being as successful as they were in RSP
classes, and for many, they are getting a richer experience in the mainstream classes. The influence from
other students who want to achieve and do well in school seems to have a positive impact on these
students. Behavior problems are minimal, and students enjoy being "just like all their peers." Significant
data has not yet been collected to review the success of the program, as it is still too early for such data to
be available. When collected, data will include grades, CST scores, teacher observations, and student
survey information.
Procedures for the Implementation and the Monitoring of the Schoolwide Action Plan
The NAHS committees regularly meet to discuss the goals of the schoolwide action plan, and set goals
accordingly. The leadership team works to discuss ways of implementation of these goals during their
monthly meetings. Approval of these goals and methods of implementation is given by the
Transformation Board – a committee made up of teachers, students, parents, and district representatives.
Transformation Board meetings are held three times a year: at the beginning of the school year to present,
discuss, revise, and receive approval of each committee’s goals for the year; in the middle of the year to
update transformation board on progress of goals; and finally at the end of the year to evaluate
completion of goals and also to preview possible goals for the following year. While all schoolwide
action plan items have been addressed by the NAHS committees, there are other such goals that fall
outside of the realm of the WASC schoolwide action plan. These include goals set by the Leland
Foundation in the 2004 Foundation Retreat and the adopted All-School Strategies of New American High
School. However, all NAHS goals are approved, monitored, and reviewed by the Transformation
Board.
Accomplishment of Each Schoolwide Action Plan Section
WASC 2002 Action Plan I
Leland students will demonstrate the application and relevance of their learning to real life
knowledge and skills.
Leland High School has historically enjoyed strong alliances with parents, business, and the entire
community; however, the restructuring process and the Transformation Project have enhanced and
extended these alliances to promote student learning and ensure accountability. Leland’s career technical
education program was developed with input from all key stakeholders, including parents, students,
community members, business and industry as well as school staff. The new aim is to provide students
with real-life knowledge and skills.
In the last six years, Leland has developed from a dominantly academic program to a state award winner
for Career and Technical Education emphasizing real-life learning and real-life skills. In 2003, Leland
was given a Special Emphasis Award in Career Tech Programs. Every year since 2005, Leland has been
named a State Demonstration Site for Secondary Specialized Programs in Filmmaking and Animation.
(action plan I continued...)
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Leland High School FOL 2007-2008 Progress Report
Leland is always looking to expand career technical education by seeking funding for new and creative
programs. Leland received a Specialized Secondary Program grant to implement two new career technical
education programs in animation and filmmaking. We have designed a sequence of courses in this area
and developed partnerships with West Valley College, San Jose State University, and local businesses to
offer enhanced learning experiences in this field. The variety of programs offered at Leland High School
to all students demonstrates the commitment and values the school and our community places on career
education. This program has now expanded to include over 250 students, and has had such an effect on
students that some Leland graduates now look toward post-secondary endeavors in the animation and film
industries. The State Department of Education named Leland a Specialized Secondary Program
Demonstration Site in 2005 and has continued to do so every year following.
Leland students also have the option to attend Central County Occupational Center for half of the regular
school day where they gain important vocational skills while finishing their high school education. All
sophomores attend a presentation to acquaint them with the option of this alternative learning program.
Vocational training also encourages students to plan for further education, usually at one of the many
excellent community colleges in the area.
Leland has a strong college-going culture. Students are introduced to planning for college as 9th graders,
and participate in college and career units every year. The College and Career units are newly revised and
integrated at each grade level, and expose students to post secondary options including education,
apprenticeship programs, military, and specialized training programs. All students use computer guidance
programs, Choices Explorer, Choices Planner, Get In 2 College, and Prep HQ to complete a grade level
activity. All sophomores complete an online personality assessment. In addition to the Choices programs,
students are introduced to the “Get In 2 College Program,” which is also available on our school web site.
Get In 2 College is available at the Career Center Website at lelandhigh.org. This program includes a
College Admission Handbook, Private Subscriber Site, Consolidated Page of Links, Mini-Manuals and
PowerPoint presentations. The 43 page College Admission Handbook has comprehensive information
about the college process. The private website has downloadable documents including grade level
calendars and check lists, campus visits, financing college, college comparison, SAT/ACT Testing, etc.
The consolidated page of over 600 helpful links is sorted by category. Topics in mini-manuals include:
Getting Organized for College, College Visits, Common Application, Effective Essays, Parent Role,
Standardized Testing, Financial Aid/Scholarships, and more. This resource is a comprehensive tool for
both students and parents in their preparation for college.
PrepHQ is another internet resource for students and parents. By the end of February, all Leland students
will have set up accounts with PrepHQ and access information will be available on our web site. Students
can use this program to prepare for post secondary options, create a four year plan, and search for
scholarship matches. PrepHQ is an excellent resource for Leland to communicate electronically with
students and parents. In May, seniors will complete a senior survey with important information about their
experiences at Leland and their post secondary plans. This past fall, our Career Center sent out numerous
announcements to our seniors regarding upcoming college representative visits, college reminders, letter
of recommendation information, college application workshops, and Financial Aid Night.
Leland students develop work skills under the careful planning and guidance from work experience and
workability programs. These programs are focused on student learning and achievement with written
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Leland High School FOL 2007-2008 Progress Report
guidelines and measurable outcomes to prepare our students for the world of work in the 21st century.
Students are made aware of options available to them while still in high school through the Business
Internship and Job Shadowing program. Through the Internship and Job-Shadowing Program, students
demonstrate their academic and career technical skills in the “real world.” Last year, over 100 students
participated in this program. The student receives high school credit for the hours they intern in a business,
and they also make valuable contacts for future endeavors. Leland now offers the Internship program
during the summer months, and anywhere from 40 to 50 students per summer take advantage of this
outstanding opportunity. This is the 13th year of this program at Leland with over 200 businesses offering
internships to Leland students. The program guidelines were developed with input from business and
industry including public agencies; community based organizations and school-to-career partnerships. In
the last three years the number of technology and medical internships opportunities for our students has
expanded. Students and parents are encouraged to attend the WACAC College Fair, in which 180
colleges participate. Hispanic and Black students are invited to attend the field trip to the college fair.
(They receive priority.) Students have the opportunity to participate in a Job Fair provided by SJC District
10.
Increasingly, Leland teachers are becoming Industry Initiatives in Science and Math Education (IISME)
summer institute members. In this program, teachers are paid to work in industry for six to eight weeks
during the summer. In addition to learning what is required in business and industry for students today,
these teachers develop a project that brings their industry experience back into the classroom.
The career education courses meet graduation as well as UC/CSU A-G requirements and the students
receive academic credit for their courses. Leland is working to expand articulation agreements already in
place with feeder middle schools, community colleges, California State Universities and University of
California that provide a sequence of classes using a variety of activities and resources.
All career technical education teachers have written lesson plans delivering instruction through many
strategies and modalities including accommodations for special populations. An emphasis is placed on
internship opportunities in nontraditional career areas, with a growing number of female students
pursuing careers in engineering. Leland has strived to use staff development for instructors to acquire
Vocational Credentials. At this point six instructors have obtained Vocational Credentials.
A Career Day is offered every other year sponsored by the faculty, staff, parents and the business
community. All students take a career pathway assessment in their second period class. Students then
select three panels to attend during Career Day. Each panel includes three speakers from the same career
field. This activity gives all students the opportunity to be exposed to nine future career possibilities of
their choosing from the 180 business people who volunteer to teach students about their career area.
Through the college and career units and career technical courses, Leland students learn about essential
workplace skills and requirements. They use these resources to begin developing plans and strategies for
lifelong learning. Leland’s career technical education program includes classes offered by Central County
Occupational Center, West Valley College, and San Jose City College, and prepares our students with the
skills and employability competencies to be competitive in the workplace.
Students at Leland begin the college and career units as freshmen with exploration and awareness
activities designed to familiarize them with the resources and possibilities of future careers. Students
develop their electronic portfolio that is used at each grade level throughout the college and career
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Leland High School FOL 2007-2008 Progress Report
program to build their college and career plan. By the time they graduate they will become familiar with
several different computer guidance programs used to analyze personal interests, skills, and experience.
Students gain an understanding of themselves, their specific career interests and the economic realities
that impact college and career choices. By graduation, all students will have at least one “real life” career
experience on which to base future career decisions.
During the spring of 2004, the Leland Foundation sponsored a comprehensive planning retreat to set
Leland’s goals for the next five years. Developing programs to connect students (especially middle
quartile students) to real-life education and community became one of the four established goals. San
Jose Unified School District has a community service graduation requirement getting students involved
in the community by developing leadership and citizenship skills. There are also a number of career
focused student clubs on our campus, another way students can learn more about possible career choices.
The assistant principals who are responsible for working with students to ensure proper student
placement in career technical programs keep up to date with the latest requirements and skills necessary
to be successful in these programs. Recruitment is done on an ongoing basis with outreach to feeder
middle schools as well. Attention is paid to include special populations and nontraditional students in the
career technical programs. Students are exposed to post secondary options and take advantage of the
articulation agreements with West Valley College in Multimedia Arts, which allow them to earn college
credit for courses taken at Leland. Currently, two local community colleges offer career technical classes
on our campus after school, thus making linkages for advanced coursework convenient for Leland
students.
The latest plan for Careers in Technical Education is the development of Technology Central, the
renovation of the J-Wing of Leland High School. From Measure F funds, $1,400,000 was spent to
renovate this building to properly serve Leland’s Technical Education program. The renovations have
created an open, industrial campus atmosphere, including a projection theater for Animation and
Filmmaking. We now have the facilities to match the programs in real-life learning. The building also
allows for more informal day-to-day collaboration among the teachers. Efforts are currently being made
to align certain aspects of these courses, such as all courses using the same software, so that more
emphasis on the relation between the courses is made.
In each department, efforts have been made in the past six years to address Action Item I:
English
College essay units are taught formally to prepare students to submit meaningful and well-written
personal statements in their college applications. Since 2001, every English teacher had the use of an In-
Focus machine available to them, so that they could incorporate technology into their lessons and also
encourage student use of technology in the classroom. Some teachers also include online blogs as
classroom assignments to extend learning experiences beyond the confines of the classroom walls.
For the past four years, English teachers have taken a group of students to the Oregon Shakespeare
Festival to watch performances of plays they may have studied in school. Teachers in the English
department intend to make this an annual trip. Other teachers have taken their students on day-long
outings to Monterey, California where students find evidence of celebrated local author John Steinbeck,
and make a personal connection to the novel Cannery Row, a novel studied in senior English classes.
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Leland High School FOL 2007-2008 Progress Report
(English department efforts to address Action Item I continued...)
In teaching The Great Gatsby, the junior English teachers align their calendars with the junior social
studies classes so that students read the novel while they study "1920 America" in their social studies
class. Freshman English teachers include a personal writing project for The House on Mango Street unit
where students are instructed to write vignettes based on their own lives, in the style of author Sandra
Cisneros. At each level, students are constantly being asked to make meaning of the texts they study, and
relate it to their own lives and the world around them.
This year, the English department will pilot an experiment where students from each grade level will
study one title in their English class at the same time as all of their peers. The objective is to create a
buzz across campus where students also engage in dynamic discussion about the novel outside of the
classroom, regardless of which class the student is enrolled in.
Foreign Language
Projects in both Spanish and French that have real world applications, and connect to the outside world
and other disciplines have been developed to encourage students to apply their learning to real-life
situations. Some examples include online chats with people from Mexico and France, international pen
pals with students from Spanish and French-speaking countries, train trip preparation in Spain, a
simulated trip to France, a year long "Family" project in several classes, guest presentations by the
Institute of Fashion and Design on “Hispanic Fashion Through History,” and a variety of methods of
building oral speaking and listening skills which mirror real life needs. These projects are situational and
are based on real life situations. Online research assignments that instruct students to learn about a
variety of countries and cultures are also included in the course.
Music, art and literature of Hispanic and Francophone countries are used to increase cultural knowledge
and develop linguistic competencies in our students. The Rotary Club made exchanges of students to
France possible: through a company named ECI, an increasing number of students go on trips to French
and Spanish-speaking countries. Since fulfilling community service hours is one of the graduation
requirements at Leland High School, opportunities for students to assist in the Latino community, where
they would have the opportunity to use their Spanish in real-life situations, is currently being
investigated.
Math
All math courses at Leland are taught based on the California standards for mathematics. Furthermore,
most classes incorporate a variety of projects, group work or group quizzes to aid students in their
understanding of the math concepts. Some of the projects include presentations of Internet based
research, writing poems, songs and essays, creating boxes, string art, tessellations, quilling, or other
three-dimensional representations of math concepts being learned.
In addition to taking math courses at Leland, many students participate in extra-curricular math activities
such as intramural quizzes, math club, math team, and math contests. As the level of math ability
increases the number of students participating in intramural math quizzes increases. About 30 students
participate in each Algebra 1, Geometry or Algebra 2 intramural, whereas 110 students participate in
Algebra 2 with Trigonometry, approximately 100 students in Pre-calculus, almost all 35 participate in the
Pre-calculus Honors, 86 in Calculus AB and about 65 students take each Calculus BC intramural.
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Leland High School FOL 2007-2008 Progress Report
(math department efforts to address Action Item I continued...)
Math Club and Math Team students also participate in math contests such as the SCVMA, AASMA,
CAML, Atlantic-Pacific, AMC and AIME. As many as 120 students participate in contests, such as the
Atlantic-Pacific and CAML; these contests are administered during lunch or after school by a teacher in
the math department. Twelve students from Bret Harte middle school join the Leland Math Team every
Friday after school to practice solving math problems in preparation for contests. The Leland Math Team
places in the top ten each year at SCVMA: last year they placed 7 th , with one Leland student placing 1 st in
the Calculus division. Several of the Math Team members are simultaneously members of the Robotics
Team, which also participates in competitions in the Bay Area and beyond.
Social Studies
The Social Studies Department focuses on project-based learning, often utilizing primary sources and
integrating technology.
Most teachers use PowerPoint/Keynote for in-class presentations, which are often uploaded to web
pages and Homework Live for student use. Students create their own PowerPoint/Keynote projects for
small business plans in Economics, the Industrial Revolution in U.S. History and World Cultures 3/4,
the energy resources project in World Cultures 1/2, and their Senior Project in Government.
Online research includes delving into scholarly journals, research databases and World Wide Web
searches, which are necessary each year in Social Studies.
Research and writing projects include Human Rights Project, Party Platforms, Mock Congress in
American Government; Business Project, Stock Portfolio, Budget Project in Economics; Research
Projects A and B in AP U.S. History; and Art History/Millennium Project in some World Cultures 3/4
accelerated; Web Quests in World Cultures 3/4 and U.S. History.
Students in Economics actively and enthusiastically participate in a semester-long stock market
portfolio simulation, where they individually buy and sell stocks, and monitor daily gains and losses.
Students are introduced to the different markets, learn different investing methods and strategies, and
eventually apply economic concepts to the market activities that take place.
Students also research politicians and propositions for upcoming elections. Many also train and serve
in the High School Election Officer Program with Santa Clara County Register of Voters. The students
donate half their earning to charitable causes.
Science:
Recent efforts include vamping up the physics program to pique students' interests in physics and to
encourage more students to take the physics AP exam. There are many hands-on activities for students
in conceptual physics, some of which include a Mousetrap Car project and an Electric Motor project.
In Physics 1/2, the students complete a Catapult project, while students in physics and chemistry
classes participate in a Hot Air Balloon project.
(science department efforts to address Action Item I continued...)
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Leland High School FOL 2007-2008 Progress Report
Student enrollment in physiology has increased from 30 in 2004-2005 to 130 this year. The curriculum
includes many hands-on activities such as dissections of cats, cow eyes, sheep hearts, and sheep brains.
In addition, there is an annual field trip for the physiology students: last year they visited the County
Coroner's Office and learned about the human autopsy, while this year they visited the Body Worlds
Exhibit at the Tech Museum.
WASC 2002 Action Plan II
All freshmen that score below the 50 th percentile on reading comprehension on the SAT 9 will be
at or above the 50 th percentile by their junior year.
The testing required by the State of California has changed over the past three years. There is no
longer a SAT 9 test, and the norm referenced part of the test, the CAT 6, is also no longer part of the
tests at the high school level. The changes in the testing format and the way the data is presented has
caused us to revise the goal of 100 percent of students reaching proficiency by the end of junior year.
Leland (as well as the San Jose Unified School District) looks at student proficiency on the CST tests.
Our goal is for all students to score at the proficient level.
The English Language Arts test is comprised of sub-tests and they are:
* Word Analysis & Vocabulary Development
* Reading Comprehension
* Literary Response and Analysis
* Written Conventions Writing Strategies
The department looks at the subtests and determines areas of need and adjusts curriculum and teaching
accordingly. One of the areas that students scored lower in was written conventions and writing
strategies. Leland English teachers have focused more attention on the teaching of grammar and the
construction of an essay. As a department, they began using Daily Grammar Practice. Although
many teachers in the department enjoyed teaching grammar by this method, the department made a
switch to the district adopted Holt Handbook: Mastering the California Standards in English-Language
Conventions. This textbook has more grammar content for teachers to use in their classes. The
department is also looking to the colleges, especially San Jose State University, to help bridge the gap
between California Standards in Writing and the College Proficiency in Writing.
To support the goal of all students scoring at the proficient level, we have instituted, improved, or
continued to support programs that offer students the help they need:
• Leland implemented a teacher coaching program that was directed at students who were
scoring near the proficient level on CSTs. Those students are called "Bubble Kids," and most
teachers have about five students to whom some special attention is paid. The teacher is asked
to make contact with the student, offer extra encouragement, and let the student know that the
teacher is an interested adult to whom the student can turn if needed. After tracking these
students last year, we saw a marked improvement overall in their scores.
(support programs continued...)
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Leland High School FOL 2007-2008 Progress Report
• In 2003-2004, Leland had several classrooms with subject specific homework centers. One
room was designated as the Math Homework Center, another for Science, another for Social
Studies, and one for Language. The Social Studies Center teacher helped students who were
having problems with organization and reading comprehension. However, in 2004-2005, the
budget from the city of San Jose was cut; consequently, we now have one classroom that
serves as a homework center for all subject areas. We have also stationed some peer tutors,
especially in Math, and a French language tutor in this Homework Center. The Spanish
teacher in charge of the Homework Center also added to the variety of help and support that
was offered to students. The central location proved to be less confusing for students and
parents. The Homework Center continues to offer a place where students can get help from
adult and peer tutors, or even just a place to complete homework before going home. Peer
tutors are granted positions through their own academic achievements and teacher
recommendations, and work based on the need for their services.
• Shadow classes in English and math were attempted in the 2006-2007 school year. Shadow
classes were geared toward struggling incoming 9th graders in an effort to help them be
successful in regular classes from the start. Those students were given an additional English
class, in place of their elective, where they received extra assistance from the credentialed
English teacher in charge. The small size of this class allowed for more teacher-student oneon-one
time. Extra help with organization, reading comprehension, vocabulary, and writing
skills were a part of this class. However, the students did not receive special instruction geared
to what they were learning in their respective English classes. Currently, the guided studies
Leland has for RSP students may offer better support because the resource teachers are out in
classrooms and know what the teachers are teaching. Now we are able to help more students
and hope that Guided Studies can help any struggling student, not just those identified as
eligible for an IEP.
• A repeat of a first semester class, usually in Algebra I or geometry, during the second semester
zero period, has been successful in helping students make up credits before summer school.
Sometimes, they are also more successful in the second semester of their class as they begin to
grasp concepts they did not comprehend before.
• Staff development in learning disabilities including Autism Spectrum Disorder and
differentiation of instruction has helped teachers better understand how their students learn.
• The Student Support Committee, part of the New American High School Committee structure,
has worked hard to help motivate students to do their best work on the CSTs. During testing,
schedules are designed to optimize the students' best concentration time, and to add some fun
and stress-free activities such as raffles, dance contests, and free BBQ lunches. Recognition of
students' work and character has also been expanded. This year will be the third year of a now
annual event, the Commitment to Character Awards Night.
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WASC 2002 Action Plan III
Develop a measurable program that provides academic and social support for “At-Risk”
students.
A recent focus for Leland has been “students in the middle.” Many of these “middle” students
eventually emerge into many of our “At-Risk” students. There have been many initiatives to reach
out to these students, and many have been resounding successes.
A program that has been implemented for the past two years is the "Bubble Kid" program where
certain students, whose previous performance level on the CSTs were within 25 points of scoring
Proficient either in ELA or Math, are paired up with one of their current teachers. Teachers act as
coaches who make a personal connection with the students and continually encourage the students to
do their best on the test. Teachers have "test chats" with these students to boost their self-confidence;
the goal is for these students to know that there are adults on campus who care about how they are
doing in school and outside of school. It is our hope that if the students feel connected to the school,
they will be more academically successful. After two years of the program, data showed that this
proved to be 100% successful for these students on the CAHSEE, and 50% successful on the CST,
and was deemed very successful by the District Assessment and Accountability Department.
Leland has also continued with the inclusion of the homework center. This center is funded through a
grant by the city of San Jose, and is used as an after school center that uses teachers to assist students
having difficulty in certain academic areas. Due to the success of the homework center over the past
several years, the program has continued to be funded. Currently, teachers may refer students who are
having difficulty in subject areas to the homework center. Teachers will often refer students with D or
F grades. The center is open to all students. Along with the homework center, Leland has also
continued with the award-winning peer tutoring program. This program matches students having
difficulty in a subject area with peers who have shown achievement and success in specific academic
subjects. This program has succeeded in allowing students to ask for help without the difficulty of
searching for help from outside sources.
In 2004, the Leland staff voiced a strong concern about increased incidents of cheating and
unacceptable behavior. The Leadership Team decided that more rules and stronger punishments was
not an answer to this problem, and they decided that the answer needed to come from students—not
adults. The result was a series of meetings that included both Leland and Pioneer High School
students. What they developed was COMMITMENT TO CHARACTER. Student representatives
were then brought in from all K-12 Almaden Valley schools—both public and private. All Almaden
Valley schools agreed to adopt this new document. Commitment to Character can be found posted
in classrooms in throughout schools in the valley. It can also be found at the library and businesses
in the community. Its objective was to help all students, but especially “At-Risk” students make
good decisions based on character.
A large portion of time and effort of the Student Support Committee is to provide more student
recognition in general. Monthly student recognition awards ceremonies have been conducted since
2004 where teachers choose one student to recognize from one class (specific class changes every
month) for their contribution to the class. This award may or may not be based on academic
achievement of the student, and may also be based on student's attitude, behavior, or character. In
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2005-2006, the Student Support Committee decided to intertwine the school's efforts to implement a
"Commitment to Character" program with these monthly recognition awards. Many teachers have
now chosen to recognize students based on evidence of the student's commitment to character in one
or more of the following categories: cooperation, honesty, integrity, self-confidence, respect,
responsibility. Each year, the committee also hosts an end of the year celebration for the student
recognition program for teachers and parents to recognize students together.
Students with extreme emotional or personal difficulties now have the Almaden Valley Youth
Counseling Service to go to on campus. A program funded by the Parents Club at Leland, this
program brings in counselors to work with students who have a range of personal issues. Students can
be referred by teachers or administrators and can get help for problems without having to go to
counselors on their own.
Brad Henning, a professional speaker, talks with Leland students about relationships in our culture
and how to avoid pitfalls with new contacts. His discussions focus around our sexual culture and how
to avoid the pressures that often come along with them. This program adds social support for students
struggling to deal with the peer pressures of dating and relationships. Responses to the presentation
are positive, leaving the students with a good understanding of how to deal with difficult choices.
Brad Henning has presented from 2000-2007, and will continue to present over the next several years.
Leland has implemented an academic counseling program that tailors to the individual interests of
each student. In 10 th grade social science classes, students participate in a career unit that helps them
to pinpoint interests and strengths. Based on the information from the unit, the students then meet
with an academic counselor to determine the classes that should be taken for the 11 th and 12 th grade
years. Along with this career counseling is a component that helps a student target different postsecondary
schools that best fit their interests and academic goals. By targeting schools and majors
early, the students can work schedules and prepare for academic futures appropriately and effectively
without unnecessary guesswork. Government funding in 2007 allowed for the hiring of one full-time
academic counselor. Having a full-time on-site counselor enables administrators to now spend more
time handling their own responsibilities, and, at the same time, gives the students direct access to a
professional who is certified in guiding and advising them about their academic pathways.
Leland has continued the use of the Student Support Team (SST) and Student Assistance Program
(SAP) to assist students who are failing or are close to failing classes or who may have other
problems that cause parents or teachers to be concerned. Students are referred or identified from
grade reports and an SST meeting is scheduled. Parents, teachers, the student, and a facilitator
meet to draw up a plan to help the student with specific academic weaknesses. The SAP team
monitors certain students to ensure interventions are in place and to their degree of success.
Referral to an alternative education program often comes from the SAP team. The team consists
of the assistant principal of guidance, assistant principal of discipline, the nurse and health clerk,
our CWA, special education teachers, department contacts, and counselors. SAP meets about
twice a month.
The technology committee has worked diligently to implement the EduSoft software that works with
standards based assessment. The technology for this program has been purchased and has been
installed at Leland. Teachers have gone through training programs on how to use the software. The
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software provides many resources for teachers to use standards based assessment in the classroom
and provide immediate feedback to students and teachers.
In 2003, Leland embarked on the Cornerstone Project. This project aims to focus on 40 assets that
community leaders feel all students should have. By completing surveys and sponsoring workshops,
the cornerstone project hopes to help students to make good decisions with regards to teenage life.
The project hopes to continue over the next several years in helping the students, most often in the
middle, to make wise decisions and identify areas where the Leland community as a whole should
focus to help improve.
In order to better situate new students at Leland, each incoming freshman has been placed in the
Link Crew program. This program helps incoming freshmen by assigning them to junior and senior
leaders that assist in the adjustment to high school life. Leland has found that 9 th graders have been
less likely to have difficulties in school, and have an easier time adjusting to high school culture.
The math department continues to address the problem of meeting the needs of underachieving
students. The department has offered several special courses to students who failed a semester of
math or who are struggling in their current math course. In the spring of the 2003-2004 school year,
20 students successfully completed a 1 st semester geometry course. During the 2006-2007 school
year, a Math Lab was offered for the first time to help struggling math students. A maximum of 10
math students had been placed in the Math Lab each semester. Each student was given
individualized attention and instruction. Also, 26 students who failed 1 st semester Algebra 1 were
enrolled in a second 1 st semester Algebra 1 course during the spring of the 2006-2007 school year.
All teachers have open office hours to help students with math concepts on a one-on-one basis.
Some of the staff development activities that have taken place recognize the difficulties of students
in our regular populations are as follows:
• Training dealing with special education and 504 plans. The faculty participated in the Fat
City training, helping teachers to recognize the cognitive deficiencies many of the
mainstreamed students with learning difficulties face. This training put teachers in the role
of the student and allowed them to experience learning difficulties first hand. Presently,
many staff members are receiving training in differentiated instruction due to Leland’s
decision to fully include RSP students into mainstream classes.
• Training dealing with gay and lesbian culture. This presentation showed the history of issues
within the gay and lesbian community and how students can be affected by the negative
attention often generated by classmates. The program helped the faculty see the difficulties
and how to deal with problems that arise in the classroom. The faculty as a whole has
committed to help teach tolerance and acceptance of alternative lifestyles and cultures.
• Training looking at the gang issues that populate the San Jose area. By recognizing the signs
of gang membership or desire to be in a gang, faculty can initiate a referral to the proper
counseling service in order to help students avoid dangerous situations or life altering
decisions. The program looked at the history of gangs in the state of California and
proceeded to look at specific gang insignias and markers that designated membership. By
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identifying these marks and insignias, teachers will be able to be a first line of defense
against students becoming fully indoctrinated in a gang. Knowledge of drugs available to
our students and how we may recognize their effects in order to institute appropriate
interventions has also been helpful to our staff.
• Efforts have also been made to have Courageous Conversations about issues dealing with
racism, stereotypes, and diversity awareness on campus. Two years ago, a couple of faculty
members led a fishbowl activity where students openly discussed their experiences with
racial discrimination on campus. It was eye-opening for teachers to hear how the students
were affected by the stereotypes they encountered.
WASC Action Plan IV
Increase Hispanic student achievement and involvement at Leland High School.
Improving the overall achievement of Leland’s Hispanic population has been a focus for the entire
school since its last WASC visit. Since 2002, however, Leland’s Hispanic population has decreased
from 17% to 14%. This is primarily due to court rulings that ethnicity cannot be a deciding factor in
school choice. The priority for school acceptance is now neighborhood, socio-economic residence,
and siblings. Despite the decreasing enrollment of Hispanic students, Leland has continued its
commitment to improving the achievement of the Hispanic population, regardless of the numbers that
are currently at Leland.
Since the 2002 WASC visitation, Hispanic API has increased from 645 to 754 or 17%. Since 1999,
the gap between White and Hispanic students has closed by 40%. In SAT scores, White students
have a six-year growth of 3 points in Verbal and Math combined, while Hispanic students have a 73
point growth. Probably the most significant growth for Hispanic students is in the percent of students
meeting UC/CSU requirements—from 41% in 2001 to 64% in 2007.
One of the important elements now in place for Hispanic students at Leland is the ability to directly
and effectively communicate with the Spanish speaking population. In the past, Leland has employed
a half-time employee in the position of Community Liaison for Hispanic students. This position has
since been converted to a full-time position with increased communication with the Hispanic
community. Now Leland has the ability to relay important information to Hispanic students and their
families quickly and efficiently. Teachers who encounter communication problems also have the
option of seeking the help of the liaison when having to converse with parents about student progress
in class. The community liaison for Leland and our Hispanic families, has been invaluable in our
efforts to increase Hispanic student achievement and involvement. In addition, Leland has one
administrator and a receptionist who speak Spanish.
Along with communication, Leland has also ensured guidance in the homework center for Hispanic
students by providing a Spanish speaker. Hispanic students can now use the homework center and
find help in any subject and not have to worry about a language barrier.
To encourage Hispanic students to pursue post-secondary options, Leland has instituted an annual
visit to the National Hispanic University in downtown San Jose. This has provided a source of
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information for students to research careers and majors at the university, and see role models in the
academic world that reflect their own experiences.
Leland has also continued its commitment to providing information for Hispanic students to learn
about post-secondary education options. Leland has instituted a Hispanic financial aid workshop as
well as mailings that provide information about scholarship opportunities and other aid to enable
students to attend college. These workshops and mailings have provided information in Spanish to
help students and parents take better advantage of educational opportunities that may not always be
evident or easily accessible.
In 2003, Leland applied for and received the Caesar Chavez Grant to help purchase cultural
awareness books and materials. These texts are available to all students in helping to understand
Hispanic culture and history. Since 2004, Leland has continued with an expanded celebration of
Cinco de Mayo. This has included the hiring of mariachi bands for the lunch period as well as a
display of cultural artifacts throughout the school. These items have provided an opportunity for all
students, regardless of background, to know and learn about the Hispanic community as a whole, and
to learn about the culture and history of the Mexican community and their interrelation with
California history.
Although the percentage of Hispanic students attending Leland has been declining, the Foreign
Language department is making every effort to meet their needs. Efforts to ensure that Spanishspeaking
students are properly tested in order to receive credit for their level of native fluency, and
then be placed in the proper level at Leland are made. One Spanish teacher and the community
liaison have been the key players in this effort. Partially due to these efforts, there has been an
increasing number of Hispanic students who take the AP Spanish Language and the AP Spanish
Literature exam. One of our Hispanic teachers has also restarted a Latino Club in order to foster
pride and integration of the Hispanic culture into the Leland community.
Finally, Leland commits one Staff Development day per year to the subject of diversity. Often, this
is focused on our commitment to serve Hispanic students.
WASC Action Item V
Improved communication between all stakeholders (staff to students/parents) using technology
During the restructuring process of our New American High School committees, we saw that the
Staff Development Committee and the Technology committee were often focusing on the same
strategies towards staff development. Since 2004, those two committees were combined and
continue to seek ways of consolidating staff development plans that reflect the Digital High School
grant and New American High School strategies.
During the past three academic years, the entire faculty and staff have participated in the CTAP II
online technology survey. All information is kept confidential, although the faculty has provided a
basic assessment print out for the technology committee to assess the needs of the staff as a whole
and curtail the staff development meetings towards meeting those goals.
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The Technology and Staff Development Committee has made one of its two primary goals to
develop a strategy to assist teachers with the design of active web pages to be hosted on the school
website. The use of active web pages will allow Leland’s stakeholders, including both students and
parents or guardians, to better access the latest information about classes, such as what homework
has been assigned on a daily basis. The school web server that was purchased and installed during
the fall of 2001 was funded by the DHS grant. As of June of 2007, 85% of the teachers on staff post
daily homework online, whether it be on a specific teacher webpage or on Homework Live. The
NAHS Committee goal for 2008 is 95%.
The school website has become the central location for external communication. Through the
website, stakeholders have the ability to open a world of information pertaining to the school,
including teacher websites, a school athletic site, parent organizations, daily bulletin, on campus
clubs, community service opportunities, the Parent Internet Viewer, online class registration and
online class catalog, and graduation information and guidance towards collegiate entrance
requirements. The Leland website was completely renovated in 2007 along with the installation of
a new server. Additional improvements are being made this year.
Students and parents have access to teacher web pages where teachers can post course descriptions,
contact information and even daily assignments. Many parents and students will visit the school
athletic pages to view game schedules, rosters, and coaching information, and even to obtain
directions to off-campus competitions. The daily bulletin is posted online with all information for the
school community. WEB IEP offers immediate input and response by teacher/parents; this allows for
constant collaboration between the adults involved in each individual IEP for our special education
students.
The site is also the gateway to the Parent Internet Viewer (PIV). PIV is an online system that is
linked to a teacher’s online gradebook. The system is designed for students and parents to see their
individual grades in all classes in a “live” format. Parents and students may log on to the system
where the initial webpage shows the student’s current grades in all classes as well as daily
attendance. Parents may also select individual classes to see a student’s attendance rates and
progress on all assignments within that class.
Students and parents can also access our College and Career Center guidance programs, Choices
Explorer, Choices Planner, and Get In 2 College, through the Leland Career Center website. Prep
HQ will be available in late February through the school's website where staff can communicate with
students and parents about issues pertaining to college preparation.
All stakeholders have access to the voicemail system twenty-four hours a day. Leland has
implemented voicemail for all members of the faculty and staff in the fall of 2002. Faculty and staff
all have individual voicemail accounts that may be accessed anywhere on campus for message
retrieval.
In the fall of 2004, Leland implemented a parent/guardian email database system in which the school
sends a weekly email to parents and guardians with information about upcoming events and general
school site information. Currently, about 1500 families are participating in the system.
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The Technology and Staff Development Committee has pursued a plan of educating teachers on the
use of the web-based software program EduSoft, which enables teachers to create standards-based
assessments, share own assessments with their colleagues, track their curriculum in terms of meeting
the California standards, and access past student academic information. This program will allow
teachers to share and collaborate with each other in designing common standards-based assessments.
Several training sessions have been given to the faculty. For two years now, the math department
has fully implemented the EduSoft system. In 2006/2007, the English and social studies
departments will begin using EduSoft for benchmark testing, which will bring Leland’s EduSoft
usage numbers to nearly 50%.
******
Leland High School has actively and diligently addressed the goals established from the WASC
visitation of 2002. These goals, along with the implementation of additional reforms guided by
Leland’s Transformation Board, has helped to usher in a new era of education for Leland High
School and also for its learning community at large. With an ongoing effort by the faculty,
administration, and the community, Leland will excel beyond the established goals and initiate plans
that will not only preserve the traditional success of our school, but will also forge new paths to the
forefront of quality education.
Additional Schoolwide Critical Areas for Follow-Up: A Response to the 2002 Visiting Team
Report:
1. Increase students’ understanding of the application and relevance of their in-class
learning to real-life knowledge and skills.
Refer to Action Item I
2. Ensure that all Freshmen scoring below the 50 th percentile in reading comprehension on
the SAT9 will be at or above the 50 th percentile by junior year. Develop a measurable
program that provides academic and support for “At-Risk” students. Expand support for
struggling students. Additional efforts should be provided to assist bused students and
underrepresented groups on campus who are having difficulties in coursework,
communication of school information to homes, and participation in extra curricular
activities.
Refer to Action Items II and III
3. Increase Hispanic student achievement and involvement at Leland High School.
Refer to Action Item IV
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Leland High School FOL 2007-2008 Progress Report
4. Improve communication among all stakeholders (staff to students/parents) using
technology and other means.
Refer to Action Item V
5. Continue to seek ways of consolidating staff development reflecting LHS goals and the
NAHS strategies into one comprehensive plan.
LHS goals and NAHS strategies are included in the Single Plan for Student
Achievement. Staff development continues to focus on the inclusion of technology in
teaching and managing classes/students/parents. The Lifelong Learning Standards are
always the foundation for educational endeavors at Leland High School. NAHS strategies
are developed by teachers, parents, and students, all of whom have a vested interest in
maintaining a positive school climate.
6. Continue to explore options for providing time for collaboration within school day so
that a) staff can collaborate on curriculum and instruction, and b) parents and students
can be more involved in schoolwide committees.
In response to the suggested areas for growth, the Leland High School Leadership team
proposed a modified block schedule for the 2007-2008 school year. A committee of all
stakeholders was formed to investigate the possibility of a modified block schedule and
worked with staff input for a full school year in 2005. The committee researched the pros and
cons of block scheduling, interviewed teachers from similar schools currently on a block
schedule, and prepared two possible schedules that included staff collaboration time and an
advisory period for student support. The committee proposed a full year of staff development
geared to lesson planning and revising activities for a longer class period. An open forum for
staff was held in order to allow faculty members to express the anticipated outcomes of a
move to a modified block schedule, and to allow personal views to be heard. The staff
overwhelmingly voted to maintain the current bell schedule. The proposal for the modified
block schedule did not affect parent and student membership in schoolwide committees.
Parent and student input continues to be a valuable resource for our NAHS committees.
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7. Continue to monitor and evaluate the effectiveness of the Wednesday “T” period as a
student academic support program.
During the 2002-2003 school year, faculty members discussed the Wednesday “T” period as
an effective support program for students and concluded that the majority of students did not
utilize the time as intended by the faculty. Most students used the time as a personal break,
and not as an opportunity to meet with instructors and advisors, thus the “T” period was
deemed ineffective as a part of our instructional day. The staff then voted to eliminate the “T”
period from our instructional day. Currently, the "T" period schedule is used occasionally
when students need additional advisory time in various arenas such as covering school and
district policies at the beginning of the year, conducting student surveys in response to
"Commitment to Character" program, performing practice code red drills, and more.
8. Develop common assessment measures within subject matter that meet the content
standards and identified Lifelong Learning Standards.
Freshman and Sophomore English teachers participated in a district-wide pilot pacing
calendar, which included four benchmark assessments in the 2006-2007 school year. The
English department is currently developing pacing calendars across all grade-levels, which
includes course-alike performance tasks. In the summer of 2007, the English department also
attended a district-hosted one-day Jane Schaffer essay writing workshop where they learned
about the Jane Schaffer method of teaching writing to high school students. This workshop
also allowed for the entire department to further delve into discussion about common
assessment practices in essay writing.
The math department has developed a placement procedure in which students are placed in
appropriate levels of math according to personal ability. The LHS math department decided
against participating in the district-wide pacing calendar because they felt it did not
appropriately serve our student population. In order to receive permission from the district,
the math department was required to collaborate and develop their own extensive pacing
calendar, which all instructors in the math department must follow.
The social studies department has developed similar curriculum units across grade-levels,
such as the week-long Holocaust unit. The freshman geography teachers have fully aligned
their curriculum including common performance tasks. The A.P. U.S. history courses have
been aligned since 1969.
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Additional Progress or Updates in Each Department
Social Studies Department:
The last WASC visiting committee made a note about the K-wing curtain classroom dividers and
suggested they be removed and replaced by real walls. The teachers in the department considered
this suggestion but decided to leave the curtains as they are because they were vital to four A.P.
U.S. History classes being able to have large class lectures three times a week. The curtains are
drawn for the other two days so the classes can meet for small group discussions. Leaving the
curtains has also promoted collegiality and collaboration between the teachers in the department.
Several activities at the sophomore level, like the week-long Holocaust program and CCOC
presentations, also require classes to meet together as a large group.
Mathematics:
All teachers have open office hours to help students with math concepts on a one-on-one basis. Of
the ten teachers in the department, seven teachers are available to help students before school, five
teachers are available to help students at lunch and all ten teachers are available after school.
Second year algebra classes without trigonometry continue to be implemented to accommodate
the learning needs of students who must have a third year of mathematics to meet graduation
requirements but do not intend to continue on with a pre-calculus/calculus path. This school year
we have nine sections of Algebra 2 without Trigonometry. In 2005, the math department also
added an AP Statistics course, and now also offer a zero period trigonometry class.
The 1993 Visiting Team recommended that the District and School Administration develop a time
line to replace mathematics textbooks. In accordance with this recommendation, the mathematics
department replaced all of the mathematics texts with copyright dates before 1991. Since then, the
math department decided to buy a new geometry textbook, used by other high schools in the
district, but after one year decided the new textbook was not rigorous enough and that Geometry
for Enjoyment and Challenge, McDougal Litell, copyright 2000, better met the needs of Leland
students. The new geometry textbook did not emphasize two column proofs as well as Geometry
for Enjoyment and Challenge. The math department decided that since Geometry is the only proof
oriented course among the Leland math courses offered, they needed a geometry book that gave
students enough scaffolding and practice in this concept area. Since the 2005-2006 school year,
Algebra 1 students have also started using a new Algebra 1 textbook, Algebra Structure and
Method, McDougal Litell, copyright 2000. This new textbook contains more word problems and is
much more rigorous than the previous Algebra I textbook. As a result of more exposure to these
word problems, Algebra 1 students' ability and confidence have improved greatly in solving word
problems; scores have doubled for two consecutive years since the 2005-2006 school year.
The mathematics department is keeping abreast with technological advancements. The department
now has 6 LCD projectors for use in classroom presentations by both teachers and students. Some
teachers are creating Power Point Presentations to present their lessons. Three teachers have a
graphing calculator and a view panel package to use with an overhead projector to demonstrate
calculator techniques to the entire class. At least one teacher uses a TI Presenter, which can be
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Leland High School FOL 2007-2008 Progress Report
used with any model of TI graphing calculator to project the calculator screen onto a television
monitor or through one of the LCD projectors onto a screen or whiteboard. A document camera is
also used by one teacher.
The math department continues to communicate with Leland's feeder schools. We met with Bret
Harte's math department in November of 2006 and March of 2007 to discuss the transition from
middle school to high school. Bret Harte is Leland's major feeder school. The two departments
plan to meet again this spring.
The math department is confident in its ability to prepare students for academic success in
mathematics and we strive to ensure the proper placement of students. At the beginning of the
school year, some teachers check that students have fulfilled the pre-requisites for their courses by
looking at transcripts. Summer testing is administered to students who take summer school courses
to advance more quickly through the math courses. Students are required to pass both semester
finals with a minimum of 60% in order for the math department to recommend advancement to the
next level. Placement tests, designed by teachers in the Leland math department, are given to
students who wish to enroll in Algebra 2 with Trigonometry or Pre-calculus Honors. Algebra 2
placement tests are administered to both geometry students at Leland and entering students who
have fulfilled the geometry requirement before coming to Leland. To qualify for Pre-calculus
Honors students must take three tests during their Algebra 2 with Trigonometry class. The 35
highest scorers qualify to enroll in Pre-calculus Honors.
In order to collect data on student progress throughout the school year, Leland math students
enrolled in Algebra 1 and Geometry take three benchmark tests. Students in Algebra 2 take one
district benchmark exam at the end of the year. The results of these tests are scanned into EduSoft
in order to analyze student achievement with respect to the California Standards. Advanced
Placement tests also provide data on student progress. During the 2005-2006 school year, 208
students took the AP Calculus test with a passing rate of 96% and 100% of the 30 students who
took the AP Statistics test passed it. During the 2006-2007 school year, 200 students took the AP
Calculus test with a passing rate of 94% and 100% of the 17 students who took the AP Statistics
test passed it. 100% of students in the Calculus AB, Calculus BC, and Statistics classes take the
AP test in May each year.
Foreign Language:
The foreign language department at Leland has seven teachers- two in French and five in Spanish.
Over the last four years the department has had a problem with staffing. Every year the
department has had to replace their newest hired Spanish teacher due to the poor quality of their
teaching, their inability to sufficiently challenge our students, or due to their personal problems.
This has made it more difficult to ensure complete articulation from year to year. However, in
2006-2007, they finally secured the services of an exceptional teacher as the newest member of
our department. He had a very successful first year at Leland and showed a great willingness to
interact with other members of the department in order to provide the continuity that our students
need in order to succeed.
(foreign language additional progress continued...)
Page 20 of 25

Leland High School FOL 2007-2008 Progress Report
In addition to foreign language classes taught by Leland faculty, there is a university level
Japanese teacher during the school day and American Sign Language is offered after school as a
seventh period class for students who have difficulty mastering an academic foreign language
class, or whose abilities and interests match better with this curriculum. The San Jose Unified
School District requires the successful completion of two years of a foreign language in order to
graduate, so Leland wants to ensure the maximum opportunity for its students to graduate. Since
these two classes are college level classes, students receive one year of credit for each semester
completed. Leland also provides space for a Saturday morning Chinese School to operate from
our campus given the high degree of student and community interest.
At the time of our last WASC visit, the foreign language department was using Pacesetter Spanish
for their third year Spanish curriculum, an excellent project-oriented program designed by the
College Board. However, two years ago, the College Board discontinued this program. They
therefore chose to use the same series, Buen Viaje, that they use for first and second year Spanish
for third year. The feeling was that students would benefit from the continuity of vocabulary and
structure. One teacher who had formerly used Pacesetter, began integrating some of the best
projects and strategies from the Pacesetter program. This year she will be integrating a unit on
ecology in Spanish, since Leland is offering a new science class on environmental issues.
Another teacher will offer a 3 rd year Honors class this year with a portfolio component and
College Board strategies in order to create a strong bridge to Spanish AP Language. Three new
texts have been ordered for AP Spanish to line up with the new exams.
In French, Discovering French is used for the first three years and new textbooks have been
adopted for AP and French 7-8 classes. En Bonne Forme is used in AP French Language. This is
the high school version of a very popular university level textbook. Imagenez, from Vista Higher
Learning is used in 7-8; the book includes the study of francophone “courts-metrages” and the
extended use of computer and technology for additional practice.
The department has also ordered class sets of the newest editions of Buen Viaje to use in first and
second year classes. This way, they can take advantage of the newly developed communicative
activities in the newer texts during class activities, and the improved Internet activities.
The Foreign Language department, based on a district mandate, has developed a pacing calendar
for both Spanish and French for all levels. It is based on the California Standards for Foreign
Language Acquisition.
Leland offers four years of both Spanish and French and two years of Japanese and American
Sign Language. In Spanish and French, students may elect to take a 7/8 class or AP Language.
Since an increasing number of our students are passing the proficiency exam given at the end of
middle school in both Spanish and French, and are entering their freshman year at the second year
level, some students are opting to take the 7/8 class during their junior year and AP Language
during their senior year, a schedule which is less demanding for most students. Due partly to the
increased number of French classes in middle school, the number of AP French language classes
doubled in 2007-2008. Since students are also interested in taking AP (Foreign) Literature during
their senior year, the department hopes this class may be added to the curriculum. Meanwhile, the
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Leland High School FOL 2007-2008 Progress Report
department will be offering unofficial support to such students, who can then take the exam in the
spring. AP Foreign Language pass rates are as follows:
Spanish (2006-2007): 89%
Spanish (2005-2006): 83%
Spanish (2004-2005) 45%
French (2006-2007) 100%
French (2005-2006) 92%
French (2004-2005) 100%
In order to improve communication with both students and parents, teachers in the Foreign
Language department use a variety of methods of communication: the Parent Internet Viewer, Emails,
the Homework Live system, the ParentLink phone system, parent-teacher conferences,
and teacher web pages. The newer textbooks have more Internet links, evaluations, and activities.
For example, as previously mentioned, the newly adopted textbook, Imagenez provides an
excellent technology-based variety of activities. The department also now has a new language
laboratory based in the main Information and Technology Center and are in the process of
securing appropriate software, including the Spanish and French versions of Rosetta Stone, which
the district has a license for.
During monthly department meeting, a frequent topic is how to improve instruction and
articulation. The Pacing Calendars are part of that effort. Common final exams are in effect at
most levels in order to ensure that all students receive rigorous instruction. Many informal
teacher exchanges occur during prep periods and at lunch, while more formal meetings are
usually a part of our inservice days.
Special Education:
Special Education at Leland has undergone a dramatic change this year because of the
implementation of the full inclusion program. Since the district began studying a full inclusion
model for RSP students during school year 2006-2007, and since there was discussion of full
inclusion for all grade levels of RSP, Leland planned for full inclusion for all grade levels in
every subject. Due to the lack of active guidance and direction from the district, much of Leland's
efforts went into anticipated areas of need. Leland decided to focus efforts into looking at every
student, evaluating what their areas of need would be if they were in mainstream classes, and
planning a support class that would help them. We also had to re-think the role of the RSP
teacher.
The special education department began talking to parents and students second semester of 2006-
2007 in order to prepare them for the change in RSP. They examined the academics of every
student, and concluded that most of our students could be successful in the mainstream, with a
support class. Sometimes, since the RSP class was regarded as easier or safer for students who
did not feel confident in their abilities, the special education teachers worked to improve their
confidence, and to design the guided studies period in a way that would give students the support
they needed for the mainstream. They worked with parents to help them with this transition, too,
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Leland High School FOL 2007-2008 Progress Report
and reassured parents that they would not let their student fail if the student worked diligently,
sought the help they needed, and used the resources that were available to them.
Since our RSP upperclassmen were students who would have been mainstreamed in their junior
and senior years anyway, the expectation was that most of them would be fine in mainstream
classes, especially if they had a guided studies class for support. The decision was made to give
elective credit for guided studies and grade it as a Pass or Fail class. It was anticipated that our
incoming freshmen and our sophomores would probably require the most support; the parents at
these grade levels were more concerned about their students’ success than our parents of juniors
and seniors because of the perceived need for an RSP class. The special education department
has talked a great deal to parents about the intended role of the RSP class, and has explained that
it was meant to be a support class, and not a class to take the place of the regular curriculum.
The RSP teachers had to re-invent themselves. They went from being a primary teacher of a
subject to a coach for students and for staff. Their role is still evolving and depends a great deal
on their interpersonal skills working with teachers and students. The program is a work in
progress, but initial informal data is shows that students are as successful as they were in RSP
classes, and for many, they are getting a richer experience in the mainstream classes. The peer
pressure from other students who want to achieve and do well in school seems to be a positive
influence on these students. Behavior problems are minimal, and students enjoy being just like all
their peers.
English:
The most significant change in the English department is the drastic change in staffing since the last
WASC visitation in 2002. Currently, there is only one teacher in the department who was here for
the last accreditation. Moreover, only two additional teachers in the department have experienced a
WASC accreditation. The majority of teachers in the English department have less than eight years
of teaching experience.
Another additional change to the English curriculum is the addition of the AP English Language
course. Students in this course study English language and rhetoric, and spend much of their time
attaining and honing their writing skills. This course replaced the Honors English course that
students typically took in preparation for AP English Literature; thus, students who choose to take
this course take it during their junior year of high school. The teachers of this course have both
participated in week-long College Board training sessions to develop their curriculum for the AP
English Language class.
Science:
Since the last accreditation, the school has installed new science labs, making lab opportunities
more frequent and accessible. Eight science classrooms are scheduled to be renovated in the
summer of 2008, which totals eleven newly renovated science classrooms for the science
department. Aside from the change in science pathway, there have been additional curricular
changes with the offering of the new AP Environmental Science course, development of
department exam in conceptual physics, and ongoing research and investigation into developing
Page 23 of 25

Leland High School FOL 2007-2008 Progress Report
benchmark exams. Currently, the conceptual physics test that the department provides for the
students is used as an assessment of acquired knowledge and skills instead of a conceptual
physics CST, as there is yet to be one designed by the state of California.
Art:
The development of the J wing has been a huge endeavor and success for the school, and has
created an environment of collaboration for both students and teachers involved. The success of
the art department has led to Leland receiving the Digital High School Grant. Every year, our
media arts instructor holds a film festival that showcases the hard work of his students. The newly
created outdoor sculpture gallery allows for art teachers to showcase the artistic abilities of our art
students year-round. The art department also showcases artwork and musical talents at the end of
the year Commitment to Character Awards Night.
Each year, as a part of our Specialized Secondary Program Demonstration Grant, Bret Harte and
Castillero art and multimedia students are invited to visit for a morning. They listen to
presentations about various multimedia programs, tour the art classrooms, and have lunch. They
also receive priority registration into those classes when they come to Leland. There are about 50
students that attend the event, along with their teachers.
Additional Campus-wide Changes/Progress in the Past Two Years
• Defibrillators on campus
• CPR and AED certification for all staff members
• Successful Code Red and Code Blue drills
• Best Career Day ever
• Three outstanding graduations with no vandalism
• Resurfacing Tennis Courts
• Commitment to Character Program & C2C Awards Night
• Expanded awards recognition program
• Restructuring the entire science curriculum
• School beautification and award signs
• Best of the Best athletic program for two years
• Bringing all athletic financing back to the bank
• Developing the Cornerstone Project
• Expanding the Homework Center
• All seniors getting a full diploma (CAHSEE)
• Taking on dress code, freaking, and alcohol
• Dealing aggressively with cheating
• New donated computer lab for science
• Raising API and vigorously going for 900
• Expanding teacher web sites
• Successful hiring of quality staff members
• Going for Benchmark Testing in math and English
• Becoming an SSP Demonstration Site
• Expanding the quantity and quality of music and drama
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Leland High School FOL 2007-2008 Progress Report
(additional campus-wide changes continued...)
• Investing in the arts/ Creating an Arts Showcase
• Becoming a community center with community interest evening events
• Becoming a National Blue Ribbon School
• Opening a new stadium dedicated to Pat Tillman
• Denise Clark Pope (Stressed Out Students project)
• Outstanding Junior Proms and Senior Balls
• Every 15 Minutes (dramatic and emotional "real-life" simulation for juniors and seniors to
promote awareness of the dangers of drunk driving)
• 40th anniversary celebration
• New Leland Web Site
• Sports Complex agreement with the City of San Jose
• Stadium Lights
• Drama Stage Lights
• New front landscaping
• J-Wing renovation, Arts Gallery, and Quad Stage cover
• Outstanding Robotics Program
Page 25 of 25

Leland High School FOL 2007-2008 Self-Study Findings
ORGANIZATION
A1. To what extent does the school have a clearly stated vision or purpose based on its student needs,
current educational research, and the belief that all students can achieve high levels?
To what extent is the school’s purpose supported by the governing board and the central
administration and further defined by expected schoolwide learning results and the academic
standards?
Findings Evidence
Leland’s vision statement is clearly stated. It is
prominent on our web site and posted in all classrooms
and offices. It serves as the basis of all Leland goals,
plans, and strategies. Its development was a
collaboration of students, parents, teachers, and
administrators and supports San Jose Unified’s vision
and mission. To give our vision direction, Leland
connects all instruction and learning to our Lifelong
Learning Standards (ESLRs).
With the firm belief that all students can learn and
succeed, Leland is committed to the US Department of
Education research-based reform strategies of New
American High School, a program Leland joined in 2000.
Leland’s all-school improvement committees are formed
around these strategies.
The all-school improvement committees (known as
NAHS committees) also plan yearly goals around
Leland’s WASC 2002 Action Plans and the Goals of the
2004 Leland Foundation and Planning Retreat. This twoday
retreat of parents, students, teachers, district and
school administrators, and community members,
established a five-year goals plan for school
improvement. Leland’s commitment to the reforms of
New American High School were presented to the board
of education for San Jose Unified, and the board pledged
support for these initiatives. As active support the
superintendent, assistant superintendents, and director of
secondary education sit on Leland’s Transformation
Board. This board meets three times each year to
approve and review all Leland action plan goals.
Additional governing board support comes in the form of
yearly community conversations on major issues and
yearly-administered climate survey supplying continuous
community input since 1999.
Page 1 of 25
• Vision Statement
• District Motto, Vision, Mission,
Core Values, and Measurable
Goals
• Leland Lifelong Learning
Standards
• Strategies of New American High
School
• 2004 Leland Foundation Retreat
Report
• Leland Commitment to Character
Statement
• NAHS Committee Goals and
Minutes since 2002
• Leland Profile
• Leland Climate Surveys
• Leland Web Site

Leland High School FOL 2007-2008 Self-Study Findings
A2. To what extent does the governing board have policies and bylaws that are aligned with the
school’s purpose and support the achievement of the expected schoolwide learning results and
academic standards based on data-driven instructional decisions for the school?
To what extent does the governing board delegate implementation of these policies to the
professional staff?
To what extent does the governing board regularly monitor results and approve the single
schoolwide action plan and its relationship to the Local Educational Association (LEA) plan?
Findings Evidence
The Board of Trustees of SJUSD actively supports the
Leland vision and the lifelong learning standards. The
district’s core values are in line with Leland’s
Commitment to Character program. Also, Leland makes
sure that every school improvement goal has a direct tie
to at least one of the District’s Vital Priorities. As active
support, district administrators, including the
superintendent, sit on Leland’s Transformation Board to
have approval power, input, and review of all school
improvement goals three times per year.
Additional support by the district comes from an
exceptional educational accountability office, which
provides detailed data continuously for school review and
planning.
A true strength of Leland High School is the strong
support of the District and Community Involvement. The
Leland Leadership Team has the input of 15 committees,
Clubs, and Councils. Eleven of these groups are parent
organizations or have parent representation. Eight of
these organizations are student groups or have student
representation.
Page 2 of 25
• Leland Governance and
Accountability Structure
• Cornerstone Survey
• District Web Site
• Transformation Board Minutes
• Climate Surveys
• One on One School Report
• Community Conversation Minutes
• SJUSD's vital priorities
• SJUSD's core values
A3. To what extent based on student achievement data, does the school leadership and staff make
decisions and initiate activities that focus on all students achieving the expected school wide
learning results and academic standards?
To what extent does the school leadership and staff annually monitor and refine the single
school wide action plan based on analysis of data to ensure alignment with student needs?
Findings Evidence
Each year LHS staff reviews the current data, both
department wide and school wide. In doing so, we look
at the previous years’ data for school wide trends. After
reviewing all pertinent information, the staff determines
• department meeting minutes
• NAHS meeting minutes
• staff development agendas
• transformation board minutes

Leland High School FOL 2007-2008 Self-Study Findings
the goals/areas of focus for the school and for the
departments. Parent surveys and parent input through
school site leadership is also assessed.
An annual retreat with key parties from the community,
student body, faculty and administration are involved in
defining goals which will enhance student learning and
improve the school environment. The staff meets in
NAHS committees which also incorporates parent and
student participation, to determine yearly goals and
initiate action plans. The chairpersons provide a report of
their committees goals and action plans to the
Transformation Board in the fall of each year. A midyear
Transformation Board meeting allows each
committee to report on progress made in achieving years
goals.
LHS offers a wide array of AP classes, with new classes
being added to the master schedule each year. The
number of AP classes offered in the fall is determined in
the spring of the preceding year based on student course
selection during registration. In addition to AP classes,
there are also a variety honors and accelerated courses
available for students to take to prepare them for the rigor
of the AP classes.
Page 3 of 25
• Single Schoolwide Action Plan
• NAHS goals
A4. To what extent does a qualified staff facilitate achievement of the academic standards and the
expected school wide learning results through a system of preparation, induction, and ongoing
professional development?
Findings Evidence
Leland facilitates achievement of the academic standards
and ESLRs by continuing to reflect and discuss current
teaching practices in both formal and informal forums,
which then leads to attending professional development
seminars on campus, through the district office, or by
individual participation.
Staff development over the past years reviewed data to
analyze our strengths and weaknesses delivering
academic standards, which led to ongoing collaborative
discussions about improving curriculum in various
departments.
Continuing education is continually offered by the
district and on site, such as grammar workshops for
English department.
• 2004 retreat goals
• AP workshops and training
• BTSA
• California Commission on Teacher
Credentialing requirements
• NCLB compliant staff
• National Visual and Performing
Arts Caucus Member (art teacher)
• Equity and Human Rights
conferences
• Urban Leadership workshops
• grammar and writing workshops
• participation in district task forces
in a variety of subjects -
participants actively discuss,
design, and implement changes in
curricula

Leland High School FOL 2007-2008 Self-Study Findings
Many of our faculty belong to organizations that promote
their area of expertise such as National Art Education
Association.
The English department has attended the Jane Schaffer
writing workshop and developed successful strategies to
help students with their writing proficiency.
The science department has undergone major revisions in
their curriculum offerings, which correlate with the math
department in order to provide a better opportunity of
success for students.
Leland Bridge funding offers opportunities for teachers
to go to conferences and other professional development.
Course offerings have been enhanced and many new
courses in the visual arts. The facilities have been
updated to state of the art technology that makes it
possible to offer yet more media arts and thus encourage
post-secondary endeavors in the arts.
Collaboration and designing benchmark exams allow
teachers to calibrate and focus on academic standards
throughout the department.
Within each department, course-alike meetings are vital
to the planning stages of professional development, and
also helps to design standards aligned curriculum.
Staff development workshops on EduSoft, creating
websites, and training in technology enhances
communication with parents.
In the summer of 2007 the district office offered training
in inclusion for mainstreamed RSP students, follow up
meetings on site continue to address the needs of a broad
range of learning needs in the classroom.
A5. To what extent are leadership and staff involved in ongoing research or data-based correlated
professional development that focuses on identified student learning needs?
Yearly goals are set by the leadership team, with the
collaboration of faculty, students, and parents on NAHS
committees, and the input and approval of the
transformation board, many of which focus on student
achievement and supporting students who are not
Page 4 of 25
• Site Plan
• CST scores, AP scores, members
of faculty
• Site Plan
• Leland Leadership Team

Leland High School FOL 2007-2008 Self-Study Findings
learning and mastering the standards.
In the fall homogeneous groups, including members from
various departments, receive school wide data, CST test
scores, AP Scores and disaggregated CST scores by
subject and previous years. The groups suggest
recommended goals and areas for focus.
All staff members are encouraged to participate in the
many professional growth opportunities offered by the
state, county, district and the school. Teachers are
encouraged to attend staff development specific to their
areas of instruction and measures are taken to supply
funds to provide varied and frequent opportunities.
Teachers will often share their findings with their
departments if they go to workshops individually. Our
staff has had many presentations on topics such as
Autism, Stressed Out Students, Gang Related Issues,
CPR and First Aid, and backwards mapping.
Page 5 of 25
• Curriculum Committee and
Principal
• Leland Staff
A6. To what extent are the human, material, physical and financial resources sufficient and utilized
effectively and appropriately in accordance with the legal intent of the program(s) to support
students in accomplishing the academic standards and the expected school-wide learning
results?
District funding included the upgrading and remodeling
of the science wing and the new Gay Brasher
Auditorium, as well as the facilities including athletic
fields, gym locker rooms, a weight room, computer labs.
Other upgrades will include stadium lights for the Pat
Tillman field, made possible by making connections
within the local community.
Leland applied for and received a Specialized Secondary
Program or “SSP” Grant for developing a new animation
program as well as a filmmaking program. Through this
SSP Grant, new computers were purchased as well as
animation and filmmaking equipment. Leland has also
been designated as a SSP Demonstration or Model Site
the past two years due to the success of both the
animation and filmmaking programs.
The Parents Club provides funding and wish list money
for teachers to fill gaps in classroom resources.
Leland provides an excellent college and career center
with two staff members. Leland’s Career Center aids
students in choosing the best college to meet individual
• Site Plan Budget
• Leland Bridge funding
• Homework Center
• Peer Tutoring
• Staff Training on AED
(Automated External Defibrillator)
• Constant communication with
SJPD Officers who monitor the
campuses
• Every 15 Minutes program
• Parents Club funding

Leland High School FOL 2007-2008 Self-Study Findings
student goals including but not limited to financial aid,
and student and parent college nights hosted at Leland’s
campus.
Financial resources are also used in various programs that
train teachers to deal with issues that may not be a part of
a state curriculum, but might be a vital part in educating
students in relation to the ESLRs.
Areas of Strength:
• College Match Philosophy, including information events for students and parents
• College and Career Center is a great strength
• Communication is another of our strengths
o Almaden Times, Almaden Resident, The Charger Account
• Our refurbished website
• Homework Live
• Individual teacher web sites
• Weekly bulletin published and twice weekly PA announcements on campus
• Department meetings
• Department contact meetings
• E-mail
• Parent Link (automated telephone messages)
• Transformation Board meetings
• NAHS meetings
• Principal’s Chat
• Community parents groups involvement
• Expanded academic offerings (honors, accelerated, and AP programs; sign language classes;
partnerships with Junior colleges)
• Strong academic offerings
• Visual and Performing Arts
• School newsletter sent via e-mail
• Parent Internet Viewer (to view grades)
• Prep HQ announcements
• School safety - additional lighting, surveillance cameras (all of this promoted by our Facilities
Committee)
• School Site Council monthly meetings
• Strong administrative support - Saturday School, AIM, and proactive discipline
Areas of Growth:
• Our need to support kids in the middle, ensuring that no child is overlooked and lacks
appropriate intervention
• Addressing how to help relieve “stress of the student”
• Increased problem of cheating - we need to respond to these students
o students who are stressed, taking work beyond their capacity
o more and more incidents of cutting, threats of suicide (evidence of stress) - they see
themselves as failures if they do not go to an elite school
Page 6 of 25

Leland High School FOL 2007-2008 Self-Study Findings
(ORGANIZATION - areas of growth continued...)
• Staying on the edge of leading technology, using and integrating technology tools in the
classroom
• Needs to improve our emergency plans
o we know code red and code blue but we see a need when the “big” one hits, what do we
do for services if we are on the field for 15 hours
o How do we communicate with parents? How is that going to operate? How will
we work with the city to create a long-range plan for the hours after the “big
one”?
• Inclusion of RSP students - are we prepared to address the variety of learning styles in our
classes (special needs differentiated curriculum)?
Page 7 of 25

Leland High School FOL 2007-2008 Self-Study Findings
STANDARDS-BASED STUDENT LEARNING: CURRICULUM
B1. To what extent do all students participate in a rigorous, relevant, and coherent standard based
curriculum that supports the achievement of the academic standards and expected school wide
results? Are the ESLRs accomplished through standards-based learning?
Findings Evidence
All courses offered at LHS encourage students to
participate in a rigorous, relevant, and standards-based
curriculum, where ESLRs are infused into the lessons on
a daily basis.
Binders on curriculum standards in each department
were made in 2001, and are still used in classrooms.
Some departments like math, English, and foreign
language, are in the process of writing pacing calendars
for various courses within the department. Efforts have
been made to articulate and agree on content material
and concepts taught at each grade level in most
departments.
Department contacts supply data to their department
teachers to ensure consistency in assessment methods,
and to ensure that students are participating in courses
that are rigorous and relevant to standards and ESLRs,
regardless of whose class they may be in.
The majority of classes offered at LHS, with the
exception of support classes provided for special
populations, are UC approved.
CCOC is offered as an alternative education program for
students who are interested in vocational training. These
programs enable students to attend high school in the
morning and receive vocational training in the
afternoon. These options have served students who have
made plans to enter the workforce or attend vocational
colleges.
Full inclusion of RSP students in 2007 allows all
students to participate in rigorous classes with
standards-based curricula.
Intervention programs are in place to monitor student
achievement, and/or to recognize when additional
support is needed.
Students are also involved in a peer tutoring program
Page 8 of 25
• Standards binders in each
department
• Green sheets for each course
• ESLRs posted in every classroom
• colleague observation results
• Student interviews about ESLRs
and colleague observations
• Progress report data
• Six week progress grades
• D and F list
• Peer Tutor Program Statistics
• Homework Center
• SAP list

Leland High School FOL 2007-2008 Self-Study Findings
where students volunteer to act as tutors for their peers
in a variety of subject areas. Homework Center is open
four days a week for one hour after school. Various
teachers, parents, and students are present to assist
students who need help with their homework.
Intervention for at-risk students is done early at every
grading period to encourage higher success in
academics.
A full-time academic counselor meets with students to
review individual progress regarding graduation
requirements. His primary focus is students who are
credit deficient and at-risk of not graduating.
English Language Learners have the opportunity to
participate in mainstream classes outside of their ELD
English and History classes. This enables EL students
to experience education at more rigorous levels, and also
allows them to meet students outside of their EL subgroup.
B2. To what extent do all students have access to the school’s entire program and assistance with a
personal learning plan to prepare them for the pursuit of their academic, personal and school-to
-career goals?
Findings Evidence
Administrators, counselors, career technician, and
community liaison conduct grade level assemblies, class
assemblies, and one-on-one meetings about high school
career paths.
Leland 8 th grade students and parents are invited to an
8 th Grade Parent Night. At this session, the
administration presents course planning information to
students to assist students and parents with enrollment
for the following year. Graduations requirements are
outlined during the presentation. Leland also hosts an 8 th
grade night for all students that have been accepted to
Leland.
Leland has a very active College and Career Center
(CCC) staffed by a fulltime, fully credentialed
counselor, a fulltime College and Career technician, and
several parent volunteers. CCC assists all students and
parents. During the fall, college applications,
workshops, and information are provided to all students.
Hundreds of students are seeking information, asking
Page 9 of 25
• Counseling
• 8 th Grade Parent Night
• College and Career Center (CCC)
• Annual Report
• Planning Guide
• Master Schedule
• Leadership/Clubs
• RSP Counseling
• IEPs
• 504 plans
• SST
• SAP
• Website/Homework Live/Grade
Book/PIV
• 30-50 different colleges
representatives visit with Leland
students
• College and Career Center website

Leland High School FOL 2007-2008 Self-Study Findings
questions, and requesting assistance with their
applications and essays. Complete application packets
for UC and CSU are provided. CCC has resources for
students and the resources are constantly updated. We
were able to order a set of almost twenty reference
books regarding college selection, college visits and
interviews, athletic scholarships, merit scholarships and
financial aid. We were able to obtain 5-20 copies of
eight books that students and parents can check out.
ASB sold copies of College Match. This book is a
workbook that students use to obtain information
necessary to make good college choices by completing a
self-evaluation and college admission profile. The
Career Center resource library has added many new
books.
Leland has a college night for seniors in the fall. In
January, Leland has a Financial Aide Night, which
teaches students and parents all they need to know about
paying for college. There is a college day for freshmen
through juniors in the spring. There is also a community
college night held in the spring with the six local
community colleges.
Leland offers a four year comprehensive career/college
guidance program. Our program is integrated directly
into the student’s course work. There are appropriate
career guidance activities for each grade level. Leland
has college /career guidance computer programs:
Bridges Choices Explorer and Choices Planner, Get In 2
College, Prep HQ, and Do What you Are (online
personality assessment). All of these programs are
internet based and can be accessed at home by students
and parents. Every year all students complete College
and Career Units and complete an activity using these
programs. College and Career services are offered to all
special education and ELL social studies classes.
Leland students are also offered the opportunity to
attend Central County Occupation Center (CCOC)
presentations, and are also provided with bus
transportation.
Every other year, Leland offers a Career Day to all
students since 1992. All students completed a career
pathway assessment in their second period class and
then score the assessment. Students then choose three
panels from a pathway. Each panel will have three
Page 10 of 25

Leland High School FOL 2007-2008 Self-Study Findings
speakers with a career in the same pathway. Students
will hear about nine careers from three panels. We
usually have almost 200 speakers. Career Day at Leland
is very successful because of the support of the entire
staff, administration, parents, and community.
The school to Career Partnership has enjoyed strong
community-wide support and has been successful in
building effective working relationships among schools,
businesses and organizations, and civic and community
groups. More than 150 Santa Clara County businesses
and organizations support School to Career programs by
providing internships and job shadows for students. Our
Career Program Coordinator has helped placed 100
interns and 40 job shadow positions.
Freshman students are presented with a four-day unit in
their social studies class. The students receive an
orientation to the career center, discover job
opportunities, and receive information about high
school, UC and CSU requirements. An electronic
portfolio is created by each student with Choices
Planner, Choices Explorer, and/or Prep HQ. Students
complete a Choices activity and learn their interests,
skills and research careers. Students also set up their
account in Prep HQ and access the resources in Get In 2
College. A parent signature is required on the computer
activity. Parents are informed about how to access the
internet resources. This unit will help students
understand the importance of their high school education
and the need for lifelong learning skills to become
contributing members of society.
Sophomores are presented a two week unit in their
Social Studies class. Extensive college, vocational, and
career research is done utilizing Career Center materials,
the computer lab and community resources. Information
is provided on such topics as interviewing skills,
military opportunities, vocational training resources, and
college options. Students gain an understanding of
themselves, their specific college interests, and the
economic realities that impact career and college
choices. At the conclusion of the unit, each student
meets individually with a guidance counselor to review
the student’s decision regarding course selection, career
goals, and post high school plans. Parents sign a letter
that informs them about the unit and how to access the
resources.
Page 11 of 25

Leland High School FOL 2007-2008 Self-Study Findings
Juniors are presented a one-week unit in their English
class. A classroom presentation is given which provide
the Junior/Senior Calendar, college requirements and
deadlines, SAT/ACT testing information, transcript
information and evaluation, and graduation
requirements. Students create and refine their college
essay and write a personal resume. Students update
their electronic portfolio in Choices Planner and
Explorer. Students have access to a copy of a forty page
College Admission Handbook. Students are provided
opportunities about internships and job shadowing. This
unit will help students build a strong foundation for their
final education/career choices.
Seniors are presented a one-week unit in their Social
Science class. Students review and decide their post high
school plans through discussion and directed activities
in the Career Center and Computer Lab using
comprehensive college and career guidance information
programs. This unit includes the following: senior
calendar, a self-evaluation writing assignment, letters of
recommendation requirements, and an evaluation of
transcripts. Students are also provided deadlines for
college applications, SAT/ACT dates, financial aid and
scholarship information, and internship and job
shadowing opportunities. The primary focus of this unit
is to guide students to make the appropriate decisions
according to the timelines determined by college and
career choices.
The College and Career Center provides information to
students through the Career Center Bulletin (distributed
to all teachers), classroom announcements, The Charger
Account, Prep HQ, the school website, and the weekly
bulletin. Information is provided to parents at Back to
School Night and Parent Link, as well as through the
same avenues as the students. A parent signature is
required for 9th and 10th grade students to acknowledge
that they know about the College and Career units and
the resources available to both students and parents.
Link Crew, a group of junior and senior students
nominated by teachers, facilitates an easy transition for
freshmen and their parents to the Leland community.
During freshmen orientation, each freshman is paired
with a Link Crew leader who serves as a contact and a
guide. Link Crew members build their leadership skills.
Page 12 of 25

Leland High School FOL 2007-2008 Self-Study Findings
Link Crew members are also ambassadors to the school
community as they serve as guide for Back to School
Night providing directions and answering questions.
504 meetings are held to discuss how to best meet the
needs of an educational plan for students. Leland also
has an SST (Student Study Team): parents and students
who are concerned about the performance of a student
may request a meeting to develop strategies and
interventions to assist the student in realizing his/ her
goals.
Teachers are encouraged to either use a website or
Homework Live to post daily assignments. Parent and
students have access to up to date information on the
PIV (Parent Internet Viewer). Parents may monitor and
follow the progress of their student using the PIV.
B3. To what extent are students able to meet all the requirements of graduation upon completion of
the high school program?
Findings Evidence
All students have access to a rigorous, standards-based
curriculum as well as opportunities to explore real world
applications of their educational interests.
Graduation from Leland High School ensures that all
students meet SJUSD requirements established for
graduation and are provided the opportunity to complete
the University of California/California State University
“A-G” admission requirements.
In an attempt to provide all students with a relevant,
alternative career path that does not interfere with their
fulfillment of graduation requirements, Leland High
School offers access to the Central County Occupation
Center program (CCOC) for those who wish to explore
a myriad of vocational options.
Leland High School puts an emphasis on becoming a
well-rounded student by offering a seven period school
day. In addition to meeting graduation requirements,
these classes, offered before and after school, allow
students to pursue elective interests in math, language,
and the arts.
Leland also offers academic support systems to ensure
that students are meeting requirements through
Page 13 of 25
• 98%* graduation rate and high API
score, CAHSEE results
• specialized secondary program
(SSP) in film making and animation
• CCOC, Regional Occupational
Program (ROP) Courses at Leland,
Career Center
• Bi-annual career day
• specialized secondary program
(SSP) in film making and animation
• proposed curriculum restructuring to
accommodate middle fifty percent of
student body, such as non-AP
Calculus, SMAC, British Literature,
Creative Writing, Humanities Class
(writing, art, sculpture), etc.

Leland High School FOL 2007-2008 Self-Study Findings
academic counselors, SST process, homework center,
peer tutoring, district summer school program, and an
Algebra Workshop taught by math faculty. There is also
a 0 period "Algebra Rescue" designed to support
identified D and F students. We have also restructured
the science pathway to include Conceptual Physics in
lieu of Integrated Science to bring more success to lower
level students.
Currently, there are other programs that have been
proposed and are awaiting approval. Such programs
include a Math Summer Bridge course for identified
incoming freshmen from feeder schools, and online
courses to free up students' schedules at school in hopes
to increase enrollment in the arts.
Leland's education program maintains the flexibility to
accommodate changes in student interests and areas of
career exploration .
Areas of Strength:
• Rigorous, relevant courses are offered at Leland
• Graduation requirements are the same as UC/CSU A-G requirement
• Commitment to facilitating the growth and success of our students' educational endeavors
• Preparing our students for success in life after high school
Areas of Growth:
• Provide more courses that appeal to the middle quartile students
• Provide more opportunities for real-life project-based learning
• Provide environment that promotes a well-balanced education of academics, athletics, and arts
Page 14 of 25

Leland High School FOL 2007-2008 Self-Study Findings
STANDARDS-BASED STUDENT LEARNING: INSTRUCTION
C1. To what extent are all students involved in challenging learning experiences to achieve the
academic standards and the expected school-wide learning results?
Findings Evidence
There are various levels of instruction available in each
content area that enables students to have a choice in
his/her academic advancement. Essentially, students are
able to choose the level of rigor they want in each
content area.
Students are involved in challenging learning
experiences through various major projects and
assignments in units from all courses.
Teachers are non-discriminatory about students’ access
to the curriculum.
Teachers strive to maintain a high level of knowledge in
their content area.
Students are provided with a wide variety of campus
activities in order to offer them challenging and diverse
learning experiences.
There is a variety of literature taught in English and
foreign language classes where a variety of cultural
backgrounds are addressed.
Current events are addressed in the classroom and often
infused in curriculum.
Sensitivity to the diverse background of our population
(District Calendar emphasizes various religious
holidays).
Open access to AP/Advanced Placement and accelerated
classes for all classes, regardless of grades achieved in
the past. However, teachers often make informal
recommendations when approached by the student.
Page 15 of 25
• Green Sheets (Syllabi)/Course
Outlines
• Lesson Plans
• Standards-Based Textbooks
• Pacing Calendars/Benchmark
Tests
• Dept. Common Finals
• Discipline plans/classroom
expectations posted
• Sophomore Academy
• Homework Center
• Peer Tutoring
• SST (Student Support Team)
• Full Inclusion of RSP students
• Observations and suggestions from
visiting special education
professionals
• “Bubble Student” interventions
• IEPs
• ELL classes
• English Department uses
Benchmark and AP Language
rubrics for grading
• Foreign Language uses a common
rubric based on a College Board
program
• Use of technology by all teachers
(gradebook, PIV, Homework Live,
etc.)
• Linked classes
• departmental meetings
• leadership meeting
• NAHS meetings
• EduSoft Data Results, data
analysis of CST scores,
demographics, and API scores
• ASB (Associated Student Body),
Speech & Debate, Service Clubs,
arts and multimedia courses
• Observations of teachers from all
departments, both by
administrators and colleagues,

Leland High School FOL 2007-2008 Self-Study Findings
Page 16 of 25
student interviews, and Climate
Survey
C2. To what extent do all teachers use a variety of strategies and resources, including technology and
experiences beyond the classroom that actively engage students, emphasize higher order thinking
skills, and help them succeed at high levels?
Technology is used by teachers and made accessible to
students in order to accommodate their academic
needs.
Communication between teachers and home is
conducted in a variety of ways in an attempt to provide
as many academic resources as possible.
Technology-based projects are conducted schoolwide.
Resources are available for “at-risk” students.
Aside from learning opportunities in core classes,
additional learning opportunities are available for
students who wish to develop and improve
communication skills, and higher order thinking skills
through elective courses such as Speech and Debate,
Advanced Journalism, and Mock Trial.
Various forms of differentiated instruction are visible
in the classroom.
The staff is well-informed regarding students’
placement/proficiency levels and classifications.
PowerPoint presentations are often used in class by
teachers, and are often assigned to students to create for
various classes and units.
Students have full access to computer labs on campus
as they are open and available to students throughout
the school day.
Students are also encouraged to enroll in the variety of
media arts courses offered at Leland. Their
involvement in such courses increases knowledge and
use of technology, emphasizes higher order thinking
skills, and helps them to succeed at high levels in a
variety of mediums.
• Interactive teacher websites
(includes PDF files available to
students).
• Parent Internet Viewer (PIV) for
parents to view current grades,
teacher websites and Homework
Live to deliver daily lesson plans,
homework due-dates and
downloads of handouts; email
communication, new and
improved school website,
ParentLink, “All Call” in
development, awaiting
implementation.
• Media arts presentations,
PowerPoint presentations,
WebQuest, College & Career
Center student exploration units.
• Nationally ranked speech & debate
team, Robotics Club, CCOC
vocational training program,
student-run clubs, service clubs,
student government/ASB, field
trips, cultural events, journalism,
yearbook staff,
band/orchestra/choir,
drama/theater program.
• Multi-funded lists, including
Special Education, GATE, 504
plans, and ELL students.
• Students with disabilities: 504
plans; IEPs/ SSTs.
• Full inclusion of all RSP students
into the mainstream environment.
• Leland Robotics Team Chairman's
Award recipients

Leland High School FOL 2007-2008 Self-Study Findings
Students are also strongly encouraged to participate in
extra-curricular activities or clubs, especially those that
provide opportunities for students to apply knowledge
learned in the classroom in higher-level thinking
projects. For example, in the last couple of years
Leland's Robotics Team has grown in student
membership, and has excelled in competitions and in
service to the field of robotics. The team has made
many service contributions by mentoring middle school
teams, and even helped create a team at a nearby high
school. Last year, the Leland Robotics Team also won
the Chairman's Award -- the most prestigious award in
the field because it awards the team that exhibits
inspiration and recognition of science and technology.
Leland Robotics has received so much recognition that
the FIRST Lego League recently created the "Leland"
award, an award that recognizes a team who has
consistent outstanding effort and attainment of high
scores in competitions throughout the season. It is
through extra-curricular activities like this that students
are able to practice skills and concepts they have
learned in the classroom in a fun, educational way.
Areas of Strength:
• Students are involved in a variety of challenging learning experiences from a wide array of
subject areas and level of difficulty
• Students are encouraged to achieve ESLRs beyond the classroom, through extra-curricular
activities and school-sponsored events
• Computer labs on campus allow students access to technology
• Sufficient supplies on campus encourage and facilitate the use of technology within a lesson
• Support from the Parents Club has nurtured the use of technology in classrooms
Areas of Growth:
• Discussions with colleges to better prepare students in math and English.
• Look at alternatives to accommodate meaningful project-based learning opportunities (modified
scheduling).
• Continue to emphasize higher-order thinking skill activities in projects and into our curriculum
as a whole. (Bloom’s Taxonomy).
• Make sure all teachers are familiar and compliant with the district-wide and schoolwide ESLRS.
• Orient students with the ITC (Information Technology Center) on campus; knowledge of what is
available, both for students and staff, other resources, etc.
• Update necessary hardware with the “old Mac Lab.”
• Educate staff with technology training, refreshers, updates.
• Ensure access for all students to the preceding resources. For example: students who arrive to
school by bus are unable to stay after school hours to access some of the available resources.
Page 17 of 25

Leland High School FOL 2007-2008 Self-Study Findings
STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY
D1. To what extent does the school use a professionally acceptable assessment process to collect,
disaggregate, analyze and report student performance data to the parents and other shareholders
of the community?
Findings Evidence
The school regularly assesses student performance
according to professionally acceptable processes. These
assessments include CELDT testing, PSAT testing,
STAR testing, CAHSEE testing, AP testing, and SJUSD
departmental bench-mark exams.
The benchmark exams for English and mathematics are
standardized tests in which testing takes place during
certain testing dates, test materials are controlled, and
teachers across the school and sometimes throughout the
district work together to standardize assessment rubrics
for written exams.
Individual test results are sent home to parents. Overall
performance data is categorized and provided to teachers
for analysis during staff development meetings and
department meetings. During “Principal's Chat,” the
principal explains testing results to parents in an
informal setting where questions can be addressed.
Final exams, which can be worth up to 20% of the
course grade, are given to all students. All assessment
results are posted on a web-based grade book, which is
available for parents and students to view online. Grade
reports are mailed home every six weeks.
Page 18 of 25
• Standardized tests
• Score reports
• Statistical data
• Principal's Chat
• Senior Fail list
• 6-week Progress Reports
• API score
• Parent Internet Viewer
D2a. To what extent do teachers employ a variety of assessment strategies to evaluate student
learning?
D2b. To what extent do students and teachers use these findings to modify the teaching/learning
process for the enhancement of the educational progress of every student?
Findings Evidence
Teachers employ a variety of assessments, including
quizzes, tests, homework, oral presentations, projects,
group work, research papers, video presentations, and
journal entries, performance demonstrations, labs, and
simulations.
Rubrics, peer teaching, self-review and evaluation, peerreview,
and evaluation are used to help students assess
themselves.
• e-mail
• phone conferences
• one-on-one conferences
• grading rubrics
• Career Day
• Gallery Shows
• Back to School night
• Commitment to Character Awards
• Senior Awards

Leland High School FOL 2007-2008 Self-Study Findings
Page 19 of 25
• CPR/First-aid
• Community Services
D3. To what extent does the school, with the support of the district and community have an assessment
and monitoring system to determine student progress toward achievement of the academic
standards and the expected school wide learning results?
D4. To what extent does the assessment of student achievement in relation to the academic standards
and the expected school wide learning results drive the school’s program, its regular evaluation
and improvement and usage of resources?
***The school, the district, and the community are working together to assess and monitor students’
progress towards achievement and school wide learning results.***
Findings Evidence
Student learning is assessed and monitored in multiple
ways in different disciplines.
Informal assessments give teachers general ideas on
where students are succeeding and failing in their
current lesson. This evaluation communicates to the
teacher whether to go on with the lesson or to backtrack
if the students or teacher missed a concept.
Unit tests are assessments given by the teacher to
evaluate learning within a given series of lessons (a
unit). These are summative assessments and inform the
teacher whether his/her teaching is effective.
Midterm and final exams are summative assessments
used to gauge student learning and retention within a
specific class.
Projects, presentations, and research papers give the
teacher an opportunity to evaluate student’s real world
application of concepts learned in a class.
Benchmark tests are assessments given by the district to
specific areas to assess student learning in specific
subjects (i.e. Algebra 1, science, and English). The
results can be compared between schools district wide.
STAR testing is a state mandated exam to determine
statistics in student learning. These scores can compare
schools statewide to assess learning on a more global
scale. This is also a benchmark for assessing specific
Statewide Learning standards.
CAHSEE (California High School Exit Exam) is a
IN SCHOOL ASSESSMENT
• Tests
• Collecting homework
• Notebook check/quizzes
• Group investigations
• Projects
• Lab reports
• Research papers
• Presentations/oral or written
• Essays
• Benchmark tests
• Pacing calendar
• Math contests, in and out of school
• Gradebook (Pinnacle)
• STAR, CAHSEE,
• Staff development
SCHOOL COMMUNICATION TO
PARENTS REGARDING
ASSESSMENT AND STUDENT
PROGRESS
• Report cards mailed home every 6
weeks
• 15 week failure notice each
semester
• Individual teachers letters sent
home
• Phone calls, emails
• Parent Conferences
• Weekly bulletin emailed home
• Homework assignment list signed
by parents every-night
• Leland Charger/newspaper
• School Web Site

Leland High School FOL 2007-2008 Self-Study Findings
determining factor in school statistics and also an
assessment of student’s learning through California’s
school system. It is a mandated test and students must
pass this in order to graduate high school. It is to show
the world that California students have a quality
education.
Performing Arts are assessed by the full community in
quarterly concerts. School performing ensembles also
perform at statewide and national level festivals.
API Scores are determining statistics that demonstrate to
the state of California and to the U.S. Department of
Education on how a specific school is doing. This score
demonstrates to the community how well our school
performs. API scores are evaluated by the whole staff in
staff in-service. Statistics are printed and analyzed by
our school statistician as well as the district statistician.
Then teachers, parents, and students analyze data and
create a course of action to better our teaching.
Parent Internet Viewer is a tool used by parents and
students to monitor grades, learning, attendance, and
behavior.
Homework live is used by teachers to inform students of
daily work. Teachers can post handouts on this site.
Parents can monitor what homework assignments are
upcoming.
Community monitors our school performance by
publishing the API scores of each school in the county.
Parent volunteers are involved in various committees
like NAHS committees, transformation board, and
school site council.
Areas of Strength:
Page 20 of 25
• PIV (Parent Internet Viewer)
• Homework Live, web pages
• Forums, chat with principal
• Back to school night
• Career Day
• Newsletter about what colleges
graduates will be attending in the
fall
COMMUNITY REPORTING AND
MONITORING SCHOOL
PERFORMANCE
• San Jose Mercury reporting API
scores
• Forums
• Parents involvement in NAHS and
WASC committees
• School district web site
• The use of technology to communicate assessment results
• Use a variety of methods to assess student understanding
• Teacher availability for direct communication (email, phone, face to face conference)
Areas of Growth:
• Not all teachers use technology to communicate/lack of standardization amongst faculty
o Need to educate staff to be effective
• Lack of standardized assessment from one teacher to the next (within subject area)
• Lack of assessment by some teachers (proportion of grade in comparison to differentiate assessment)

Leland High School FOL 2007-2008 Self-Study Findings
SCHOOL CULTURE AND SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH
E1: To what extent does the school leadership employ a wide range of strategies to encourage
parental and community involvement, especially with the teaching /learning process?
Findings Evidence
Principal sends an informational email to every parent
about sports, meetings, clubs, test dates, all upcoming
activities.
PIV- Parent internet viewer allows parents and students
to access their grades in real time.
Student/parent handbook is provided to each student and
parent plus a free planner for freshman and available to
other students to purchase.
Back to school night provides information about classes,
contacts, policies, and expectations to parents.
The district sends progress reports every six weeks.
Teachers and parents correspond via email or telephone
to discuss and address challenges.
Parent link website informs parents about what is
happening in emergencies at school. It also calls for
students’ absences and special activities.
On the Leland website is the calendar for the year,
connections to all departments and staff and our district
city council member. There is a link to our Foundation.
Foundation, made up of community members, Leland
parents, faculty, administration has input into Leland
academics, raises money for school needs, grants,
projects, facilities improvement etc.
Career Center provides college information and
workshops for students and parents.
(school culture and support continued...)
Page 21 of 25
• Newsletter that faculty receives as
well
• Web code available to parents
• Student planners and
student/parent handbook
• Back to school night
• Laptop computers distributed to all
teachers as well as telephones
• Blue and Gold auction
• Retreat once a year to set goals
• Monthly meetings

Leland High School FOL 2007-2008 Self-Study Findings
E2: To what extent is the school a safe, clean and orderly place that nurtures learning?
To what extent is the culture of the school characterized by trust, professionalism, high
expectations for all students, and a focus on continuous school improvement?
Findings Evidence
Link crew supports freshman orientation and pairs
students up with a link crew member to guide them
around campus during opening week.
We have academic counselors on staff meeting with
each grade level to help them plan their classes, track
completion of graduation requirements, and explore
post-secondary options.
We also have outside counselors from Almaden Valley
Counseling Service that work with individual students
by referral to address social and interpersonal problems.
We have a student assistance program for students who
are having difficulty or at risk with academics, behavior,
or attendance. They brainstorm and develop strategies
that help individual students to become more successful.
Homework Center provides after school tutoring in all
subjects. The program is staffed by teachers and student
volunteers.
The math department offers extra tutorials sessions
twice a week for assistance for Algebra 1 and geometry.
Leland Bridge is a group of predominantly Chinese
parents who provide a variety of support services such
as fundraising, They put out a Chinese language
newspaper for the parents, and also have a dinner to
welcome new Chinese families to the Leland
community.
Each student at Leland receives a Student/Parent
Handbook at the beginning of each year. The handbook
covers school rules, student expectations, and has a
school calendar.
Leland High School Lifelong Learning Standards
(ESLRs) are posted in every classroom and course
outlines issued in every class address the three standards
that are to be emphasized each school year.
The Student Study Team (SST) meets to address student
Page 22 of 25
• Link Crew
• Academic Counselors
• Outside Counselors
• SAP (Student Assistance Program)
• Homework Center
• Math Tutorials
• Leland Bridge
• Student/Parent Handbook
• Lifelong Learning Standards
• SST (Student Study Team)
• SAP
• Commitment to Character
• Staff Development
• Student Run Recycling Program
• Custodial Staff

Leland High School FOL 2007-2008 Self-Study Findings
concerns in learning, memory reading, math, language
skills, perceptual skills, language arts, and behavior.
Interventions and strategies are discussed and
developed.
Commitment to Character is a community program that
emphasizes positive values, accountability, and good
citizenship. Student receive recognition for
demonstrating the goals of the program.
Staff members are encouraged to attend conferences,
classes, seminars, or inservice activities to enhance and
update their skills in dealing with "teen" issues.
Students collect recyclables from all classrooms and
throughout campus on a weekly basis.
We have an excellent custodial staff that maintains a
clean campus.
E3: To what extent do all students receive appropriate support along with an individualized learning
plan to help ensure academic success?
Findings Evidence
Pre-Leland/Incoming
Leland High School provides support for incoming
freshmen in order to articulate and coordinate the
specific needs of incoming Leland students. Parents
meet with teachers and school administrators for
orientation and planning. Established students are
linked with new students in order insure success.
During Career at Leland -
At each grade level, students have the options of
receiving tutoring, online connections to course
expectations, extra-curricular opportunities and
advanced courses at LHS. Teacher websites and Parent
Link keep students and parents informed of options and
opportunities.
If interventions are needed for special issues, there are
counseling services (academic and personal),
individualized academic planning along with
opportunities for outside speakers to contribute to
community success. At every grade level there are
college and career planning units and activities to
enlighten students of their options and future choices.
Parents stay in touch with student achievement and
Page 23 of 25
• Incoming parent meeting
• Link Crew
• New Student Packet
• Principal Welcome Newsletter
• Homework Center
• Peer Tutoring
• SST, SAP, AIM, VP Discipline,
IEP, 504 Community Liaison
• Almaden Valley Counseling
Services
• Leland Plus
• Parent Link
• Parent Internet Viewer
• School/Teacher Website
• Leland Newsletter
• Sports
• Athletic Review Board
• ASB
• Drama
• Speech and Debate
• College and Career Unit (Joan
Albers)
• College Night
• Guest Speakers (Denise Clark

Leland High School FOL 2007-2008 Self-Study Findings
community events that occur at multiple times during
the semester.
Page 24 of 25
Pope), Career Day
• School Website
• Back to School Night
E4: To what extent do all students have access to a system of personal support services, activities and
opportunities at the school and within the community?
Findings Evidence
LHS provides extra support for incoming freshmen and
their parents to help acclimate them to high school life.
Before school begins, freshmen attend a day of 9 th Grade
Orientation. A Freshman Parent Night is also held.
Many upperclassmen participate in Link Crew and are
assigned to a group of freshmen to mentor. On the first
day of school, Link Crew members wear a Link Crew tshirt
and are on campus to help freshmen find their way
around campus.
Students who need extra help can attend the Homework
Center. Student tutors, who are approved by other
teachers, peer tutor other students. A teacher is also
available. This goes for an hour after school. However,
this resource may be underutilized due to the fact that
many students take the bus home right after school and
cannot stay after. The Homework Center could be more
successful if there was a bus to take students home who
stay later.
The library and its two computer labs are available to
students during lunch and after school. Teachers may
also use computer labs for an entire class.
Calendar items/announcements are dispersed via official
LHS sports and activities websites. The main LHS
website provides links to these sties and to calendars
that inform students and parents of athletic/activity
schedules and news. All students, parents, and
community members have access to this website.
Social interaction with each other encourages students to
get involved. All clubs set up out on the quad during
lunch so that all students can see all the clubs the school
has to offer.
Help for students in college writing, college
applications, College Nights, packets/tips on applying
for college, meetings, etc.
• 9 th Grade Orientation
• Freshman Parent Night
• Link Crew
• Homework Center
• Information and Technology
Center (ITC)
• Club Day
• Athletics/Activities Web site
• College & Career Center
• School Nurse

Leland High School FOL 2007-2008 Self-Study Findings
Students can go to the nurse for any health related
issues. However, there is a lack of support for mental
heath/wellness. A major issue at LHS is student stress.
Yet, the students have no where to go within school to
deal with this. A walk-in office reserved for this reason
would be effective an helpful to the students.
Areas of Strength:
• Involvement and support of Leland parents provides a stronger sense of a learning community
• Low suspension and expulsion rates show that our campus is a safe and orderly place of learning
• Teachers continue to have high expectations for all students
• Leland continues to explore ways to improve our school, our curricula, and our campus
• A variety of systems are in place to support students in many different ways
Areas of Growth:
• Climate survey results continue to show us that students believe that there is not enough respect
shown from student to student
• Cheating continues to be an issue
• Promotion of a well-balanced education must be stressed
Page 25 of 25

Leland High School FOL 2007-2008 Action Plan
Page 1 of 14
WASC Action Plan 2008-2014
Leland High School
Goal #1: Redesign Leland's Community Service Requirement to not only reflect service hours, but to demonstrate Leland's
Lifelong Learning Standards.
Rationale: Review of community service for many Leland seniors has shown a lack of connection to relevant and meaningful lifelong
learning goals, and has been treated instead as an isolated, hourly requirement.
Supporting Data: Community Service Hourly Reporting Forms; Lack of timely completion of hours in each year
Growth Targets: 2008-2009: Complete research on how similar schools assign community service projects
2011-2012: Develop and pilot Community Service Lifelong Learning Plan
2014: Students will demonstrate a meaningful correlation to lifelong learning standards
and individual community service completed
ESLRs Addressed: Informed Thinkers, Self-Directed Learners, Collaborative Workers, Responsible Members of Society,
Information Processors
Sub-goals for
Goal#1
1. Research and
assessment of current
community service
program.
Action
Steps/Resources
Visit other schools to
see how their
programs are
implemented
(Pioneer, Mitty)
Investigate using
online program
“Choices Explorer”
Timeline Person(s)
Responsible and
Involved
2008-2009 External Support
Committee,
Registrar, APA,
College and Career
Center staff (Joan
Albers)
Means of
Assessment
Transcript report from
registrar each grade
period
Means to Report
Progress
Report to Transformation
Board 3 times
yearly

Leland High School FOL 2007-2008 Action Plan
Sub-goals for
Goal#1
(continued...)
2. Develop
Community Service
Lifelong Learning
Plan.
3. Implementation for
freshman class of
2010-2011 of
Community Service
Lifelong Learning
Program.
Page 2 of 14
Action
Steps/Resources
Design plan based on
successful models in
other schools,
incorporating staff,
student and parent
input.
Maintain open
communication with
parents and students,
possibly through use
of “PrepHQ” online
program used in
conjunction with the
college and career
unit.
Incorporate as part of
Freshman Orientation
Assemblies
Embed
implementation of
program in college
and career unit
Timeline Person(s)
Responsible and
Involved
2009-2010 External Support
Committee, Registrar,
APA, College and
Career center staff
(Joan Albers)
2010-2011 APA, Registrar,
External Support
Committee, College
and Career center
staff (Joan Albers)
Means of
Assessment
Completed plan to be
presented to
Transformation Board
Binders -
color coded by grade,
used to coallate
community service
forms
Career unit forms
completed by
students, signed by
parents
Means to Report
Progress
Report to Transformation
Board three
times yearly
Report to staff via
faculty meetings.
Report to students and
parents via mailers
and assemblies.
Report to
Transformation Board
three times yearly
Report to staff via
faculty meetings.
Report to students and
parents via mailers
and assemblies.

Leland High School FOL 2007-2008 Action Plan
Sub-goals for
Goal#1
(continued...)
4. Monitor and refine
for the sophomore
class in 2011-2012.
5. Monitor program
and orient juniors of
2012-2013 towards
completion of senior
service learning
presentation.
6. Class of 2013-2014
Senior Presentations
with students
providing evidence of
learning through
community service,
and tying that
learning directly to
the Lifelong Learning
Standards.
Evaluate Community
ServiceLlifelong
Learning Program.
Page 3 of 14
Action
Steps/Resources
Incorporate as part of
the10th grade
counseling program
Include with parent
letter for career unit
Incorporate students’
action plans for
community service
learning into a course
curriculum such as
social studies
Incorporate into
College and Career
Unit
Juniors create
action plan/timeline
for senior presentation
and turn it in with
resume and personal
statement to English
teacher
Incorporate parent
and community
involvement in
coordinating and
evaluating student
presentations.
Timeline Person(s)
Responsible and
Involved
2011-2012 APA, Registrar,
External Support
Committee, College
and Career center
staff (Joan Albers),
Social Studies
Department
2012-2013 APA, Registrar,
External Support
Committee, College
and Career center
staff (Joan Albers),
English Department
2013-2014 APA, Registrar
External Support
Committee
College and Career
center staff (Joan
Albers)
Parent Club, Career
center parent
volunteers
Means of
Assessment
Graded Community
Service Learning
Action Plans turned in
to Registrar, along
with forms
documenting hours of
service.
Career unit forms
completed by
students, signed by
parents
Student resume and
personal statement
Senior Presentation
evaluation turned in
to Registrar, along
with forms
documenting
completion of a
minimum of 40 hours
of service during high
school. This is a
graduation
requirement.
Feedback from
students and parents.
Means to Report
Progress
Report to
Transformation Board
three times yearly
Report to staff via
faculty meetings.
Report to students and
parents via mailers
and assemblies
Report to
Transformation Board
3 times yearly
Report to staff via
faculty meetings.
Report to students and
parents via mailers
and assemblies.
Report to
Transformation Board
three times yearly

Leland High School FOL 2007-2008 Action Plan
Goal #2: Develop programs to promote and increase active participation of middle quartile students in curricular programs
and extracurricular activities
Rationale: Repeated concerns from parents and faculty indicate that there is a need to focus attention to and support the students who
are not classified as "high-achieving" or "at risk."
Supporting Data: 2004 Foundation Retreat Goal (and supporting data from this retreat); Climate Surveys
Growth Targets: 2008-2009: Implementation of extra-curricular activities and extra courses offered.
Page 4 of 14
2011-2012: An increase of active participation in extra-curricular activities of middle quartile students.
2014: 75% of our students will express a desire for learning. In particular, they will have a
good idea as to what area of work or study they would pursue after high school.
ESLRs Addressed: Informed Thinkers, Self-Directed Learners, Collaborative Workers, Responsible Members of Society,
Information Processors
Sub-goals for
Goal #2
1. Provide extracurricular
activities
for students during
the school day to
increase participation
and promote school
spirit
1a. Intra-mural sports
such as soccer,
basketball, flag
football
1b. Rallies (class
competition, sack
races, dunking staff,
powder-puff football)
Action
Steps/Resources
Form a committee to
plan extra-curricular
activities (1a-c)
Implement extracurricular
activities
Timeline Person(s)
Responsible and
Involved
Fall 2008- Spring
2009
Spring 2009 -->
Student Support
Committee,
Administration,
Student Leaders
Student Support
Committee,
Administration,
Student Leaders
Means of
Assessment
Feedback from
parents, students,
faculty; climate
survey results;
additional student
surveys about efficacy
of extra-curricular
activities and
suggestions for other
activities
Means to Report
Progress
Report assessment
results to
transformation board;
yearbook, school
newspaper, and
school newsletter
coverage

Leland High School FOL 2007-2008 Action Plan
Sub-goals for
Goal #2
(continued...)
1c. Battle of the
Bands (Leland
Palooza)
1d. Link Crew
2. Increase Varied
Curricular Programs
Page 5 of 14
Action
Steps/Resources
Revive and reinstitute
Leland
Palooza
Link juniors with
freshmen so that
underclassmen will
have two years with
their link crew mentor
Analyze CST tests for
middle quartile
identification.
Poll students in order
to obtain information
for possible course
offerings.
Analyze and
distribute student
survey results.
Create course
offerings to fulfill
student requests.
Market program to
students.
Train/educate staff on
programs.
Implement course
offerings.
Timeline Person(s)
Responsible and
Fall 2008 -->
Summer 2008
Fall 2008
Fall 2008
Spring 2009
Fall 2010
Spring 2011
Fall 2011
Fall 2012
Involved
Student Support
Committee,
Administration,
Student Leaders
Link Crew Advisor,
Link Crew Leaders,
Administration
Curriculum
Committee,
Administration,
Department Contacts
Means of
Assessment
CST tests
Comprehensive
student survey
Student surveys,
individual department
analysis of feedback
Course catalogue
Student Survey
Staff survey
Means to Report
Progress
Department Contact
meetings, ad-hoc
meetings with Admin.
Staff meeting,
Department Contact
meeting
Staff/Department
meeting, letter to
parents, website
Department meeting
Parent letters,
website, Department
meeting

Leland High School FOL 2007-2008 Action Plan
Sub-goals for
Goal #2
(continued...)
3. Expand/Support
current programs
Page 6 of 14
Action
Steps/Resources
Arts-expand course
offerings
SMAC-4th year Math
course
English-Film as
Literature
Social Science-Film
as History
Create student-center
as a resource center
(link crew)
Provide additional
resources and support
personnel for the
College and Career
Center
Offer an Astronomy
course
Research ways to
support struggling
students in science
classes
Reduce class sizes
Timeline Person(s)
Responsible and
Ongoing
Fall 2009-->
Fall 2009-->
Fall 2009-->
Fall 2009-->
Fall 2009-->
Fall 2009-->
Fall 2009-->
Ongoing
Involved
Art Department,
Administration
Math Department,
Administration
English Department,
Administration
Social Studies
Department,
Administration
Faculty, ASB,
Administration
Faculty, ASB,
Administration
Science Department,
Administration
Science Department,
Curriculum
Committee, Student
Support Committee
Administration
Administration,
Faculty
Means of
Assessment
Department feedback,
student surveys,
student/parent
interviews
Means to Report
Progress
School Profile, Staff
Meetings, School
Website, Parent
Newsletter,
Department Contact
Meetings, Department
Meetings, Faculty
Meetings

Leland High School FOL 2007-2008 Action Plan
Goal #3: Incorporate technology into classroom curriculum, instruction, and communication.
Rationale: 21 st century learners and workers need technology as a tool for work, school, and communication as it opens access to
worldwide information for teachers, students, and parents, diversifies curriculum and instruction, and allows for new methods of
presenting information.
Supporting Data: A majority of Leland students use computers and other forms of technology on a daily basis; 85% of current
Leland teachers have updated course websites; Leland paper use for the ’06-’07 school year was 1,227,400.
Growth Targets: 2008-2009: Increase active participation in course websites by Leland teachers
Page 7 of 14
2011-2012: Create a foreign language lab; develop and implement protocol for staff to communicate
information to webmaster
2014: 95% participation by Leland teachers with updated course websites and significant use of
technology in their curriculum; significant reduction in paper use (>20% reduction);
ESLRs Addressed: Informed Thinkers, Self-Directed Learners, Collaborative Workers, Responsible Members of Society,
Information Processors.
Sub-goals for
Goal #3
1. Increase active
participation in course
websites by Leland
teachers.
1A. Teacher training
in website creation
and maintenance.
1B. Create a student
technology
committee to aid
teachers in website
creation and
maintenance.
Action Steps/Resources Timeline Person(s)
Responsible and
Survey teachers to
determine website
participation and what
website training they
would prefer/need.
Appropriate time for
professional
development training
for teachers in website
creation and
maintenance.
Find student
volunteers to head the
student technology
committee.
Involved
2008-2009 All staff
Student
technology
committee
Means of
Assessment
Bi-annual survey
of teachers to
determine %
participation.
Include course
website
questions on
annual Climate
Survey.
Means to Report
Progress
Staff meetings
Technology
Committee
Reports
Climate survey
reports
School website

Leland High School FOL 2007-2008 Action Plan
Sub-goals for
Goal #3
(continued...)
2. Maintain and
upgrade the current
school website,
www.lelandhigh.org
2A. Develop a
protocol for staff to
communicate
information to
webmaster.
3. Create a foreign
language computer
lab.
4. Provide relevant
staff development on
effectives ways to
incorporate technology
in curriculum
Page 8 of 14
Action Steps/Resources Timeline Person(s)
Responsible and
Webmaster and Principal
determine a preliminary
protocol for staff to
communicate information
to the webmaster for the
website.
Staff reviews protocol and
makes suggestions/
modifications.
Implement protocol for all
Leland staff.
Survey foreign language
department to determine
necessary software and
hardware for a foreign
language lab.
Purchase and install
software and hardware on
computers.
A. Find representatives in
each department to lead
efforts to infuse
technology into
curriculum
B. Conduct workshops
during staff development
days for teachers to learn
about new and innovative
ways to incorporate
technology into lessons
Involved
2008 --> Scott Gillis
(webmaster),
Technology
Committee,
Principal,
All staff
2009-2010 Foreign Language
department,
Technology
Committee
2008--> NAHS Technology
Committee;
Administration
Means of
Assessment
Climate survey,
technology
questions.
parent, staff, and
community input.
Student foreign
language test scores.
Anecdotal input
from foreign
language
department.
Current educational
and professional
trends in regards to
technology use in
daily activities
Means to Report
Progress
Staff meetings,
Technology
Committee Reports,
Climate Survey
reports,
school website
Staff meetings,
Technology
Committee reports,
schoolwide foreign
language test results.
NAHS committees,
leadership meetings,
transformation
board meetings

Leland High School FOL 2007-2008 Action Plan
Goal #4: To promote a healthy and well-balanced learning environment which strives to improve students’ mental and
physical well-being by reducing stress, making learning meaningful and helping students find their passion.
Rationale: School Climate Survey results show a differential between how teachers and students view various elements of the
learning environment, which we would like to address. Also, a student/faculty panel recently convened also illustrated the need for us
to address various factors of student stress, in order to make the learing environment more meaingful and productive.
Supporting Data: Climate survey results; anectdotal evidence of student stress
Growth Targets: 2008-2009: Join the Stressed Out Student consortium (Denise Clark Pope) and determine ways that Leland
can reduce student stress levels
Page 9 of 14
2011-2012: Create a school culture that promotes a healthy and well-balanced education for all
students
2014: Maintain a school environment that fosters and practices an understanding that students must be
well-prepared, both academically and physically, for life after high school - without high stress
levels
ESLRs Addressed: Informed Thinkers, Self-Directed Learners, Collaborative Workers, Responsible Members of Society,
Information Processors.
Sub-goals for
Goal #4
1. Identify sources of
student stress.
Action
Steps/Resources
a. Student Panel to
identify concerns from
students
b. Join Stressed Out
Student (SOS)
Consortium.
Timeline Person(s)
Responsible and
a. 2007-2008
b. May 2008
Involved
a. Student Support
Committee
b. Principal, teacher
representative,
student
representatives,
parent representatives
Means of
Assessment
a. Conduct a
schoolwide survey
based on student
panel input
b. Ongoing--to be
developed with
S.O.S.Coaching help
received at
Consortium
Means to Report
Progress
a. Transformation
board meeting;
faculty meetings
b. Transformation
board meeting;
faculty meetings

Leland High School FOL 2007-2008 Action Plan
Sub-goals for
Goal #4
(continued...)
2. Review Scheduling
Systems
2a. Reduce
overscheduling of
campus-wide major
tests and projects.
2b. Determine the
most effective daily
academic schedule
for Leland High
School.
3. Promote real-life
connections between
school, work, and
career interests and
opportunities.
Page 10 of 14
Action
Steps/Resources
a. Create/implement an
academic calendar that
reflects campus-wide
major tests and
projects
b. Visit neighboring
campuses that
implement various
types of block
schedules, such as
block, modified block,
and other creative
scheduling options to
see if they fit with our
demographics
b.i. Present to faculty
b.ii. Possible
Implementation
a. Increase exposure of
underclassmen to
various opportunities
and career programs of
interest
Timeline Person(s)
Responsible and
Involved
a. fall 2008 -
ongoing.
b. spring 2008;
b.i. fall 2009
b.ii. 2010
fall 2008 - ongoing
a. Department
contacts; Student
Support Committee
b. Faculty from all
departments, select
students and parents
b.i. Student Support
Committee.
b.ii. Whole school
Student Support
Committee, Career
Center, students
currently involved in
like programs and
classes (as mentors).
Means of
Assessment
a. Creation of
calendar, fall 2008;
use and accuracy of
calendar
b-b.ii. Survey results
of staff, students, and
parents after
presentations
Participation data,
feedback from
students, parents, and
staff (exit surveys);
Climate Survey
Means to Report
Progress
a. Use and accuracy
of academic calendar;
faculty meetings.
b-b.ii. NAHS
committees,
department meetings,
leadership meetings,
transformation board
Leadership Team
Meetings,
Transformation Board
Meetings

Leland High School FOL 2007-2008 Action Plan
Sub-goals for
Goal #4
(continued...)
4. Enlarge counseling
support services for
students.
5. Create a Summer
Bridge Program to
provide prerequisite
skills, support, and
information to
incoming Leland
High School students.
Page 11 of 14
Action
Steps/Resources
a. Discuss the
possibility of a
structured
Advisory/Homeroom
Period
b. Increase number of
onsite academic
counselors
a. creation of a
summer school
program
b. pilot program of
summer school
program
c. monitor and revise
program to make it
most effective
Timeline Person(s)
Responsible and
a. In conjuction with
academic scheduling
discussion 2008-2009
b. Fall 2009 - ongoing
a. 2007-2008
b. summer 2008
c. summer 2008 -
ongoing
Involved
a. Student Support
Committee;
Administration
b. Student Support
Committee,
Administration
a. Administration,
Student Support
Committee,
curriculum
departments as
needed, district
personnel
b. School
representatives
c. School
representatives
Means of
Assessment
a. Survey results of
staff, students, and
parents after
presentations, srping
2009
b. Number of
additional academic
counselors hired
a. Enrollment,
participation in
programs, grade
reports.
b. Questionnaire
results by staff,
parents, and students
c. Ongoing feedback
from school
community
Means to Report
Progress
a. Results of staff,
student, and parent
surveys; Analysis of
School Climate
Survey
b. Leadership team,
faculty meetings,
Student Support
Committee meetings
a. Transformation
Board Meetings,
Faculty Meetings,
Leadership Team
Meetings.
b. NAHS meetings,
meetings with district
personnel
c. NAHS meetings,
faculty meetings,
leadership team
meetings,
transformation board

Leland High School FOL 2007-2008 Action Plan
Goal #5: Develop and implement a plan addressing catastrophic/extended-term emergencies to protect and care for the entire
school community.
Rationale: A self-study of current emergency protocol revealed insufficient plans to protect the health and safety of students in the
event of an extended emergency. A protocol is also needed for communicating with parents and community members during an
emergency.
Supporting Data: Discussions with parents reveal insufficient communication about how they should respond in the event of an
emergency when students are on campus.
Growth Targets: 2008-2009: Research necessary tools for creation of emergency plan and establish partnership with
key participants
Page 12 of 14
2011-2012: Acquire necessary supplies, finalize emergency plan, and communicate plan to all stakeholders
2014: Practiced, evaluated, and revised emergency plan in place for catastrophic/extended emergencies
ESLRs Addressed: Responsible members of society, informed thinkers, effective communicators, and collaborative workers.
Sub-goals for
Goal #5
1. Research and
organize established
models
Action
Steps/Resources
Enlist expertise of
parent group (Ann
Brown).
Look for examples of
other schools or
businesses that have
a plan in place.
Work with
emergency response
providers (ex: Red
Cross, Police, Fire)
to learn about
established
procedures.
Timeline Person(s)
Responsible and
Involved
Spring- Fall 2008 AP of Discipline
Facilities Committee
Means of Assessment Means to Report
Progress
Prepare and present a
report to committee and
staff
Prepare and present
a report to
committee and staff

Leland High School FOL 2007-2008 Action Plan
Sub-goals for
Goal #5
(continued...)
2. Establish
partnerships.
3. Secure a grant to
hire a consultant.
4. Develop a plan to
respond to and
communicate during
an emergency
Page 13 of 14
Action Steps/Resources Timeline Person(s)
Responsible and
Communicate with city
leaders, area schools,
emergency responders,
parents, and community
to develop partnerships
for emergency
preparedness.
Research grant
opportunities
Write grant proposals
Request and consider
bids from consultants
Hire consultant
Work with committee,
community resources,
and consultant to
develop an emergency
plan that includes
protocol for
communicating with
parents during an
emergency.
Write formal plans for a
variety of emergency
situations.
Have plan reviewed by
people outside the
planning committee.
Spring 2008-
Spring 2009
Spring 2008-
Spring 2009
Fall 2009-
Spring 2010
Involved
AP of Discipline,
Facilities Committee,
students, City Council
(Nancy Pyle)
Administration
(school and district),
Facilities Committee,
parents and
community members
AP of Discipline,
Facilities Committee,
Emergency
Responders,
Red Cross Consultant
Means of Assessment Means to Report
Progress
Feedback from school
community
Sufficient funds obtained to
hire a consultant.
Staff review of plan,
Outside review of plan,
Parent and community
meetings
Staff meetings,
school website,
school newsletter
Staff meetings,
school and local
newspaper,
school website
Formal written plan,
parent newsletter,
parent and
community
meetings,
school website

Leland High School FOL 2007-2008 Action Plan
Sub-goals for
Goal #5
(continued...)
5. Acquire necessary
materials
6. Finalize the
emergency plan and
communicate the
plan to students, staff,
parents, and
community
7. Evaluate and
revise plan
Page 14 of 14
Action Steps/Resources Timeline Person(s)
Responsible and
Obtain emergency
supplies through
purchases and donations.
Secure accessible storage
areas for supplies.
Share and practice the
plan with staff and
students.
Share the emergency
plan at community
presentations/town hall
meetings.
Publish information in
the local newspaper.
Create a website link to
communicate the
emergency plan.
Include an emergency
response component to
the climate survey.
Evaluate student and
staff performance and
response to emergency
drills.
Request and evaluate
feedback from all
participants. Revise as
needed.
Fall 2010-
Spring 2011
Fall 2011-
Spring 2012
Involved
AP of Discipline,
Facilities Committee,
Parents and
community members,
Red Cross
Leland
Administrators,
Facilities Committee,
students, Consultant,
Emergency
responders,
parents and
community
Ongoing Administration, staff,
students, parents and
community
Means of Assessment Means to Report
Progress
Inventory of emergency
supplies
Evaluate effectiveness of
drills
Test students on procedures
to be followed during an
emergency
Evaluate community
feedback
Staff, student, and parent
climate surveys
Emergency drills
Discussions with staff,
students, parents, and
community
Evaluations by emergency
responders
Staff meetings,
evaluation of
supplies by
emergency
responders
Staff meetings,
parent newsletter,
practice drills, local
newspapers,
community and
parent information
night, school
website
Staff meetings,
school website,
Climate Survey,
parent newsletter