Verdugo Hills High School WASC Self-Study Page 1

Verdugo Hills High School WASC/CDE Self-Study ReportVerdugo Hills High School WASC Self-Study Page 1

Verdugo Hills High School WASC/CDE Self-Study ReportVerdugo Hills High SchoolSELF-STUDY10625 Plainview Avenue, Tujunga, CA 91042Phone: (818) 951-5400 - Fax: (818) 352-3577www.verdugohs.orgLos Angeles Unified School DistrictEducational Service Center-NorthAccreditation Visit: February 25-27, 2013Verdugo Hills High School WASC Self-Study Page 2

Verdugo Hills High School WASC/CDE Self-Study ReportPRINCIPAL’S WELCOMEWelcome to Verdugo Hills High School. I am very proud to be the principalof a community of stakeholders who are truly dedicated to our school and itsmission.It is the goal of Verdugo Hills High School to provide personal support and astrong academic foundation, which prepares all students to enter into postsecondarycareers and become productive members of society.During your visit, you will meet with and interact with our dedicated staff,supportive parents, and wonderful students who comprise the Verdugo HillsHigh family and embody the spirit and pride of Verdugo Hills High.Finally, I would like to thank our stakeholders for their support,perseverance, enthusiasm, and collegiality during the self-study process.The integrity with which they examined, analyzed, and maderecommendations, over the years since our last visit, is truly a testament totheir dedication and a promise to the posterity of Verdugo Hills High. Weare proud of our accomplishments, and look forward to the task ahead ofmaking Verdugo Hills High an even stronger learning community. Our visionat Verdugo is to exceed everyone’s expectations with student successcomparable or surpassing other neighborhood high schools, inside andoutside of the District.Please enjoy your visit,Dr. Edward TrimisPrincipalVerdugo Hills High School WASC Self-Study Page 3

Verdugo Hills High School WASC/CDE Self-Study ReportVisiting Committee MembersMrs. Sharon Schlegel- ChairPrincipalSerrano High SchoolMr. Michael FalconerWorld Language TeacherSantana High SchoolMs. Tricia LindquistSpanish TeacherEdison High SchoolMs. Elizabeth PinedaForeign Language TeacherEl Monte High SchoolMr. Gene PizzoloAssistant PrincipalBonita High SchoolMr. Gary RellerAssistant PrincipalArlington High SchoolDr. Kyle RugglesPrincipalLa Costa Canyon High SchoolSpecial thanks to Focus Group Leaders, VHHS Parent Center, leadershipstudents for serving as hosts, Dr. Margaret Kim, Linda Del Cueto(Educational Service Center), teachers and staff, parents and students, andWASC Coordinator Tami Revel.Verdugo Hills High School WASC Self-Study Page 4

Verdugo Hills High School WASC/CDE Self-Study ReportTABLE OF CONTENTSChapter 1: Student/Community Profile and Supporting Data and Findings 6Chapter II: Student/Community Profile — Overall Summary from Analysis ofProfile Data25Chapter III: Progress Report 28Chapter IV: Self-Study FindingsA: Organization: Vision and Purpose, Governance, Leadership andStaff, and ResourcesB: Standards-based Student Learning: CurriculumC: Standards-based Student Learning: InstructionD: Standards-based Student Learning: Assessment and353563112142AccountabilityE: School Culture and Support for Student Personal and Academic159Chapter V: Schoolwide Action Plan 186Appendices 202Verdugo Hills High School WASC Self-Study Page 5

Verdugo Hills High School WASC/CDE Self-Study ReportChapter IStudent/Community Profile &Supporting Data and FindingsVERDUGO HILLS HIGH SCHOOL MISSION STATEMENTThe Verdugo Hills High School (VHHS) mission is to provide studentsaccess to the tools necessary to be active, inquisitive, and successfulparticipants in a rapidly changing world. VHHS will:• Create a secure environment that encompasses all aspects of astandard-based instructional program to ensure equity and accessto high achievement for all students.• Create high achieving, personalized, small school learningenvironments for all students.• Develop a community of learners (including parents, students,community, teachers, staff, and administrators) that will provideactive support, as our students become life-long learners.• Promote all stakeholders as continuous learners and facilitators ofquality learning through professional development.• Function as a center for community resources.• Prepare all students to be successful and responsible contributors ina multicultural, technologically advanced society.VERDUGO HILLS HIGH SCHOOL VISION STATEMENTVHHS provides a rigorous, standards-based instructional program thatmeets the diverse needs of all students, supported by classroominstruction that encourages collaboration and communication where allstakeholders experience a sense of accomplishment and community.Verdugo Hills High School WASC Self-Study Page 6

Verdugo Hills High School WASC/CDE Self-Study ReportEXPECTED SCHOOLWIDE LEARNING RESULTS (ESLRs)Verdugo Hills High School will prepare its graduates to beCritical Thinkers who:• Formulate Ideas• Are Creative• Use Logic and Reasoning Skills• Strategize• Problem Solve• Make Informed Decisions• Manage ConflictsEffective Communicators who communicate well:• Verbally• Non-verbally• In Writing• By using correct grammar appropriatelyResponsible, Self-directed Leaders and Members of Society who are:• Accountable for personal actions• Aware of their role as citizens in school, community, nation and world• Contribute time, energy and talents to improve the quality of life intheir school, community, state, nation and world• Are punctual and effective time managers• Set realistic and attainable goalsCollaborative, Socially Responsible Citizens who exemplify:• Acceptable ethical and behavioral standards• Compassion and courage• Civic and personal responsibility• Honesty and loyalty• Respect for cultural, sexual orientation, physical and religious diversity• TrustworthinessVerdugo Hills High School WASC Self-Study Page 7

Verdugo Hills High School WASC/CDE Self-Study ReportSCHOOL HISTORY AND PROFILEGazing up from Verdugo Hills High School into the foothills of the SanGabriel Mountains, it is truly easy to imagine a time when the aspects ofmodern urban life were absent here. The first recorded residents of the areawho lived in the pristine environment were local Native American tribes,including the Wiqanga and Tuhunga tribes. The Spanish claimed all ofCalifornia in the 1500’s, and ultimately these and other tribes would move tothe San Fernando Mission to live and work. When Mexico achievedindependence from Spain, much of California was divided into ranchos, andin 1840 Mexican Governor Juan B. Alvarado created Rancho Tujunga andgranted it to the brothers Pedro and Francisco Lopez. Within a few years ofthe grant California became part of the United States, and Rancho Tujungawas in parts sold, traded, and forfeited to a variety of investors anddevelopers.After the end of the Civil War, predominantly white Midwesterners andSoutherners arrived via the newly completed transcontinental rail lines tosettle the area. Many were attracted by the climate and economicopportunities that real estate promoters touted. A railroad rate warcombined with shameless profiteering and cheap land doubled Los Angeles’population from 500,000 to 1,200,000 in the decade of the 1880’s. An acreof Tujunga land could be purchased from $35 t0 $100 with liberal terms forpayment available.The greatest single wave of immigration to Tujunga came in the 1910s.Inspired by New York lawyer, writer, and idealist Bolton Hall, immigrantsestablished a Little Landers utopian community where, they believed, with alittle land and much hard work they could support a family and enjoy thesocial benefits of proximity to like-minded people. The community center,Bolton Hall, still stands and was the focus of community events. When itbecame clear, within the decade, that a living could not be made from oneacreplots in Tujunga’s poor soil, most Little Landers subdivided theirproperties and sold them for a handsome profit. In the 1920s the warm dryclimate of Sunland-Tujunga attracted the next wave of immigrants: peoplewith respiratory ailments including tuberculosis and asthma. Trains of“coughing pilgrims” brought newcomers who settled in many sanitoriumsthat sprang up to accommodate them.Verdugo Hills High School WASC Self-Study Page 8

Verdugo Hills High School WASC/CDE Self-Study ReportAfter the Second World War, Tujunga participated in the generalurbanization of the San Fernando Valley. In the past few decades, what wasonce a predominantly Caucasian enclave, has become more diverse with asignificant increase in Hispanic and Asian populations. Many of the residentsclassified as white are members of the local Armenian community, many ofwhom are recent immigrants or the children of recent immigrants. Not until1937 did the residents of Tujunga have a high school in their owncommunity. Before 1932, high school students in Tujunga and itsneighboring city, Sunland, were bused to Glendale High School. Boardmembers of what was then called the Los Angeles City Schools resisted callsfor building a high school because of the need to use scarce Depression-erafunds to repair earthquake and flood damaged schools elsewhere in thedistrict. Local pressure on the school board to build a high school finally paidoff and in 1936, under the auspices of the Works Progress Administration,construction began.In 1937, Verdugo Hills High School was established as a junior-senior highschool. It became a three-year senior high school in 1959, and in 1992became a four-year senior high school. It serves the communities ofSunland, Tujunga, Shadow Hills, Lake View Terrace and parts of Sun Valley.The school is nestled in the foothills of the San Gabriel Mountains in thenortheast San Fernando Valley. Generally thought to be part of the SanFernando Valley, it is actually in a valley of its own - the Tujunga Valley,which is about six miles long and two miles wide. Consisting mostly of ranchland and orchards at the beginning of the 20th century, much of the area isnow filled with single family residences mixed with pockets of low-riseapartment and condominium buildings, though remnants of the orchards andranches still stand. Commercial development consists primarily of smallerretail businesses located along Foothill Boulevard. This neighborhood schoolhas a proud history with many teachers who are alumni and families whohave been in the community for many generations. Verdugo Hills HighSchool celebrated its 75th anniversary in Fall, 2012.Verdugo Hills High School WASC Self-Study Page 9

Verdugo Hills High School WASC/CDE Self-Study ReportSchool Population and DemographicsThe school population in 1955 was 1,333 and continued to grow until 1970when it reached 2,429. In 1972, it dropped to 2,360. In 1977, the schoolenrollment was 2,250 with 86% of the student body white. The enrollmentcontinued to drop (1,776 in 1979) until Permit With Transportation (PWT)busing began in 1980 from Huntington Park and mid-city Los Angeles. Theenrollment of the high school as of November 2011 is 1,764. Because of theelimination of the CAP (Capacity Adjustments Permits) and the limiting ofPWT to the Magnet program, VHHS has witnessed a drop in enrollment sincethe last WASC self-study. Currently, the white population is 31% andminority is 69%. Students at Verdugo Hills are primarily from theneighborhood, but the Verdugo Hills Multi-Media Magnet school (whichopened in 2003) serves approximately 350 students from all over the LosAngeles County.Population trends by grade level as of Norm Day (October of schoolyears):Grade 2009 -10 2010-11 2011-12 2012-139th grade 623 620 495 43710th grade 578 462 493 41111th grade 485 474 376 43212th grade 416 449 408 356Total 2102 2005 1772 1636DemographicsEthnic and racial demographics of the school are as follows: 57% Latino;31% White; 5% Asian; 3% African-American; 3% Filipino; and 1% AmericanIndian. The socioeconomic status of the students is reflected by the numberof those eligible to receive free meals under the guidelines established bythe federal government. Presently, approximately 67% (or approximately1,325 students) qualify for free or reduced rate meals. There are 12%students with disabilities, 18% identified gifted including 17% African-Verdugo Hills High School WASC Self-Study Page 10

Verdugo Hills High School WASC/CDE Self-Study ReportAmerican and 13% Latino, 10% English Learners, and 31% ReclassifiedEnglish Proficient (RFEPs).Student Ethnicities and Other Sub-Groups(2012-13)African American 3% English Learners 10%American Indian 1% Reclassified ELs (RFEP) 31%Asian 5% Students With Disabilities 12%Filipino 3% Economically Disadvantaged 67%Latino 57% Identified Gifted-All 18%Pacific Islander 0% Identified Gifted-African American 17%White (not Latino) 31% Identified Gifted-Latino 13%StaffingThe student population is served by a staff of 59 teachers, 2 ROP (RegionalOccupational Program), 2 ROTC officers (Reserved Officer Training Corp), 4administrators, 1 head counselor/administrative counseling designee, 1magnet coordinator, 1 special education coordinator, 3 ½ counselors, 1teacher-librarian, 1 school nurse, and a handful of teachers with out-ofclassroom assignments for part of the day (Technology Coordinator, AthleticDirector and Assistant Athletic Directors, Testing Coordinator, Title OneCoordinator, and English Learners/Bilingual Programs Coordinator) . Of these59 teachers, 10 are VHHS graduates. One of the teachers is National BoardCertified (NBC).ProgramsSpecial programs at Verdugo Hills High School include Gifted and TalentedEducation (370 students), and Special Education/Special Day Class (85students). VHHS also has 1 Multi-Media Magnet (370 students) and 3 SLCs(Small Learning Communities), Humanitas (450 students), Bio-Medical (450students), and Visual and Performing Arts (450 students). A new Visual andPerforming Arts Magnet, is scheduled to open in Fall, 2013 with 100 ninthgraders and will reach capacity of 400 students (100 in each grade) in Fall,2017. Another magnet has been discussed, focused on Equestrian Studies(including equine therapy and & veterinary medicine) but this magnet hasnot yet been formally presented for approval to the district. The SLCstructure is dynamic at Verdugo with changes for 2013-14 being discussed inthe spring including restructured and new SLCs.Verdugo Hills High School WASC Self-Study Page 11

Verdugo Hills High School WASC/CDE Self-Study ReportPerformance and Other DataCollege ReadinessIn spite of the drop in enrollment, the school sees a higher percentage offour year graduates, with students fulfilling A-G requirements and going onto attend two-year and four-year college programs. The table below showsincreased percentages over three years of students both taking A-G coursesand in those passing with a grade of C or better.GradeCollege Readiness - A-G CoursesStudents taking A-G coursework with C or better (%)2009-10 2010-11 2011-12 Fall, 2012Taking Passing Taking Passing Taking Passing Taking PassingA-G* A-G* A-G* A-G* A-G* A-G* A-G* A-G*9th 77.3% 36.5% 80.3% 37.2% 84.5% 39.5% 96.3% 42.5%10th 56.3% 26.8% 56.7% 34.3% 62.5% 31.5% 98.8% 38.2%11th 34.0% 24.2% 40.5% 27.9% 43.5% 31.7% 99.1% 56.9%12th 41.4% 26.1% 36.6% 23.5% 46.6% 29.2% 96% 59.8%*with a grade of C or betterThe table below shows a term-by-term breakdown of curricula based ongrades of a C or better over the last three years.Subject 2009-2010 2010-11 2011-12 2012-13Terms Fall Spring Fall Spring Fall Spring Fall A/BA/B C/D A/B C/D A/B C/DEnglish 71% 67% 71% 76% 77% 72% 76%Math 52% 59% 63% 64% 59% 70% 74%Science 54% 66% 66% 69% 65% 68% 65%Soc. Sci. 73% 68% 68% 75% 74% 75% 77%Verdugo Hills High School WASC Self-Study Page 12

Verdugo Hills High School WASC/CDE Self-Study ReportAdvanced Placement (AP)In 2010-11 there were 17.1% of all students taking at least one AP classand 90.9% of those students passing the course. In 2011-12, there were18.9 % of Verdugo students taking at least one AP course and 91.8% ofthose students passing at last one course.Advanced PlacementGroup 2010-11 2011-12Students taking at least one AP course 17.1% 18.9%Students passing at least one AP course 90.9% 91.8%Graduation RateVHHS student graduation rates increased from June 2010 (78.8%) by 6.2percentage points (85%) in June 2011, using the one-year calculation(seniors from the beginning to the end of the year). Rates of students notfinishing our high school dropped from 22.8% to 14.8%, an 8 percentagepoint difference. Using a four-year, cohort calculation, the graduation rateincreased from 64% in 2010-11 to 75.8 % in 2011-12, an increase of11.8%.Graduation RateRate 2010-11 2011-12 Chg.Four Year Cohort Rate 64% 75.8% +11.8%AttendanceAttendance for students also increased over the last three years. Facultyattendance, as well, hovers at 90%.Student In-Seat Attendance2009-10 2010-11 2011-12 Fall, 201294.1% 94.8% 96.3% 96.7%Staff Attendance2009-10 2010-11 2011-12 Fall, 201294.1% 94.2% 95.2% 84%Verdugo Hills High School WASC Self-Study Page 13

Verdugo Hills High School WASC/CDE Self-Study ReportWith better attendance, dropout rates fall. Verdugo’s dropout rate hasbeen heading down, by almost one-half, from 2009 to 2011.Student SuspensionsIn 2010-11, 5.8% of the students at VHHS were suspended including8.5% African-American students, 6.5% Latino students, and 11.9%Students with Disabilities. In 2011-12, this dropped to 4.1% studentssuspended (drop of 1.7%), 0% African-American students (drop of8.5%), 4.1% Latino students (drop of 2.4%), and 10.6% Students withDisabilities (drop of 1.3%). The total instructional days lost to suspensiondropped 85 days from 232 days in 2010-11 to 147 days in 2011-12.Student SuspensionsSubgroup 2010-11 2011-12 ChgAll Students 5.8% 4.1% -1.7%African-American 8.5% 0% -8.5%Latino 6.5% 4.1% -2.4%Students with Disabilities 11.9% 10.6% -1.3%Instructional Days Lost to Suspension 232 147 -85Student SafetyIn 2010-11, 82% of students who replied in a district survey responded theyfelt safe on school grounds and this increased to 87.4% in 2011-12, anincrease of 5.4%.Student SurveyYear 2010-11 2011-12 Chg% responding 44.6 50.6 +6%% Strong Agree or AgreeFeel Safe on school Grounds82 87.4 +5.4Verdugo Hills High School WASC Self-Study Page 14

Verdugo Hills High School WASC/CDE Self-Study ReportEnglish Learner ProgressVerdugo Hills makes good progress reclassifying English Learners due to anoutstanding ESL program. In 2010-11, 30.3% students scored proficient onthe CELDT, 41.6% scored basic or above on the CST English test, and 49.1%students passed English or Advanced ESL with a C or above. In 2011-12,33% scored proficient on the CELDT, 30.1% scored basic or above on theCST English test, and 46.4% passed English or Advanced ESL with a C orabove. Reclassification rate was 9.7% in 2009-10, 12.3% in 2010-11, and10.6% in 2011-12.English Learner ProgressGoal 2009-10 2010-11 2011-12Scoring Proficient on CELDT 30.3% 33%Scoring Basic/Above on CST ELA 41.6% 30.1%Passing English/Adv. ESL with49.1% 46.4%C or AboveReclassification Rate Trend 9.7% 12.3% 10.6%English Learner AccountabilitiesWhile scores continue to increase in some areas, VHHS has not been able tomeet federal Annual Measurable Achievement Objectives (AMOs) as outlinedin NCLB. AMOs include mandated achievement results in CELDT Pass Rate(Annual Growth), Students Attaining English Proficiency (who have been ELstudents who been in the district less than five years and for those ELstudents who have been in the district more than 5 years), and identifiedELs proficiency in English and Math. In 2010-11 CELDT Annual Growth was46.8 % and 55.6%, an increase of 8.8%. In 2010-11, students attainingEnglish Proficiency was 16.4 % and in 2011-12 was 16.7 % for students inthe program less than 5 years and in 2010-11 was 34.4% and in 2011-12was 37.3 % for students in the program longer than 5 years. Proficiency inEnglish/Language Arts was 31.8% in 2010-11 and 22% in 2011-12 andProficiency in Math was 42.6% in 2010-11 and 40.8% in 2011-12.Verdugo Hills High School WASC Self-Study Page 15

Verdugo Hills High School WASC/CDE Self-Study ReportEnglish Learner AccountabilitiesNCLB 2010-11 NCLB 2011-12TargetTargetAMAO 1-CELDT Annual Growth 54.6% 46.8% 56% 55.6%AMAO 2-Attaining < 5 Yrs 18.7% 16.4% 20.1% 16.7%English Proficiency >5 Yrs 43.2% 34.4% 45.1% 37.3%AMAO 3-Proficiency in ELA 67% 31.8% 78% 22.0%ELA/MathMath 67.3% 42.6% 78.2% 40.8%Students with Disabilities38.6% of Students with Disabilities scored Basic and Above forEnglish/Language Arts on the CST in 2010-11 and 36.5% in 2011-12. Thesame students scored 28.3% on the Math CSTs in 2010-11 and 25.9% in2011-12. This was a drop of 2.1% from the first to second year in Englishand a drop of 2.55% in math. VHHS is offering new programs in Spring,2013 to help improve outcomes as well as testing some students in the CMAtest instead of the CST which is a more appropriate exam in some cases.Students with Disabilities ProgressBasic and Above 2010-11 2011-12 Chg.CST ELA 38.6% 36.5% -2.1%CST Math 28.3% 25.9% -2.5%Academic Performance Index (API)Academic Performance Index (API) and California Standards Test (CST)scores showed notable improvements in the 2011 and 2012 data. API scoresfrom 2009-10 to 2010-11 increased by 31 points to 741 and then to 748 in2011-12. This placed Verdugo Hills High School 6th among the top tenscoring high schools in the Los Angeles Unified School District.VHHS’s Academic Performance Index (API) scores have shown dramaticincreases in the past five years from 665 in 2007-08 to 748 in 2011-12 andmoving from a 3 statewide rank and 2 similar schools rank to a 5 statewiderank and 5 similar schools rank.Verdugo Hills High School WASC Self-Study Page 16

Verdugo Hills High School WASC/CDE Self-Study ReportAcademic Performance Index2007-082008-092009-102010-112011-12Base Growth Chg. MetAllStatewideRankSimilarSchoolsRank655 669 14 No 3 2669 704 35 Yes 3 2703 712 9 No 4 4710 741 31 Yes 4 3741 748 7 No 5 5Adequate Yearly Progress (AYP) and Program Improvement (PI)Unfortunately the school continues to miss goals for Adequate YearlyProgress (AYP). There are four areas of criteria that schools must meetincluding participation on the CAHSEE for 10 th graders for all sub-groups,proficiency in math and English based on CAHSEE scores for 10 th graders inall sub-groups, graduation rate, and API. In 2010-11, VHHS met 19 of 22criteria and in 2011-12 met 16 of 22 criteria. For both the 2011-12 and2010-11 years, Verdugo met all of the criteria for CAHSE participation,graduation rate, and API. The areas that were not met were in proficiencyfor all sub-groups in English and/or math. Verdugo is currently in ProgramImprovement (PI) status for Year 4 and striving to meet all of the criteria tobegin to exit Program Improvement this year.Adequate Yearly Progress (AYP) and Program Improvement (PI)2006-07 2007-08 2008-09 2009-10 2010-11 2011-12Criteria Met 21 20 18 12 19 16Criteria Possible 21 22 22 22 22 22Year in PI 0 0 1 2 3 4Parent and Community InvolvementAccording to the annual district survey, in 2010-11 68.1% of parents feltthere were opportunities for involvement at VHHS and in 2011-12 thisdropped to 64.1%. In 2010-11. 86 % of the parents responded they feltwelcome at school which dropped to 79 % in 2011-12. In 2010-11, 25.5% ofthe parents responded they talked with their child’s teacher about homeworkand this dropped to 23.4% in 2011-12. Part of the reason for the drop mayVerdugo Hills High School WASC Self-Study Page 17

Verdugo Hills High School WASC/CDE Self-Study Reportbe that in 2011-12 only 8.3% of the parents responded to the survey and in2010-11, 17.7 % of the parents responded.Parent Survey2010-11 2011-12Parents who responded 17.7% 8.3%Strong Agree or Agree:Opportunities for Involvement 68.1% 64.1%Feel Welcome at School 86.0% 79.0%Talk with Teacher about Child’s Schoolwork 25.5% 23.4%California Standards Tests (CST) All Content AreasThe chart below outlines CST performance data in all content areas from the2009-10, 2010-11 and 2011-12 school years with Advanced, Proficient,Basic, and Below Basic percentages listed for the 2011-12 tests and acomparison of tests that scored Proficient & Advanced and tests that scoredBelow Basic and Far Below Basic. In general, BB and FBB scores decreasedover the three-year period, though in many cases, there was an increasefrom 2010-11 to 2011-12. Also, in general, Proficient and Advanced scoresincreased over the three year period, though in some cases, there was adecrease from 2010-11 to 2011-12.In the three-year comparison, Geometry, Physics, and Integrated Sciencewere the only area that there was an increase and no decrease in BelowBasic and Far Below Basic scores. Also, in the three-year comparison,Geometry, World History, Earth Science, and Physics were the only areasthat there was a decrease and no increase in Proficient and Advancedscores.One of the biggest areas of improvement was Algebra I and II. In the threeyearperiod, Algebra I scores decreased Below Basic and Far Below Basicbands by 19.4 % while increasing in the Proficient and Advanced bands by10.7%. In the three-year period, Algebra II scores decreased by 15% in theBelow Basic and Far Below Basic bands and increased by 18.8% in theProficient and Advanced bands.Verdugo Hills High School WASC Self-Study Page 18

Verdugo Hills High School WASC/CDE Self-Study ReportCalifornia Standards Tests 2011-12Content #Tested%A%P%B%BB%FBBELA Gr. 9 462 19 27.9 29.9 14.1 9.1ELA Gr. 10 468 21.2 24.1 31.8 13 9.8ELA Gr. 11 326 18.7 28.5 31.6 12.6 8.6Algebra I 581 5.2 22.5 31.7 26.7 13.9Geometry 333 3 18 32.4 33 13.5Algebra II 191 28.3 38.2 21.5 9.4 2.6HS Math 107 25.2 54.2 20.6 0 0World Hist. 465 14 20.9 34.2 8.6 22.4US Hist. 326 21.5 29.1 25.8 9.8 13.8Life Science 465 14.4 27.3 32.5 13.5 12.3Biology 500 11.8 21 36.4 15.2 15.6Chemistry 169 11.2 18.3 43.2 14.2 13Earth24 0 16.7 50 16.7 16.7SciencePhysics 225 4.9 18.2 53.3 16 7.6Int. Science 88 0 4.5 47.7 21.6 26.1CSTs 2009-Change inChange in BB/FBB12Prof/Adv.Content 2009- 2010- 2011- Chg. 2009- 2010- 2011- Chg.10 11 1210 11 12ELA Gr. 9 43 49.6 47 4 32 17.7 23.2 -8.8ELA Gr. 10 43 44.2 45.3 2.3 26 22 22.8 -3.2ELA Gr. 11 44 51.7 47.2 3.2 23 20.1 21.2 -1.8Algebra I 17 21.3 27.7 10.7 60 49.9 40.6 -19.4Geometry 24 26.2 21 -3 42 41.7 46.5 4.8Algebra II 48 52.8 66.5 18.8 27 19.1 12 -15HS Math 72 82.5 79.4 7.4 7 3.5 0 -7World Hist. 30 34.9 34.8 -.1 44 40.6 31 -13US Hist. 43 49.4 50.6 1.2 28 24.6 23.6 -4.4Life Science 37 42.4 41.7 4.7 30 25.6 25.8 -4.2Biology 32 39.9 32.8 .8 31 25.5 30.8 -.2Chemistry 28 25.2 29.6 1.6 29 30.5 27.2 -1.8Earth Science 24 19.6 16.7 -7.3 49 49.1 33.4 -15.6Physics 37 33.8 23.1 -13.9 19 19.2 23.6 4.6Int. Science 2 12.1 4.5 2.5 45 44.4 47.7 2.7Verdugo Hills High School WASC Self-Study Page 19

Verdugo Hills High School WASC/CDE Self-Study ReportCST Trends-English/Language ArtsThe percentage of students scoring Proficient and Advanced in English/Language Arts showed increases in all sub-groups except English Learnersover the five-year period from 2007-08 to 2011-12, with all studentsincreasing 6.6 percentage points from 39.8% Proficient/Advanced to 46.4%Proficient/Advanced. From 2010-11 to 2011-12, five sub-groups droppedslightly, African American students, Latino students, English Learners,Students with Disabilities, and Socio-Economically Disadvantaged students.Subgroup2007-08Students Tested-CSTEnglish/LA2008-092009-102010-112011-12% Proficient and Advanced2007-082008-09 2009-102010-11 2011-12All Students 1659 1625 1515 1418 1256 39.8 42.2 43.2 48.6 46.4African58 61 41 36 40 34.5 27.9 31.7 41.7 35AmericanAsian 119 108 81 66 50 58 66.7 58 53 64Latino 861 850 829 814 735 31.4 35.1 34.5 43 39White 527 513 465 439 381 47.4 46.6 53.8 56.9 57.5EL 268 234 213 178 136 3.4 6 4.7 7.3 2.2SWD 164 156 160 145 137 3 4.5 9.4 11.7 7.3Socio-Econ.Dis.1083 1095 1066 1009 871 37.8 38.9 40.2 46.5 42.9% Proficient and Advanced-CST English/LASubgroup1 Yr.Change5 Yr.ChangeAvg. Per.Yr.All Students -2.2 6.6 1.7African American -6.7 .5 .1Asian 11 6 1.5Latino -4 7.6 1.9White .6 10.1 2.5EL -5.1 -1.2 -.3SWD -4.4 4.3 1.1Socio-Econ.Disadvantaged-3.6 5.1 1.3CST Trends-MathematicsThe percentage of students scoring Proficient and Advanced in mathematicsshow increases in all sub-groups except African American students over thefive-year period from 2007-08 to 2011-12, with all students increasing 21.4percentage points from 15.2% Proficient/Advanced to 36.6%Verdugo Hills High School WASC Self-Study Page 20

Verdugo Hills High School WASC/CDE Self-Study ReportProficient/Advanced. From 2010-11 to 2011-12, three sub-groups droppedslightly: African American students, Asian students, and English Learners.Subgroup Students Tested-CST Math % Proficient and Advanced2007-082008-092009-102010-112011-122007-082008-09 2009-102010-11 2011-12All Students 1630 1616 1502 1343 1212 15.2 22.2 27.4 32.3 36.6African 57 60 40 34 38 7 10 12.5 14.7 5.3Amer.Asian 118 108 81 62 49 53.4 53.7 61.7 64.5 61.2Latino 843 848 826 779 711 9 15 21.1 27.1 34.2White 518 507 458 409 365 15.3 25.6 32.3 36.4 39.7EL 263 234 211 170 127 6.8 7.3 8.1 12.4 11SWD 157 154 155 127 116 .6 2.6 7.1 7.9 9.5Soci-Econ.Dis1063 1090 1057 964 841 16.1 21.4 25.9 31.7 35.4% Proficient and Advanced-CST MathSubgroup1 Yr.Change5 Yr.ChangeAvg. Per.Yr.All Students 4.3 21.4 5.4African American -9.4 -1.7 -.4Asian -3.3 7.8 2Latino 7.1 25.2 6.3White 3.3 24.4 6.1English Learners (EL) -1.4 4.2 1Students with Disabilities 1.6 8.9 2.2(SWD)Socio-Econ. Disadvantaged 3.7 19.3 4.8California High School Exit Exam (CAHSEE)Other testing at VHHS also shows yearly improvement. Below are theCalifornia High School Exit Exam (CAHSEE) results for Mathematics andEnglish-Language Arts (ELA) by program (Combined 2012) for Grade 10followed by the same data at the district level. In every sub-group for bothmath and English, Verdugo’s scores were higher than the district averagescores.Verdugo Hills High School WASC Self-Study Page 21

Verdugo Hills High School WASC/CDE Self-Study ReportTestedorPassingSubjectAllStudentsSpecial EdStudentsEnglishLearner(EL)StudentsReclassifiedFluent-EnglishProficient(RFEP)StudentsEconomicallyDisadvantagedNotEconomicallyDisadvantaged# Math 449 44 45 156 334 60TestedPassing Math 393 20 (45%) 28 149 (96%) 292 (87%) 54 (90%)(88%)(62%)# English/ 454 46 46 159 340 58Tested LAPassing English/LA372(82%)18(39%)15(33%)144 (91%) 274 (81%) 53 (91%)California High School Exit Exam (CAHSEE) 2011-2012 Results-LAUSDTestedorPassingSubjectAllStudentsSpecial EdStudentsEnglishLearner(EL)StudentsReclassifiedFluent-EnglishProficient (RFEP)StudentsEconomicallyDisadvantagedNotEconomicallyDisadvantaged# Tested Math 37,429 3,316 6,888 16,113 30,943 3,419Passing Math 28,663(77%)1,048 (32%)2,871(42%)114,378(89%)23,374(76%)2,947(86%)# Tested English/ 37,623 3,612 7,128 16,058 31,122 3,417LAPassing English/LA28,521(76%)1,089 (30%)2,230(31%)14,449(90%)23,081 (74%) 3,028(89%)The CAHSEE pass rates for every grade increased for the last three yearswith 10 th Grade showing the largest increase of 9.7%, 11 th Grade anincrease of 1.2%, and 12 th Grade an increase of 1 %.California High School Exit Exam (CAHSEE) 2011-2012 Results-Verdugo Hills HSCAHSEE Pass Rates2009- 2010-11 2011-12 Chg.1010 th Grade 68.7% 75.7% 78% 9.7%11 th Grade 83.6% 87.3% 84.8% 1.2%12 th Grade 93.1% 90.1% 94.1% 1%Verdugo Hills High School WASC Self-Study Page 22

Verdugo Hills High School WASC/CDE Self-Study ReportSummary of DataWhile there is extensive data available for VHHS and other LAUSD schools,the district holds schools accountable for meeting specific goals outlined inthe “Performance Meter” which includes 100% Graduation, Proficiency forAll, 100% Attendance, Parent & Community Engagement, and School Safety.Goals are set by school sites and principals and school staffs are trained inhow to use the data and the goal-setting process.GOAL 1: 100% GRADUATION School Baseline School Annual Targets2007-082008-092009-102010-112011-122012-132013-14A. Four-Year Cohort Graduation Rate 60 58 58 64 66 69 72B. Students On-Track for Meeting A-GRequirementsx x 29 31 45 60 80GOAL 2: PROFICIENCY FOR ALL School Baseline School Annual Targets2007-082008-092009-102010-112011-122012-132013-14B. English Language Arts, Secondary:Proficient & AdvancedD. Mathematics, Secondary: Proficient &Advanced40 42 43 49 52 54 5815 22 27 32 37 42 48F. Proficiency in Algebra 13 16 17 21 28 34 40G. Reclassification Rates 14 9 10 12 15 18 21GOAL 3: 100% ATTENDANCE School Baseline School Annual Targets2007-082008-092009-102010-112011-122012-132013-14A. Percentage of students with 96% or higherattendanceB. Percentage of staff with 96% or higherattendance55 56 58 60 67 72 7758 59 58 59 70 75 80Verdugo Hills High School WASC Self-Study Page 23

Verdugo Hills High School WASC/CDE Self-Study ReportGOAL 4: PARENT ANDCOMMUNITY ENGAGEMENT2007-08School Baseline2008-092009-102010-11School Annual Targets2011-122012-132013-14A. Percentage of parents who talk with theteacher about their child’s schoolworkB. Parent participation on School ExperienceSurveysnoinfonoinfo28 33 26 30 34 4027 28 18 36 42 52GOAL 5: SCHOOL SAFETY School Baseline School Annual Targets2007-082008-092009-102010-112011-122012-132013-14A. Instructional days lost to suspension 252 215 327 232 220 200 180B. % of students who feel safe on schoolgrounds (agree or strongly agree)noinfo81 89 82 85 88 90Verdugo Hills High School WASC Self-Study Page 24

Verdugo Hills High School WASC/CDE Self-Study ReportChapter IIStudent/Community Profile — Overall Summaryfrom Analysis of Profile DataVerdugo Hills HS has improved in many areas academically and otherwisesince the last WASC visit. However, there are still several areas ofimprovement that the school staff is working on using student performancedata and other data.Data from the following areas was presented in Chapter I: CollegeReadiness, Advanced Placement (AP), Graduation Rate, Attendance, StudentSuspensions, Student Safety, English Learner Accountabilities, Students withDisabilities, Academic Performance Index (API), Adequate Yearly Progress(AYP) and Program Improvement (PI), Parent and Community Involvement,California Standards Tests (CSTs), California High School Exit Exam(CAHSEE).SummaryVerdugo has improved in many academic and non-academic areas since thelast WASC visit. Though not meeting federal accountability targets in someareas, VHHS continues to lead the District in test scores, especially math.Suspension data, graduation rates, and attendance also are above theDistrict averages. A-G pass rates are not as high as they can be for somedemographic groups. While students continue to excel in math at Verdugo,success in the other content areas are not as dramatic. CST Test scores forEnglish Learners and students with disabilities dropped from 2011 to 2012.ImplicationsIt is critical that the school sees an increase in C or better pass rates in A-Gcourses, since this is a graduation requirement for the class of 2017. ThoughCommon Core State Standards and Assessments are not discussed in thisdocument, the implementation of the new standards and assessments is amajor change occurring over the next few years, most likely before the nextaccreditation visit. This will be reflected in the school’s future plans. LAUSDis supporting schools and principals in this area through professionalVerdugo Hills High School WASC Self-Study Page 25

Verdugo Hills High School WASC/CDE Self-Study Reportdevelopment modules and implementation training for school principals.Verdugo has already started the transition to Common Core. With the newstandards on the horizon, VHHS will continue to support students in criticalthinking, analysis, and other skills found in the new standards. It is alsocritical that English Learners and students with disabilities get the supportthey need to meet performance targets in English/Language Arts and math.ScheduleVerdugo Hills is a unique learning community. It is one of only two schools inthe Los Angeles Unified School District (LAUSD) currently using theCopernican block schedule, instituted during the 1997- 1998 school year.This schedule is also known as 4-by-4 Block, where students attend threeclasses per term (as opposed to the traditional six) in four academic termsper year (compared to the standard two); there are four 90-minute classperiods scheduled per day, and all classes meet every day.The Copernican Schedule has contributed to positive outcomes for severalreasons. Regarding improved academic performance, longer class periodsallow for more time on task, more opportunities for in-depth learningexperiences, and daily closure. Because of the decreased student load perteacher, there is more time for individualized instruction, resulting in theformation of stronger teacher-student bonds. Students seem better able tocope with the rigors of three classes per term as opposed to the demands ofsix per semester. The shorter nine-week course appears to result in lessstudent (and teacher) “burnout.” Also, students who fall behind becausethey missed taking required classes or failed a required course have theopportunity to “catch-up” using the extra time built into this four term, fourperiod template. The 4th period has expanded the opportunities for tutoringand intervention, and has allowed the staff to collaborate in the planning anddevelopment of more engaging curriculum. These factors, possibly alongwith the “self-fulfilling prophesy” of high expectations, have contributed toimproved GPAs, better attendance, and improved pass rates.Attendance has improved because students know that missing one classperiod is equivalent to missing two class periods in a standard schedule. Thecommon problem of high rates of absenteeism in 5th and 6th periods hasbeen eliminated. Again, students seem to be better able to cope with therigors of a three-period day as opposed to the “drudgery” of a six-periodday.Verdugo continues to explore variations of the Copernican Block Schedulewith creative and alternative schedules, including: specific classes meetingVerdugo Hills High School WASC Self-Study Page 26

Verdugo Hills High School WASC/CDE Self-Study Reportonce or twice a week for independent study, some classes meeting onalternate days, some teachers teaching alternate schedules, and someclasses meeting daily for a shorter period of time (40-45 minute “skinny”periods). Currently, there are classes meeting for intervention in all contentareas, as well as Advanced Placement Music Theory, Jazz Choir, and StudioArt one to two days a week through via independent study.Critical Academic NeedsThe Critical Academic Needs for Verdugo include greater proficiency in Mathand English/Language Arts (ELA), and increased Parent Involvement. Whilewe are using CST and CAHSEE Data to measure the progress in the areas ofMath and ELA, as tests change (CSTs/CAHSEE to Common CoreAssessments), progress in these critical academic needs will be monitored byanalyzing test data from the new tests or from formative assessments.QuestionsVerdugo will continue to monitor performance of all sub-groups in all threecritical areas. The main questions are, (1) How can Verdugo most effectivelytarget those sub-groups that have yet to attain proficiency in math andEnglish/Language Arts? and (2) How can Verdugo increase the role ofparents in the life of the school?Verdugo Hills High School WASC Self-Study Page 27

Verdugo Hills High School WASC/CDE Self-Study ReportChapter IIIProgress ReportIn 2006 Verdugo Hills High School was awarded a six-year accreditation witha midterm revisit. In 2009 a two-member WASC committee conducted anonsite mid-review. The recommendations from the 2006 and 2009 visitingcommittees are as follows:• Implement SLCs school-wide• Establish a data committee to review, analyze, and report to variousstakeholders• Increase math and literacy skills for all students• Expand strategic academic support for all students• Improve existing programs through the systematic application ofassessment dataSignificant Developments Since 2006 WASC AccreditationSince the previous visit of March 2006, VHHS has continued to improvestudent achievement. Verdugo’s innovative faculty, supportiveadministration, committed student body, and the community havepartnered to move the school forward. As Verdugo continues to build ongains made through the adoption of the block schedule, faculty,administration, students and parents continue to work on fullimplementation of school-wide SLCs over the next few years. Additionally,the school has been approved for a Visual and Performing Arts Magnetthat will start next fall while developing new programs and options forstudents in the future.Verdugo has also expanded communication between and among allstakeholder groups by providing presentations at community events,expanding the use of the school electronic marquee, publishing aquarterly newsletter, providing weekly community phone calls, andutilizing several social media outlets including Facebook, Twitter, Tumblr,SchoolTube/YouTube, and Instagram. A new social media class is beingoffered in Spring 2013. Also, in 2011-12 and 2012-13, several new clubsVerdugo Hills High School WASC Self-Study Page 28

Verdugo Hills High School WASC/CDE Self-Study Reportand student organizations were added, including Glee Club, AP MusicTheory class, juggling club, National Honor Society, auto club, guitar club,and more.Staffing and EnrollmentRecent and significant changes in administrative leadership and staffinghave had an impact on the culture of the school. First, the principal isnew to the school as of the 2011-2012 academic year. There has been amajor reduction of teachers, counselors, and clerical staff over the lastthree years due to dropping enrollment, budget cuts, and new schoolsopening in the area. At the start of the 2010-11 school year, 5 teacherswere displaced because of low enrollment. At the start of the 2011-12school year, the District opened Cesar Chavez High School, whichenrolled Verdugo students, thereby dropping our enrollment by about 200students and teacher staffing by about 6 teachers. Subsequently, at thestart of the 2011-12 school year, another 5 teachers were displaced dueto low enrollment and the new school opening, and the centrally fundedteacher-librarian position was cut from 5 to 4 days a week.At the start of 2012-13 year, the teacher-librarian transferred to anotherschool for a full-time position. Fortunately, Verdugo was able to restorethe 5 th day of library services after the Fall Norm Day (October, 2012)and a full-time teacher-librarian was placed at Verdugo by the District.The administrative team went from one principal and 4 assistantprincipals to one principal and three APs. The AP was replaced with ahead counselor who provides leadership for the counseling office andprepares the master schedule. Clerical staff went from 8 to 5 positions atthe start of the 2012-13 year, though VHHS was able to bring on anadditional office technician for relief in Spring 2013. Two student workersare in the process of being hired for the Spring 2013 semester. The dropin staffing is directly related to the drop in enrollment. At the Norm Dayenrollment count in 2012-13 (6 th week of school), enrollment was 1639,80 students over the expected 1559 students. School leadership opted toopen some auxiliaries with the additional funds instead of hiring moreteachers. Staffing is expected to increase by three teachers in 2013-14,when a new magnet center is opened on campus.Verdugo Hills High School WASC Self-Study Page 29

Verdugo Hills High School WASC/CDE Self-Study ReportNew ProgramsCredit Recovery OpportunitiesLast year was the first year Verdugo was unable to offer summer schoolfor students. Due to overwhelming budget cuts, Adult School classes havebeen slashed as well. Verdugo has added an Independent Study for creditrecovery. Five teachers, one from each of the core classes and oneIndependent Studies Coordinator work to help juniors and seniors makeup classes they have failed.Peer Mentoring/TutoringTo support younger students and assist with the transition to high school,upper grade students are paired with struggling ninth graders to guideand mentor them in academic subjects and to help them develop socialskill sets. Peer Mentors have a coordinator and meet as a class when theyare not working with other students.ALEKS MathThis year Verdugo will offer Assessment and Learning in KnowledgeSpaces (ALEKS) Math, a software program that is used to supplementAlgebra I, Geometry, and Algebra II curriculum. ALEKS is a Web-based,artificially intelligent assessment and learning system. ALEKS usesadaptive questioning to quickly and accurately determine exactly what astudent knows and doesn't know in a course. ALEKS then instructs thestudent in the topics he or she is most ready to learn. As a student worksthrough a course, ALEKS periodically reassesses the student to ensurethat topics learned are also retained. ALEKS courses are comprehensivein their topic coverage while avoiding multiple-choice questions. SpecialEducation classes will be using ALEKS math in addition to the ALEKS mathlab this year.“Off Track” AlgebraIn an effort to provide immediate remediation, Algebra courses have beenoffered off track for the past 3 years. If a student fails Algebra 1A duringTerm A, he or she is immediately placed back into a 1A class during TermB as space permits.Verdugo Hills High School WASC Self-Study Page 30

Verdugo Hills High School WASC/CDE Self-Study ReportCalifornia High School Exit Exam (CAHSEE) Prep ClassesFor the past four years Verdugo Hills has offered CAHSEE prep classes forEnglish and Math. Students are personally selected by the counselors andclass size is capped at 30.School-wide Test PrepThis will be Verdugo’s second year with a school wide test prep. 3 weeksbefore the CAHSEE and 3 weeks before the CST students are enrolled intest prep class. For the first three weeks, students 30 minute sessions, ontwo different days in the week. For the second three weeks, studentshave once a week, 30 minute sessions. 9th and 10th grade students wereplaced in testing groups based on previous CST scores and were placed ineither math or English. 11th graders were placed on their CST scores butwere placed in Math, English, Science or Social Studies.II. The school’s procedures for the implementation andmonitoring of the schoolwide action plan.The leadership team is responsible for the annual review, reassessment, andrefinement of the action plan. In addition to the WASC action plan, VerdugoHills has a Single Plan for Student Achievement and Small LearningCommunity (SLC) Plans for each SLC. Modifications to the Single Plan andupdates to the WASC Action Plan have been made annually with updatedstudent achievement data and input from departments and the leadershipteam. At the start of the year and as student data becomes available, theprincipal presents the data and an analysis of the data to staff, GovernanceCouncil, English Learners Advisory Council and other stakeholder groups.Plans are then made and discussed to support students based on this data.III. Report on the Accomplishment of the School-wideAction PlanA. Implement SLCs schoolwideWith a decline in student enrollment and staffing for the last 6 years, theschool faculty opted to close some SLCs, resulting in our three current SLCsand the Multimedia Magnet. Each SLC has its own counselor andadministrator. The original intent was to have a clerical staff member foreach SLC, but this has not been possible due to staff reduction. Thoughspaces on campus were remodeled as SLC offices, the offices are not beingVerdugo Hills High School WASC Self-Study Page 31

Verdugo Hills High School WASC/CDE Self-Study Reportused as such also due to budget and staff reduction. However the Districtcompleted the second part of the SLC construction project during Summer2011, which included common public gathering areas for SLCs, landscaping,SLC signage, and kiosks. The schoolwide SLC plan is being discussed inSpring 2013 to better reflect student interests and needs and will besomewhat modified by Fall 2013. A new magnet school, The VHHS Visualand Performing Arts Academy Magnet, will open in Fall 2013. In addition, thecurrent Multimedia Magnet will be realigned with its original vision andmission, the current SLCs may undergo thematic changes, while a new SLCfocusing on engineering and energy is being considered for 2013-14.Additionally, a Future Farmers of America (FFA) program includingagriculture, animal science, equine therapy, and equestrian studies will beintroduced in Fall 2013.B. Establish a data committee to review, analyze and report tovarious stakeholdersThe Data Team was led by the Testing Coordinator/EL Coordinator until heleft the school in June 2012. Though the team did not officially meet in fall2012, they reconvened in Spring 2013 with the Multimedia Magnetcoordinator as the new chairperson. The data work in the Fall was done bythe administrative team and members of the Instructional Cabinet. Led bythe principal, the Instructional Cabinet reviews school data on a regularbasis and suggests programs and student interventions to the GovernanceCouncil, administrative team, and other groups. For example, theInstructional Cabinet reviewed CST, CAHSEE, and CELDT Test Data andrecommended to the Governance Council and staff that a test prep programbe implemented both in 2011-12 and in 2012-13. Representing both thedata team and Instructional Cabinet, the principal presents analyzed data tothe entire staff, Governance Council, parents, community members, andstudents in various meetings and different settings.C. Increase math and literacy for all studentsVerdugo’s Academic Performance Index (API) scores have increased everyyear over the past 6 years for a total of 83 points between 2008 and 2012.Currently Verdugo has the 6th highest API of all comprehensive LAUSD highschools. While scores continue to increase in some areas, VHHS has notbeen able to meet federal Annual Measurable Achievement Objectives asoutlined in NCLB. Verdugo has met all of the criteria for CAHSEEVerdugo Hills High School WASC Self-Study Page 32

Verdugo Hills High School WASC/CDE Self-Study Reportparticipation, graduation rate, and API. However, VHHS did not meetproficiency in all sub groups in English and math. Nevertheless, there hasbeen a drastic increase in math and literacy scores for all students since thelast WASC visit. Factors contributing to this increase include greatercollaboration between teachers in developing comprehensive assessmentsand the sharing best practices in professional development sessions anddepartment meetings and trainings.D. Expand strategic academic support for all studentsPrograms that have been developed include the math tutoring program, “offtrack”Algebra which gives students the opportunity to re-enroll in Algebra ifthey did not pass it before the next school year, school-wide test prep forCAHSEE, school-wide test prep for CSTs, CAHSEE Prep classes (though theDistrict funding was cut for these in Spring 2013, they were offered in theyears prior to this), intervention counseling day by SLC for students whotested far below basic or below basic in last year’s CSTs , opportunities forstudents in adult school, online classes, credit-recovery independent studyon campus for regular students (an additional class), full-time independentstudy (for current Verdugo students), and individual tutoring by mostcontent teachers. Students with disabilities have additional opportunities foracademic and social support in the Special Education Support Center on thesecond floor of the administration building and the Special Education offices.English Learners have additional support through the ESL Department Chairand department and the English Learner Coordinator. LAUSD has anextensive professional development program which models effective andLAUSD-mandated PDs for principals to implement at their schools. The VHHSProfessional Development plan was developed by the PD Committee andInstructional Cabinet and includes several modules on the new EnglishLearner Master Plan, Common Core State Standards, and the Districts’Teaching and Learning Framework, all which address giving additionalsupports to all students. In addition to the programs implemented during thelast six years, new programs such as ALEKs math, My Access English, andHomework Club are planned for implementation beginning Spring 2013.Verdugo Hills High School WASC Self-Study Page 33

Verdugo Hills High School WASC/CDE Self-Study ReportE. Improve existing programs through the systematic applicationof assessment dataLAUSD has an established program of periodic assessments, a datacollection/analysis program, and extensive progress monitoring for students,teachers, principals, and schools. Periodic assessment data is reviewedregularly at central principal professional development sessions as well as atthe school level. Some schools are given contingent waivers to give theirown local, formative assessments in lieu of the District’s periodicassessments. VHHS has such a waiver and is in the process this year ofaligning their own locally-designed assessments with the Districtassessments so data can be compared and progress monitored. The math,English, science, and social sciences departments each give either their ownlocally designed assessments or the District’s periodic assessments.The principal submits performance data on a regular basis from Verdugo tothe Educational Service Center where it is discussed and then presented tosenior staff. At the school-level, formative assessment data, data from theCSTs, CAHSEE, student grades, and additional teacher assessments areanalyzed by each department. Subsequently, supports and programs aredeveloped based upon what the data show. The Math Departmentadministers 5-7 formative assessments every 9 week term for Algebra 1,Geometry, and Algebra 2. The English Department administers twoformative assessments per semester in both 9 th and 10 th -grade English. TheMath Department meets regularly by course-specific groups to review theassessments and the assessment data and make changes as needed to boththe assessments and to their instructional practices. The biggest challenge ingetting this work done is the limited amount of professional developmenttime available to the school. VHHS has explored alternate bell schedules tocarve out more time for professional learning/PD and will continue looking atall options.Verdugo Hills High School WASC Self-Study Page 34

Verdugo Hills High School WASC/CDE Self-Study ReportChapter IVSelf-Study FindingsAnalyze the criteria in each category by responding to the prompts anddocumenting the supporting evidence. Refer to the suggested listed areas toanalyze each criterion to assist in this assessment.For each category, synthesize the findings and supporting evidence in orderto list prioritized strengths and areas of growth.A. Organization: Vision and Purpose, Governance, Leadership and Staff, andResourcesB. Standards-based Student Learning: CurriculumC. Standards-based Student Learning: InstructionD. Standards-based Student Learning: Assessment and AccountabilityE. School Culture and Support for Student Personal and Academic GrowthA. Organization: Vision and Purpose, Governance, Leadershipand Staff, and ResourcesThe Organization Focus Group was comprised of 23 members representingcertificated and classified staff. The group consisted of the principal, onecounselor, thirteen teachers from across all departments, four assistantteachers, and one nurse. This group represented the diverse viewpoints ofVHHS.After several discussions, The Organization Group agreed that the VHHS staffcontinuously acts on the belief that all students can achieve at high levels ofsuccess, and that they can maintain equally high standards for themselves asthey work toward graduation and post-secondary pursuits.The Group addressed each of the sub-questions, looking for possible changes,improvement, and clarification of the self-study findings. Strengths were notedand reevaluated. Suggestions for possible improvement were submitted and thegroup document was reworked several times to ensure acceptable terms foreach group member. The entire focus group had the opportunity to addinformation to the results of each individual sub group and ask questions orvolunteer additional information deemed pertinent.Verdugo Hills High School WASC Self-Study Page 35

Verdugo Hills High School WASC/CDE Self-Study ReportVision and PurposeSUMMARY OF FINDINGS:A.1.1. To what extent does the school have a clearly stated vision orpurpose based on its student needs, current educational research, and thebelief that all students can achieve at high levels.Mission Statement: The mission of Verdugo Hills High School is to providestudents access to the tools necessary to be active, inquisitive, andsuccessful participants in a rapidly changing world.In order to fulfill its mission, Verdugo developed Expected SchoolwideLearning Results (ESLRS) to be used as guideposts by stakeholders. OurESLRS accurately reflect our philosophy that students who graduate fromVerdugo will be critical thinkers, effective communicators, collaborative,socially responsible citizens, and responsible, self-directed leaders andmembers of society.FINDINGSVisionVHHS has a clear, well-articulated vision that reflects the school’scommitment that all students are able to achieve. The vision and missionstatements are regularly visited in staff professional development and havebeen updated as part of the WASC accreditation process. Our ESLRS alignwith the mission and vision as well as content-area state standards. TheESLRS were originally generated by a group of selected personnel from alldepartments, coordinators, administrators, and staff. They continue to beimplemented by leadership from all quarters of the school and the VHHSGovernance Council.The ESLRs, vision and mission statements continue to reflect the attitude ofthe faculty, staff, and school leadership: that every student is capable ofparticipating in a rigorous, standards-based instructional program, and ourschool is committed to preparing our students to be productive, activemembers of the larger community upon graduation.Verdugo Hills High School WASC Self-Study Page 36

Verdugo Hills High School WASC/CDE Self-Study ReportEvery Student’s OpportunityVerdugo’s commitment to giving each student every opportunity to learn isdemonstrated in practice. Initial CAHSEE pass rates put VHHS at the very toplevel of all LAUSD comprehensive high schools. In 2011 and 2012, our scoresexceeded projections and put VHHS in the top 10 of LAUSD comprehensive highschools.VHHS offers a continuing program of intervention for students who do not passthe CAHSEE on their first attempt. The result is a cumulative pass rate of75.7%. This substantiates our belief that all students can achieve. In 2011,73% of special education SLD/SDC students graduated with a diploma.Advanced Placement enrollment has steadily increased since our last WASCvisit. Despite a prohibitive budget, VHHS has been faithfully committed to thepolicy of encouraging students to enroll in AP courses.Special EducationStudents with disabilities are afforded many opportunities for high levels ofacademic success. They are enrolled in the Least Restrictive Environment(LRE), as determined by the individualized education program (IEP) team.To the greatest extent possible, students receiving special education servicesare educated with their nondisabled peers: First special education studentsare enrolled in the general education classroom with designated instructionalsupport and/or resource specialist support. Secondly, where appropriate,students are enrolled in the special day program with a combination ofspecial and general education classes. Those students enrolled in thealternate curriculum and the emotionally disturbed programs are alsoenrolled in a combination of special and general education classes, whereappropriate. English Learners with disabilities are given the same access astheir nondisabled peers to the general education curriculum through supportin the English Language Development courses. Furthermore, para-educatorsare utilized to provide individualized help and teaching as needed.Students enrolled in both the resource specialist and special day programsstudy the same curriculum as their nondisabled peers and are supported bysupplemental aids and services (e.g., technology, related services,Verdugo Hills High School WASC Self-Study Page 37

Verdugo Hills High School WASC/CDE Self-Study Reportspecialized personnel, accommodations, modifications, etc.) to enhancelearning.Another avenue of support for students with disabilities is the developmentand implementation of the learning center. The learning centers providesupport for students with mild to moderate disabilities in the acquisition oflearning strategies needed to succeed in general education curriculum andclasses. The learning centers are efficient and effective ways of providingintensive support to many students receiving special education services. Attimes, some students may fill stigmatized by the idea of being “special ed.”To facilitate a nonthreatening, nonjudgmental environment, VHHS’s specialeducation department elected to rename itself the Diverse LearningAcademy. The Diverse Learning Academy staff has created a culture ofcollaboration to support the academic, social, and emotional development ofall students receiving special education services.EVIDENCE• Mission Statement• Universal values and common goals• Student Learning• Parent, student, teacher surveys• AP enrollment; AP classes• CAHSEE pass rate; SAT/PSAT; CAHSEE prep• Resource Specialist Program; Learning; Tutoring programSTRENGTHS• Alignment of ESLRS with standards• Inclusion of all students in instructional programs• Improving test scores• Effective interventions such as: multi-subject tutoring; Intervention; PeerCounseling.• Impact; CST/CAHSEE test prep• 2.0 GPA minimum for sports participation• Senior Attendance Policy• Special Awards recognize students with exceptional scores, academiccategories, and perfect attendance.Verdugo Hills High School WASC Self-Study Page 38

Verdugo Hills High School WASC/CDE Self-Study ReportAREAS OF GROWTH• Improve intervention programs• Improve results in AP and CST scores• Expand the Diversified Learning Academy ideal i.e. Special Education• Strengthen the tardy/truancy program; dress code; cell phone; hat/dresscode policy; etc.GovernanceSUMMARY OF FINDINGS:A.1.2 To what extent is the school’s purpose supported by the governing boardand the central administration and further defined by Expected SchoolwideLearning Results (ESLRs) and the academic standards?Verdugo Hills High School’s purpose is closely and clearly supported by theGovernance Council/School Site Council. It is also supported by the local Districtadministration, which was restructured this past year from Local Districts toEducational Service Centers. Verdugo Hills is currently a part of EducationalService Center North.The school’s governing board is fully aligned with the Verdugo Hills goals ofproviding a rigorous curriculum and supporting high achievement for allstudents. Regardless of outside forces and political developments, Verdugo HillsHS is dedicated to continue its own goal to create literate, high performingstudents who are prepared for the challenges of the future.FINDINGSLAUSD Board of EducationThe LAUSD School Board’s primary purpose is to initiate and develop policywhich guides the entire District in achieving its stated mission: “To educate allstudents to their maximum potential.” One example of LAUSD School Boardinitiatives is the Secondary Literacy Plan, a comprehensive plan to provide abalanced English/Language Arts program to all students by providingintervention opportunities, universal access classrooms, standards-alignedtextbooks, periodic assessment of instruction, instructional guides and ongoingprofessional development in the teaching of English language arts, liberal arts,mathematics, sciences, and technology.Verdugo Hills High School WASC Self-Study Page 39

Verdugo Hills High School WASC/CDE Self-Study ReportCentral and Local District AdministrationCentral and Educational Service Center Directors implement school boardinitiatives by providing programs, resources, personnel, and professionaldevelopment to District schools. Verdugo Hills has utilized the followingresources in the past 2 years:• Discipline and Special Education Training on the WELLIGENT system forIEP implementation.• Monthly Principal and Asst. Principal training on professional developmentfocused on instructional leadership, implementing District initiatives suchas the English Learners Master plan, transition to the Common Core, andthe Teaching and Learning Framework, and leading professionaldevelopment programs at schools in addition to training in safety,athletics, and other non-instructional areas.• Coordinator meetings• Extensive child abuse prevention and reporting training• Support Unit providing support for Special Education questions• Individual graduation planning sheet for each student• IEPs for special needs studentsExpected Schoolwide Learning ResultsVerdugo Hills High School’s purpose is formally stated in our mission:“The Mission of VHHS is to provide students access to the tools necessary to beactive, inquisitive, and successful participants in a changing world.”The ESLRS further define the mission by featuring discrete, achievable skillsthat all Verdugo students will possess upon graduation. According to our ESLRs,all students who graduate from Verdugo Hills High School will be “Criticalthinkers, effective communicators, collaborative, socially responsiblecitizens, and responsible, self-directed leaders and members of society.”Specific skills and traits are listed under each ESLR to guide students inunderstanding and achieving the ESLRs. The school has developed additionalways of measuring the ESLRs and making them relevant within theclassroom context. For example, in Social Studies classrooms, mock trialsand other simulations are used to engage students in critical thinking andeffective communications. In Math classes and resource booster classesVerdugo Hills High School WASC Self-Study Page 40

Verdugo Hills High School WASC/CDE Self-Study Reportstudents use collaborative skills as they work in groups to arrive at solutionsto multi-step problems guided by the teachers. The ESLRs are furtherincorporated into the school culture through Leadership, JROTC, PeerCounseling, and other clubs and activities. All student groups and clubs workwith the faculty advisors to establish a culture of mutual respect andtolerance. The students are encouraged to take positive ownership ofthemselves and their school environment and share with other students.Their activities help students be more polite, practice critical thinking,demonstrate interpersonal sensitivity, and expand community awareness.ESLRs permeate the entire school atmosphere and guide all stakeholders tounderstand the daily work required to make the school’s mission a reality.California State Content StandardsLike the ESLRS, the California State Content Standards further define theschool’s mission by outlining the academic content and disciplinary skillsstudents will learn at VHHS. Classroom observations and achievement datareveal that Verdugo is committed to the teaching and learning of the statestandards.Achievement Data• Increasing API scores• CAHSEE pass rates exceed those of the District and State• Increasing numbers of students test in the Basic, Proficient, Advancedlevels of the CST.• VHHS increased API in 2011 and 2012The Central Board and the District Administrators support the school’spurpose with policies and programs. The ESLRS and State ContentStandards further define VHHS’s purpose so that it is understood by andachievable for our students.EVIDENCE• API Score Increases• CAHSEE Pass Rate: 2011= 75.7% up from 68.7% in 2010• CST data (See subgroup data)• AP enrollmentVerdugo Hills High School WASC Self-Study Page 41

Verdugo Hills High School WASC/CDE Self-Study Report• AP Pass Rate• LAUSD Mission Statement• District Initiatives• Secondary Literacy Plan• Closing the Achievement Gap• Central District and ESC walk-throughs• Algebra Walks• VHHS Mission Statement• VHHS ESLRS Posters• Classroom observations• Leadership Class• Peer Tutoring and Mentoring• Club/Activities Membership RostersSTRENGTHS• Continually improving test scores• A clear mission supported by stakeholders• High student participation in extracurricular activities that developleadership, collaborative, critical thinking, and communication skillsAREAS OF GROWTH• Continue to improve the numbers of students scoring proficient andadvanced in the CST tests.• Increase first time CAHSEE pass rate• Continue to increase CST scores for all subgroups• Increase literacy skills for all students• Close the achievement gap between all designated subgroups in theCSTVerdugo Hills High School WASC Self-Study Page 42

Verdugo Hills High School WASC/CDE Self-Study ReportLeadership and StaffSUMMARY OF FINDINGS A.2.1To what extent does the LAUSD governing school board have policies andbylaws that are aligned with the school’s purpose and support theachievement of the ESLRs and academic standards based on data-driveninstructional decisions for the school?The LAUSD School Board and District policies and bylaws directly supportVerdugo’s purpose and student achievement of the ESLRs and academicstandards. All groups have high expectations for student achievement.FINDINGSAlignment of the LAUSD School Board and District policies and by-laws withVerdugo’s purpose, ESLRs and academic standards.LAUSD District policies and bylaws establish clear expectations for top-levelacademic performance by communicating the importance of regularintervention and closing the achievement gap. Policies and bylaws alsoprovide local conditions for success by encouragement and funding whenpossible. However, deep budget cuts during the last six years have seriouslyhampered support programs, reduced the number of teachers, anddramatically increased high school class sizes.The District has affirmed its commitment to critical areas by continuing toreiterate the following District initiatives: Closing the achievement gap,secondary literacy, restructuring secondary schools, Smaller LearningCommunities, ISIS reform, and Special Education. Although the ISIS has yetto show improved integration and interfacing with the WELLIGENT SpecialEducation IEP system, it is an attempt to seek uniformity with information.Bylaws and policies are based on data-driven instructional decisions for theschool.Over the last six years, the District has focused on using online resources toincrease access to records and data to expedite the transfer of criticalVerdugo Hills High School WASC Self-Study Page 43

Verdugo Hills High School WASC/CDE Self-Study Reportinformation. WELLIGENT, the District’s online databank for IEPs and ISIS aretwo examples, although the current interface suffers from a delay inrecognizing pertinent Special Education information. MY DATA has beenimplemented successfully, giving instructors and other personnel therelevant data needed to implement classroom and student success.Educational Service Centers conduct monthly meetings for siteadministrators where they can analyze data and formulate action plans.Department Chairs and Lead Teachers review data relevant to studentperformance to discuss with faculty and staff.Data-driven systems have become increasingly important. Accordingly, theDistrict’s policies and initiatives are now based on data driven systems.EVIDENCE• LAUSD mission• District Performance Meter• ESLRs• Closing the achievement gap• Secondary literacy• Smaller learning communities• ISIS• Special Education• ESC Meeting Agendas• Data Protocol• Department meetings• SLC meetings• IEP meetingsSTRENGTHS• District and school site focus on school improvement• District wide support for effective use of data• District policies aligned with VHHS determined needs• Use of WELLIGENT, ISIS, MY DATA, attempting to enter and accesscurrent data• Daily use of ISIS by all faculty members• Monthly meetings on and off school to focus on student needsVerdugo Hills High School WASC Self-Study Page 44

Verdugo Hills High School WASC/CDE Self-Study ReportAREAS OF GROWTH• Expand use of data protocols by departments and SLCs• Continued use of Math pacing plan• Timely data analysisSUMMARY OF FINDINGS A.2.2To what extent does the governing school board (LAUSD) delegateimplementation of those policies to the professional staff?The LAUSD Educational Service Center structure has been devoted tooversight and supervision at a level closer to the schools than the centralDistrict (LAUSD). Our own Governance Council, utilizing District waivers,helps the school to innovate in order to improve student achievement.FINDINGSRelationship of EntitiesThe State of California and LAUSD delegate significant portions of policyimplementation to local school sites. Final decisions of policies are oftenreturned to the board for approval, but implementation occurs at VHHS.Policies and goals that are implemented at VHHS include adherence to stateattendance policies, laws regarding child abuse, equal access issues, andstandards-based lessons.Implementing PoliciesThe current ESC encourages professional development as a path to improvecurriculum, instruction, and learning. Budget constraints have eliminated offcampusmeeting and outside time for collaboration, but VHHS continues tosupport meetings and consultation whenever possible. For example, theVHHS faculty has initiated CAHSEE /CST preparation time several times perweek prior to testing since Spring 2012.Verdugo Hills High School WASC Self-Study Page 45

Verdugo Hills High School WASC/CDE Self-Study ReportWorkplace RelationshipsInstructional staff is regulated by the contract between LAUSD and teachers.To fulfill the goals of having a secure and safe learning environment,additional contractual relationships exist between the District andadministrators, clerical, and custodial staff.The plant manager has specific duties involving the operation of the schoolsite. Maintenance and repairs are an ongoing process. Larger repairs are thedomain of offsite District employees.Parent involvement is encouraged by the District. At VHHS it is implementedvia a number of paths including a Parent Center, Back-to-School Nights, TitleI meetings, AP and scholarship information meetings, weekly informationcalls by the principal, attendance office calls for absences, informationrosters given to the faculty, use of the school website, marquee, strongencouragement for attendance at IEP meetings, plus transition informationassemblies and meetings. Parents are encouraged to participate in theschool programs and work closely with school staff.EVIDENCE• LAUSD School Board proceedings• Governance Council/Site Council meetings• Documentation of decision-making processes• Contracts between LAUSD and employee unions• Parent Center• IEP meetings• Transition meetings• College counseling and AP meetings• SST meetings• Staff works together for positive development of children• Diversified Learning Academy• Department Meetings and reviews• PD Meetings• Math department meeting and pacing plans• SLC collaboration• Test prep classesVerdugo Hills High School WASC Self-Study Page 46

Verdugo Hills High School WASC/CDE Self-Study ReportSTRENGTHS• ESC Support• Contractual relationships• Parent Involvement encouraged• Transition and work programAREAS OF GROWTH• More time needs to be given to data team to crunch numbers andpresent to faculty• All departments use data to drive curriculumA.2.3 To what extent does the LAUSD board monitor results regularly andapprove the single school-wide action plan and its relationship to the LocalEducation Agency (LEA) Plan?LAUSD and the State of CA regularly monitor and approve the school-wideaction plan and ensure that its implementation is leading to improvement instudent achievement. The District supports this process by providingongoing professional development opportunities for the school staff.FINDINGSSchool-Wide Action PlanVHHS’s Governance Council and the school administration produce a singleplan for school achievement. This is submitted to the school board everyyear. This process keeps the Board and Central Administration apprised ofVHHS’s progress and planning, and keeps the school focused on additionalsteps for improving student achievement and parent involvement in theeducation of their children.Teacher evaluation: Formal teacher evaluations and routine informalevaluations are conducted by the principal and assistant principals inaccordance with contract obligations. Teachers regularly review and assisteach other. New teachers are assisted by department chairs and through theBeginning Teachers Support Assessment (BTSA) program.Verdugo Hills High School WASC Self-Study Page 47

Verdugo Hills High School WASC/CDE Self-Study ReportAccording to the ESLRs, VHHS will prepare its students to become criticalthinkers, effective communicators, and collaborative responsible citizens.LAUSD monitors the results of the school’s progress with the CST scores.VHHS has met or surpassed its target goals each year despite the continualraising of the bar.EVIDENCE• API/AYP scores• Improved CAHSEE pass rates• School wide action planSTRENGTHS• Clear system of accountability• Consistent achievement on all measurable instruments• Collaboration between and among teachersAREAS OF GROWTH• Continue to support and improve student achievement• Involve parents and students in the process and importance ofeducation and good citizenshipSUMMARY OF FINDINGS A.3.1To what extent do the school leadership and staff make decisions and initiateactivities that focus on all students achieving the Expected School-wideLearning Results and academic standards.School leadership and staff are dedicated and committed to reaching allstudents. Teachers implement standards-based instruction in every class.To this end, student empowerment networks such as Peer Mentoring andPeer Tutoring are run by students and whole-heartedly supported by staffand administration.Verdugo Hills High School WASC Self-Study Page 48

Verdugo Hills High School WASC/CDE Self-Study ReportFINDINGSOffer Programs for Student AchievementVHHS is committed to creating an environment where all students have theopportunity to succeed. Every decision made by the leadership team andstaff is based on the belief that all students have the opportunity to succeedthrough access to programs and supports.CAHSEE/CST prep classes are held throughout the year.Our special education department offers several different programs in orderto assure the highest level of success for our special needs students.RSP students attend general education classes in all subject areas and areexpected to achieve at the levels set forth in their IEPs. RSP Booster classesare provided in the core subjects of English and math at the diploma level.Other special needs students attend special day classes (SDC) for theallowable mandated minutes where they receive intense individual support.Still, other students have an additional Adult Assistant (AA) who attendseach class with the student.A designated room called the Learning Center offers special needs students aplace to go anytime they desire or require extra help. Annual IEP meetingsare held each year to ensure that each student is being instructed in thebest possible manner, and to review and emphasize learning techniques andstudy habits. Parents are made aware of post-secondary options forstudents, including employment, continuing education, working with outsideagencies, or residential settings.Student Awards & RecognitionA senior awards program is in place that coordinates with local awards andcollege scholarships. Each SLC gives individual recognition awards foracademic excellence (CST and CAHSEE), attendance, and studentinvolvement. Don and Do as Of The Month recognize outstanding studentsas nominated by the faculty.Verdugo Hills High School WASC Self-Study Page 49

Verdugo Hills High School WASC/CDE Self-Study ReportStudent SupportsThe IMPACT program gives students a confidential, non-judgmental place todiscuss personal problems they have that may be affecting their scholasticachievement. IMPACT also supports students, especially at-risk students;keeping them away from negative influences such as drugs and destructivebehavior. Additionally, Peer Mentoring and Tutoring focus on implementingstudent-to-student assistance programs such as peer mediation and conflictresolution, peer counseling and mentoring, preventative health programs,and cultural awareness.Attendance and Tardy PolicyAll students who are tardy are counseled on a regular basis by administrationand staff. VHHS has a senior attendance policy. For a senior tograduate on stage, he or she can have no more than seven absences perterm in a class (4 terms per school year). Teachers have their own tardypolicies. Consequences for tardies are at each teacher’s discretion. VHHS isin the process of formulating and implementing a school-wide tardy policy,along with training teachers and staff on the policy.Community InvolvementOur community plays a major role in the school including participation onthe Governance Council. The Governance Council handles school issues suchas budgeting, programs on campus, curriculum, and more. In addition, thereis are the English Learners Advisory Council (ELAC) and the Parent TeacherStudent Association (PTSA). These two groups meet on a monthly basis.ÉLAC’s main focus is on programs for English language learners. PTSA’smain mission is to bridge communication between parents and the school.VHHS also has a Parent Center where parents are offered support,resources, and information related to the school. Coffee With The Principal isheld throughout the year. This informal forum is a round table discussionformat where parents can ask questions or get information.Verdugo Hills High School WASC Self-Study Page 50

Verdugo Hills High School WASC/CDE Self-Study ReportEVIDENCE• CAHSEE prep rosters• Algebra I rosters• RSP Booster Classes• Students schedules• IEPs• Diversified Learning Academy (SLD/SDC students)• DOTS (Transition) programSTRENGTHS• Coordinated academic and student support programs• Commitment to supporting all students’ success• Dedicated, professional staff works conscientiously to serve allstudents• Strong focus on review of instructional program in departmentmeetings• Improving student achievementAREAS FOR GROWTH• Involvement of more parent and community members• Expand successful programs• Increase communication with all VHHS stakeholdersSUMMARY OF FINDINGS A.3.2To what extent does the school leadership and staff annually monitor anddefine the school-wide action plan based on analysis of data to ensurealignment with student needs?The VHHS school-wide action plan is reviewed annually to ensure continuedschool achievement of the plan and alignment with student needs.Verdugo Hills High School WASC Self-Study Page 51

Verdugo Hills High School WASC/CDE Self-Study ReportFINDINGSPrioritiesThe entire leadership team at VHHS is dedicated to excellence and highexpectations for all students and staff. Our current mission statement wasdeveloped through the cooperative effort of teachers, administrators, andparents. Our stakeholders share a commitment to the highest standards forall students. The VHHS staff constantly communicates what is expected toproduce proficient and advanced work with students and parents. Forexample, grading rubrics and samples of student work are provided forresearch projects, laboratory reports, oral reports and essays. IEP goals arereviewed annually. When weakness in performance is identified, help isimmediately provided.Families regularly receive information about their students’ progress inmeeting school and statewide standards. Parents can use the private on-linedata information to obtain updated information about student attendanceand grades. VHHS continues to ensure a high level of communication with allstakeholders.Achievement ReviewVHHS strategically allocates time and its limited resources in the continuedeffort to improve student learning. The staff takes pride in the number ofprograms offered and pays close attention to the goals and aspirations ofstudents with special needs.Along with its ‘booster’ classes, the special education department hasestablished a Learning Center to aid in its commitment to the inclusionprocess. The Learning Center is specifically designed to increase studentachievement. Students may attend at any time to obtain extra tutoring orsimply ask a question about a troubling academic situation.Both the Math and English Departments maintains a no “D” policy. Studentsmust earn at least a “C” in those courses in order to pass. The pacing plan ofthe Math Department makes the curriculum more demanding, but it hasimproved the math scores of the basic classes required for a high schoolVerdugo Hills High School WASC Self-Study Page 52

Verdugo Hills High School WASC/CDE Self-Study Reportdiploma. The booster classes in the Resource department have provided anexceptionally valuable tool to raise math confidence and performance amongspecial education students; thereby assisting in raising the base scores forthe entire school.History and English departments use sequential standards-based curriculum,offering an array of programs designed to meet the learning needs of allVerdugo students.The highly successful JROTC program encourages personal discipline andresponsibility, and attempts to build ethical character and leadership skills inour students.Since 2006, VHHS’s ESL redesignation rate has increased on a consistentbasis, significantly surpassing all criteria established for VHHS. Verdugo Hillsmet all necessary standards set for the AYP.Academic StandardsSite-level personnel and parents examine local and state assessment data toidentify student success and need for improvement. Departments alsoreceive course performance data to address curricula, lesson planning, andassessments that incorporate statewide standards. Departmentscontinuously discuss strengths and weaknesses of existing programs,resulting in pertinent changes to curriculum and methods. Standards areposted in every classroom.Staff EducationRegularly scheduled professional development days and departmentmeetings are used to continuously analyze content taught according to CAstate standards, methodology used, and assessment of student learning toensure continual growth in student learning and achievement.Verdugo Hills High School WASC Self-Study Page 53

Verdugo Hills High School WASC/CDE Self-Study ReportEVIDENCE• Mission Statement• Parent, Student and Staff Surveys• Special Education Learning Center• Standards Based Curriculum• Faculty and Department meetingsSTRENGTHS• Dedicated, professional staff works conscientiously to serve allstudents• Strong focus on review of instructional program in departmentmeetings• Improving student achievement• Math department PACING planGROWTH AREAS• More systematic analysis of achievement data• Accommodating more students with less resourcesSUMMARY OF FINDINGS A.4To what extent does a qualified staff facilitate achievement of the academicstandards and the expected school-wide learning result through a system ofpreparation, induction, and on-going professional development.Verdugo Hills High School is strengthened by the quality of its teaching staff.Dynamic, well-trained, enthusiastic team players, who are committed toachieving excellence, are the standard of the school. New teachers are givenDistrict-sponsored programs and on-site mentors to ensure their successwith programs such as Beginning Teacher Support and Assessment (BTSA).Experienced teachers enthusiastically embrace their role as supportpersonnel for those just entering the profession. Informal mentoring,departmental collaboration, inter-school articulation, and faculty-designedand/or presented workshops are just a few of the collegial activitiesVerdugo Hills High School WASC Self-Study Page 54

Verdugo Hills High School WASC/CDE Self-Study Reportoccurring at Verdugo Hills. Professional Development is generally led byschool staff, though not exclusively, and is planned in collaboration with theschool leadership team, Instructional Cabinet, and the ProfessionalDevelopment Committee.FINDINGSQualified StaffVerdugo Hills High School prides itself on hiring a highly qualified staff thatcomplies with California State Credentialing standards. Whether completelycredentialed or still working to earn a clear credential, Verdugo Hills HighSchool administrators strive to hire staff that is committed to education andcontinued professional growth. Department chairpersons also assist in thebuilding of the master schedule to ensure the best match of instructor andcourse in order to provide students the best educational experience possible.InductionAll new teachers who participated in either a university or the District InternProgram to earn their preliminary credentials are allowed to participate inthe BTSA program to complete requirements for clear credential. New BTSAparticipants are paired with a mentor teacher, known as a support provider,who helps to guide new teachers through the District’s induction process.Meetings are held monthly to assist new teachers with Verdugo Hills HighSchool policies and procedures (i.e. attendance, grades), provide support forclassroom practices (classroom management techniques, lesson planning,etc.), and to acquaint new teachers with administrators and staff. Buildingrelationships that cultivate trust and respect between new and veteranteachers opens the way to building confidence and success in the classroom.Ongoing Professional DevelopmentVerdugo Hills High School schedules professional development days for allstaff on common planning day. These professional development days areopportunities for staff to work collaboratively, and they provide excellentopportunities for informal mentoring relationships between veteran andnovice teachers. Professional development opportunities offer strategies andVerdugo Hills High School WASC Self-Study Page 55

Verdugo Hills High School WASC/CDE Self-Study Reportinterventions that empower all teachers to gain knowledge and skills relatedto student pursuit of rigorous academic standards. For new teachers, theBTSA program offers various workshops to aid in their transition intoteaching. Furlough days and decreased budget spending have curtailed somehours that would ordinarily be utilized in this area.EVIDENCE• District Personnel records• Credential Audit Findings• Master Schedule• University/District Intern portfolio• BTSA teacher logs• Support Provider List• New teacher meeting agenda• Department Meeting Minutes• District BulletinsSTRENGTHS• All teachers working within the area of credential• BTSA Program for new teachers with mentor support providers• School site specific induction procedures and policies in compliancewith District procedures and policiesGROWTH AREAS• Staff development programs and activities focused on new teacherissues and concerns• More staff trained to be BTSA support providersVerdugo Hills High School WASC Self-Study Page 56

Verdugo Hills High School WASC/CDE Self-Study ReportSUMMARY OF FINDINGS A.5To what extent are leadership and staff involved in ongoing research ordata-based correlated professional development that focuses on identifiedstudent learning needs?All professional development is derived from close analysis of data todetermine student learning needs. Staff and leadership collaborate toprovide the most meaningful staff development available. The OrganizationFocus group believes that current research and data is constantly beinggathered and disseminated by the testing coordinator and other departmentlead teachers to direct the entire staff towards identifying areas ofimprovement in student areas of academics and social behavior.FINDINGSInstruction and Staff DevelopmentStaff and administration at Verdugo Hills High School keep data at the centerof planning for instruction in order to improve achievement for all studentsin the classroom and on standardized tests. The English department haseffectively implemented the District’s Developing Readers and Writerscurriculum, targeting students whose reading levels are significantlydeficient. The math department has actively engaged in research-basedinstructional programs through District-sponsored staff development. Themath department’s pacing plan has been instrumental in driving instruction,follow-up, and remedial efficiency, resulting in improved studentachievement.The entire staff works together to analyze data from standardized testingand overall achievement in order to establish school-wide instructional goalsand programs. Common period 4 conferences for most staff, along withteacher-led planning and execution of weekly common planning time,maximizes the efficiency and reach of professional development. SchedulingPD at the beginning of the day instead of the end has resulted in moreenthusiastic engagement in the PD process.Verdugo Hills High School WASC Self-Study Page 57

Verdugo Hills High School WASC/CDE Self-Study ReportThe Copernican schedule supports teacher collaboration and allows for easierscheduling of parent conferences and IEP meetings. VHHS has also beenable to add remedial or extra tutoring classes as the need arises.EVIDENCE• School Professional Development Schedule• LAUSD Initiatives and PD PlanSTRENGTHS• Copernican Schedule• IEP meeting availabilityGROWTH AREAS• Continued improvement of the Period 4 conference period time forplanning and collaboration• Ensuring quality time spent during mandated professionaldevelopment timeResourcesSUMMARY OF FINDINGS A.6To what extent are the human, physical, and financial resources sufficientand utilized effectively and appropriately in accordance with the legal intentof the program(s) to support students in accomplishing the academicstandards and the expected school-wide learning results?All resources are allocated in order to maximize effectiveness. Allexpenditures are carefully monitored at both school and District levels.Recent bond measures have considerably improved the condition of thephysical plant, while also improving student and staff working conditions.The school celebrated its 75th anniversary in the Fall 2012, and considerableenergy was spent to improve the plant appearance.Classrooms are regrouped with consideration toward Least RestrictiveEnvironment. Special Education classes, including the CBI program class,were relocated to be incorporated in the more centrally located areas of theVerdugo Hills High School WASC Self-Study Page 58

Verdugo Hills High School WASC/CDE Self-Study Reportschool. The Magnet School office was moved to bigger quarters and mademore accessible to student classrooms.The JROTC classrooms have been expanded and updated to better meet theneeds of the participants, who also receive credit for physical education.The Parent Center was moved to the main building hallway to increase itsaccessibility and utility.FINDINGSHuman ResourcesThe human resources are utilized efficiently; consistently responding tosituations that require doing more without additional resources. TheCopernican schedule effectively increases efficiency by producing six periodsof instruction per full-time teacher per year, rather than five periods under atraditional schedule. This allows flexibility in meeting student achievementlevels by allowing not only for academics but an opportunity for studentparticipation in extracurricular activities. Despite budget cuts, VHHS hasmaintained a considerable offering in these areas. Also, fourth periodcommon conference for most faculty members enables team planning andcollaboration both departmental as well as interdisciplinary.Inclusion of Special Education resource students and collaboration ofResource Specialists with general education teachers has assisted studentsand staff in meeting all students’ educational needs; although cuts in thenumber of Special Education department teachers have increased class sizesand individual IEP paperwork.MaterialsPer the Williams Consent Decree, all students have the approved text foreach class in which they are enrolled; for the last two years the school hassuccessfully completed external audits of compliance with this consentdecree. New adoptions of textbooks create unnecessary duplication andredundancy in textbook ordering and processing, but the administration anddepartment heads, along with clerical staff, work cooperatively to keepVerdugo Hills High School WASC Self-Study Page 59

Verdugo Hills High School WASC/CDE Self-Study Reportbooks current, amply supplied, and maintained.The school is equipped with computers and uses technology in a variety ofways. The Multimedia Magnet uses technology as an integral part ofinstruction. One challenge the Magnet faces is keeping technology toolsrunning with minimal funding support.FacilitiesWhile architecturally unique and aesthetically pleasing, Verdugo is a 75-year-old facility. The oldest part of the school predates its establishment asa high school in 1937. Access for handicapped has been added since 2006. Asoftball field and additional batting cages have improved the athletic facility.The Multimedia Technology Center, located in the former auto shop,continues to provide the school with a state of the art showplace fortechnology-driven instruction. These physical improvements have kept pacewith state and federal requirements. All of these projects have served toimprove teaching and learning at VHHS.However, despite the beauty of the facility, additional work and upgradesneed to be done. The large gym needs repair and upgrading to be compliantwith safety and other mandated regulations such as size and proper allstudentaccess to the facility.In the classroom, all learning spaces have Internet access and computerscapable of connecting to the internet. Almost every teacher has his or herown LCD projector for instructional use. DVD units are available forsupplementing instruction with video. The Special Education departmentutilizes up-to-date iBook type laptops convenient for classroom and IEPpresentations.Financial ResourcesFinancial resources are carefully allocated and expended in a way tomaximize learning. In addition to District Instructional Materials Accounts(IMA) and textbook funds, a substantial portion of money spent on studentlearning has been generated by Title I. In the 2005-2006 school year, ageneral shortfall in approved applications for these monies occurredVerdugo Hills High School WASC Self-Study Page 60

Verdugo Hills High School WASC/CDE Self-Study Reportthroughout the District, resulting in substantial reductions in Title I fundingthat has continued to decrease due to declining enrollment. This results inreductions in spending for the present school year. Improved efforts ingenerating approved Title I applications will restore as much funding aspossible.In addition to the above mentioned funds, the Booster Club and studentfundraising help to augment school budgets for extracurricular programssuch as band and drama. Verdugo is a scenic campus and conveniently closeto entertainment industry centers. Therefore, some money for the studentbody is generated through leasing the school to production companies forfilming of movies, television programs and advertisements, music videos,and other related activities. In the past these funds have paid for ourstadium lights, and they continue to supplement student body andathletic/extra-curricular budgets.EVIDENCE• Master schedule• Special Ed student schedules/LRE• Learning Center (room 212)• Reporters from Williams Team• Textbook orders• Inventories• On-line grading• Budget documentation• Title I Records• Booster Club Accounts• Student Body Funds• Maintenance and Construction Records• New floors, pipes, sprinklers, a/c, restrooms, paint, fencing, Internetaccess points• Computers, LCD projectors, DVD equipment, document readers• Handicapped accessibilityVerdugo Hills High School WASC Self-Study Page 61

Verdugo Hills High School WASC/CDE Self-Study ReportSTRENGTHS• Money carefully and judiciously allocated to improve achievement• Students have available instructional resources from textbooks totechnology• Well-maintained facilityGROWTH AREAS• Provide greater site-level autonomy in book ordering/selection• Seek grants and additional funding to maintain technology• Attempting to add more vocational educational opportunities throughadditional classes; or continued and improved collaboration with NorthValley Occupational Center• Addition of more technology, tech repair of equipment, and technologyclasses for all stakeholders• Continued efforts to advocate for a regulation-sized, safe gym withequal access for males and females.ConclusionVerdugo Hills High School is committed to ongoing school improvement. Asa school community, VHHS has focused its professional development andschool resources on identified student needs. The school continues to usestudent performance data to direct campus-wide efforts to improve studentlearning.STRENGTHS• VHHS stakeholders share a common vision and dedication to successfor all students• VHHS provides a safe and clean learning environmentGrowth Areas• Build on existing positive relationships with community stakeholdersand strengthen communication and collaboration.Verdugo Hills High School WASC Self-Study Page 62

Verdugo Hills High School WASC/CDE Self-Study ReportB. Standards-based Student Learning: CurriculumThe WASC Curriculum Focus Group met regularly during designatedProfessional Development time to discuss areas of success and challengesregarding Verdugo Hills High School’s curriculum programs and processesand how they are used to support student success. Our team consisted of 21certificated and classified staff members.Question 4 - WASC -The Task: Curriculum AnalysisHome/Focus Group Work: What currently exists and how effective is it?B1 – Curriculum - To what extent do all students participate in a rigorous,relevant, and coherent standards-based curriculum that supports theachievement of the academic standards and the expected school widelearning results? Through standards-based learning (i.e., what is taught andhow it is taught), the expected school wide learning results areaccomplished.Current Educational Research and ThinkingVHHS encourages all staff to stay current with educational research, asdisseminated in Professional Development meetings, Small LearningCommunity meetings, department meetings, and on a personal basis, toinform curriculum development intended to achieve meaningful instructionalprograms for students.The VHHS principal stays abreast of current research based literaturethrough his association with the University of Southern California’s RossierSchool of Education (educational leadership, current teachingmethodologies, achievement gap), The Education Trust (achievement gap),the Association for California School Administrators (educational leadership,school improvement, supervision), the National Association for SecondarySchool Principals (educational leadership, school improvement), theAssociation for Supervision and Curriculum Development (educationalleadership, teaching methodologies), the Music Center of Los Angeles County(arts education), as well as professional journals such as Education Week.The principal uses current research to guide decisions regarding schoolVerdugo Hills High School WASC Self-Study Page 63

Verdugo Hills High School WASC/CDE Self-Study Reportimprovement, improving achievement levels of all students in all contentareas, supporting and understanding various teaching pedagogies,development of arts programs, development of extracurricular and cocurricularactivities such as athletics and student government, anddevelopment of school climate and culture. Specifically, some changes to theschool program in 2011-12 and 2012-13 were guided by research outlinedby these organizations (change in academic culture, implementation of testprep,etc.). In addition, the principal has organized a professional lendinglibrary available to all staff in the principal’s conference room.The principal has initiated an Instructional Cabinet that includesadministrators, teachers, program coordinators, and department heads. Thepurpose of the cabinet is to evaluate instruction and create an opportunityfor open dialogue about instruction. The cabinet is a place to discuss ideasand collaborate. Ideas and policies generated in the cabinet are presented tothe Governance Council (comprised of teaching staff, administrators, clericalstaff, parents, and community members). For example, the cabinetproposed (and the Governance Council approved) the newly implementedCASHEE and CST preparatory classes. The cabinet meets once a month andmeetings are open to everyone.Educational Center North has organized mandatory Algebra walks in whichthe District Instructional Directors and the District Superintendent visitAlgebra classrooms. Data generated from these visits is shared with themathematics department and is utilized to implement curriculum changesand instruction.Last year, per District mandate, the faculty and administration of VHHSworked in conjunction with two high schools to participate in Triad Walkswhere teachers and administrators from the schools tour each other’scampuses. The Triad teams monitor a variety of classrooms and observeteachers in all core subjects; additionally, the Triad teams visit the library,the book room, and a selection of Special Education classrooms. The Triadteams discuss their findings in an open forum; teaching strategies and bestpractices are discussed in a mutually beneficial and ongoing relationshipbetween the three schools. Information from these discussions is thenpassed along to teachers via Professional Development, SLC meetings, anddepartment meetings.Verdugo Hills High School WASC Self-Study Page 64

Verdugo Hills High School WASC/CDE Self-Study ReportStudents with disabilities are enrolled in general education classrooms withdesignated instruction and resource specialist support. The special dayand/or alternate curriculum teachers utilize strategies to ensure the effectivedelivery of a rigorous, standards-based curriculum using accommodationsand modifications as outlined in each student’s IEP. Core instruction isguided by monitoring during the regular instructional period. Additionally,opportunities are provided for remediation related to the core instructionincluding, but not limited to, immediate and corrective feedback , prompting,increased guided instruction, re-teaching, and referrals to the resource lab.Verdugo has an ongoing relationship with California State University,Northridge (CSUN). Verdugo collaborates with CSUN to host residentteachers to work alongside a seasoned, tenured Verdugo teacher throughthe ACT-R program for an entire year. During that time there is a constantexchange of best practices based upon current research. As a result,Verdugo has hired two resident teachers into the Special EducationDepartment upon their completion of the ACT-R program.One of VHHS’ Media Arts teachers has integrated ideas from the Ted Talksseries as part of a warm-up exercise. Additionally the teacher, inspired byone of the Ted Talks on street art, has created a curriculum in whichstudents design and apply wheat paste photographs for an outdoor artinstallation.Many VHHS teachers subscribe to a variety of popular education journals,including California Educator, the California Teachers Association’s magazine,and American Educator and NEA Today, which offer research, opinion, andideas about improving instruction. Other sources teachers utilize to staycurrent with educational research include: eSchool news which gives ideasabout how to use technology and websites to improve instructionaltechniques; The Teacher Planet newsletter gives web sites that containlesson plans for specific theme lessons; VHHS’ Nationally Board Certifiedteachers stay current with educational research attending e-conferences andreceiving the National Board’s online newsletter. Teachers are encouraged toshare information in department meetings as well as in the meetings of theirSmall Learning Communities (SLCs). The VHHS Technical Administratorregularly disseminates relevant pedagogical information to the entire staffVerdugo Hills High School WASC Self-Study Page 65

Verdugo Hills High School WASC/CDE Self-Study Reportvia email and on the school’s website when appropriate. Information is alsoshared via the LAUSD email system. All VHHS information that needs to bedisseminated school wide goes through the technology coordinator. Forexample, our technology coordinator sent out the information about theDonorschoose.org program and several VHHS teachers were able to raiseenough money to fund eight projects.The teacher librarian at VHHS holds a permanent credential in English/Language Arts and a preliminary credential in library and media studies. Sheis a member of the American Library Association and the California LibraryAssociation. Guided by District/state guidelines and professional reviews, thelibrarian consults with teachers to purchase materials that supportcurriculum in all subjects and, by extension, local, state, and nationalstandards. She has created websites for students and teachers to supportreading and writing across the curriculum. These weblogs act as onlinetutorials that may be taught by the librarian directly to classes, used byteachers to support their writing curriculum, or used by students as selfdirectedguides. They offer support for students to acquire informationliteracy and to meet common core writing standards in all subjects. Thelibrarian also has created a page for teachers to access resources forimplementing the common core, ELL, and SEL strategies. The librarianregularly collaborates with teachers to instruct students in how to use thelibrary resources, including how to find and check out books in the library,how to access and evaluate online resources using databases and searchengines, and how to format papers using MLA guidelines. She also helpslocate books for classes that use the Reading Counts program and to assiststudents in finding books within their Lexile range. The library and mediacenter also has twenty-one Internet ready computers for students to typeessays, conduct research online, make PowerPoint presentations, andcorrespond with teachers to verify homework or assignments (students haveaccess to free LAUSD email). In addition to the regular collection of booksand online resources, the library has textbooks for in-library reference.Most teachers of AP courses at VHHS, as well as teachers who teach coursesfeeding into the AP program, attend a variety of professional developmentopportunities on their own time. These include AP workshops on theweekends and week-long AP Summer Institutes presented by the CollegeBoard. In addition, teachers of the AP Science and Computer ProgrammingVerdugo Hills High School WASC Self-Study Page 66

Verdugo Hills High School WASC/CDE Self-Study Reportcourses often attend monthly meetings at UCLA as part of the same APReadiness Program that their students participated in. In this way, teachersstay current with course requirements by the College Board and haveopportunities to collaborate with other educators in their field, exchange bestpractices, and explore new or different teaching pedagogies.The math department participated in a series of District-mandatedprofessional development programs and a variety of workshops andseminars; as a result, the department initiated many instructional strategiesincluding grouping students by mixed levels of performance, cooperativelearning groups, and a variety of interventions. Participating in theseprofessional development activities has helped teachers create appropriatecommon assessments and pacing plans that are aligned with the Californiastandards and format.This year Verdugo will offer ALEKS Math, a software program that is used tosupplement Algebra I, Geometry and Algebra II. Assessment and LEarningin Knowledge Spaces is a Web-based, artificially intelligent assessment andlearning system. ALEKS uses adaptive questioning to quickly and accuratelydetermine exactly what a student knows and doesn't know in a course.ALEKS then instructs the student on the topics she is most ready to learn. Asa student works through a course, ALEKS periodically reassesses the studentto ensure that topics learned are also retained. ALEKS courses are verycomplete in their topic coverage and ALEKS avoids multiple-choicequestions. Special Education classes will be using ALEKS math in addition tothe ALEKS math lab this year.EVIDENCE• NBCT teachers – meetings/ e-bulletins• American Teacher• California Educator• TED Talks• ALEKS Math• College Board• NES• Teaching Tolerance• George Lucas EducationVerdugo Hills High School WASC Self-Study Page 67

Verdugo Hills High School WASC/CDE Self-Study Report• AP Conventions• Local District 2 Mandated Algebra Walks• Triad Walks1. Academic Standards for Each Area – To what extent are there definedacademic standards for each subject area, course, and/or program?VHHS is dedicated to a standards-based, comprehensive, challengingacademic curriculum that supports ESLRs and that encourages everystudent’s highest level of achievement. The school curriculum is aligned withthe LAUSD, state, and national standards needed in order for all students toacquire and apply subject area knowledge, concepts, and skills. Curriculumand instruction are aligned to the state standards in English/Language Arts,mathematics, social science, science, and visual and performing arts. LAUSDLearning standards models also include health, physical education, andcareer preparation/technical arts.Teachers and students at VHHS have an understanding of the CaliforniaState Standards Tests and the connection between curriculum and theirachievement on these tests. Stakeholders work to encourage students toachieve to the best of their ability on these tests. All teachers have access toachievement results on these examinations through the MyData system onthe district website. This data is utilized to work with students on theirparticular area of challenge and to guide curriculum to support these areasin the classroom. Teachers are able to support students who are Basic,Below Basic, or Far Below Basic to progress in skill level; counselors can alsouse MyData to ensure that students are enrolled in courses that they canpotentially succeed in.VHHS encourages all students who desire a greater degree of academicchallenge and growth to take Honors English, math, social studies, andscience courses that offer differentiated academically enriched learningopportunities aligned to the state standards. Currently, there are 12 Honorsclasses with approximately 300 students enrolled.Students who wish to participate in college-level classes are also encouragedto take Advanced Placement (AP) courses. AP examinations are givennationally for a period of two weeks near the end of the school year.Verdugo Hills High School WASC Self-Study Page 68

Verdugo Hills High School WASC/CDE Self-Study ReportStudents who receive a passing score may qualify for college creditdepending on the institution. AP courses are aligned to the curriculumstandards established by the College AP Board. VHHS currently offers 18 APcourses: AP Calculus AB (which had a 100% pass rate last year), APStatistics, AP English Literature, AP English Language, AP Biology, APChemistry, AP Physics, AP World History, AP European History, AP USHistory, AP Government, AP Computer Science, AP Spanish Language, APSpanish Literature, AP Studio Art Drawing, AP Studio Art 2D, AP Studio Art3D and AP Music Theory.English Language ArtsAt VHHS all students participate in a sequential, four-year, standards-basedEnglish Language Arts curriculum. Each student is expected to achievebenchmark levels of performance for every course. All students have accessto opportunities for enrichment and acceleration. Honors courses are open toall students who have the desire to undertake more challenging coursework.As mentioned, AP courses can follow.In order to achieve articulation and cohesion between grades, and to supportthe writing strand of the ELA standards, the VHHS English Department hascreated a common essay rubric and utilizes the Jane Schaeffer WritingProgram. In addition, the English Department has compiled a VHHS EnglishLanguage Arts Handbook which is available online. The handbook containsliterary terms, a business letter format, and explains a variety of study skills.English teachers utilize a common essay prompt; this initial prompt isoffered as the primary vehicle by which the Jane Schaeffer method is taught.The concrete details for the essay are generated by a project that all ninthgraders complete; the project requires students to engage in self-reflection,to share information with their classmates in the form of a speech, andfinally to use this information to write an essay.9 th Grade CurriculumThe VHHS English Department has created thematic pacing plan for its ninthgraders that include the following thematic units: Self-Identity: Choices andConsequences, Family and Interpersonal Relationships: Ethics and Values,Verdugo Hills High School WASC Self-Study Page 69

Verdugo Hills High School WASC/CDE Self-Study ReportCommunity: Isolation (Apathy) and Activism, Global: Cooperation,Competition, and Conflict. Formative and summative assessments includedepartment created common assessments, common essay prompts,common projects, and text-based study guides. These curricular mapsaccommodate students should they need to make schedule changes. Thiscollaborative curricular approach also ensures that students and teachersspeak a common language when approaching texts and assessments.English Language Arts periodic assessments take place three times percourse in English 9 as required by LAUSD. These assessments were createdby the department and reflect the state standards monitored in the district’speriodic assessments. The English Department is currently developing astrategy to collect and analyze the data generated from these assessmentsto guide instruction.10 th Grade CurriculumThe 10th grade curriculum is divided into genres: nonfiction, drama, fiction,and poetry. Teachers have a selection of core texts to choose from and foreach genre there are common assessments which include: literary analysisessays, structured class discussion, multiple choice tests for readingcomprehension and skills testing, mock trials, persuasive essays, expositoryessays, and text-based group projects. 10th grade students also continue toimprove their writing skills using the Jane Schaeffer writing program. Intenth grade students are asked to refine their analytical skills by addingmore commentary to their essays. In preparation for the CAHSEE test, 10thgrade students are asked to write a variety of essays for assessment; theCAHSEE essays prompts require students to be proficient in writing literaryessays, expository essays, persuasive essay, personal narratives, andbusiness letters. English Language Arts periodic assessments take placethree times per course in English 10 as required by LAUSD. Theseassessments were created by the Department and reflect the statestandards monitored in the district’s periodic assessments. The EnglishDepartment is currently developing a strategy to collect and analyze thedata generated from these assessments to guide instruction.11 th Grade CurriculumFor the 11th grade, teachers utilize two strategies. Some teachers organizeVerdugo Hills High School WASC Self-Study Page 70

Verdugo Hills High School WASC/CDE Self-Study Reporttheir course thematically; others offer a survey course of Americanliterature. The survey course aligns with the American History course andstudents can make the connections between historical events and literarygenres and the ways in which one influences the other. 11th grade studentscontinue to evolve their writing skills by doing more in-class timed writing.11th grade students are also given the opportunity to take the CaliforniaState University English Placement Test (EPT). 11th graders were given thechance to write this essay during the CAHSEE preparation time. Manyteachers include SAT preparation in the coursework including vocabularydevelopment, advanced grammar skills, and timed writing.Honors 10 and American Literature and Contemporary Composition Honorsare available for students who wish to engage in more rigorous course work.Curricula for both of these courses are aligned with the state standards.Students in Honors Courses supplement the regular course work by readingnovels from the AP English Literature book list, doing novel evaluations thatprepare them for the AP open question, SAT vocabulary and grammar, andwriting dialectical journals.AP TestsIn 12th grade, students have the opportunity take Advanced PlacementEnglish Language and Literature. The English Department offers three APsections as preparation for the rigors of college and as an opportunity forstudents to earn college credit by passing the AP Examinations in the spring.The curriculum for these courses is aligned with the AP College Boardstandards and the College Board approved syllabi. AP courses utilize avariety of instructional strategies including: Socratic Seminars, closereading, timed essays, small group discussion, and test preparationexercises.AP Pass Rate and EnrollmentIn addition to opportunities for enrichment and academic growth in Honorsand AP English Language Arts classes, students can participate in electivechoices or clubs such as Drama/Play Production, Improvisational Theater,Verdugo Hills High School WASC Self-Study Page 71

Verdugo Hills High School WASC/CDE Self-Study ReportCreative Writing, Book Chat Club, Broadcast Journalism (IOV), andJournalism (La Yuca).The English department also offers re-learning, re-teaching, and otherresources for students who need assistance in achieving standardssuccessfully. These include Saturday CAHSEE preparation classes, afterschooltutoring options, use of profiles to monitor and ensure progress ofELD and ESL students, Learning Lab tutoring, and Period 4 tutoring. VHHSoffers 9th and 10th grade students who struggle with English skills theopportunity to take a Strategic Literature course followed by the requisite9th and 10th grade curriculum.Opportunities for credit recovery in summer school have been severelylimited by district budgetary concerns; for example, due to budget cutsVHHS did not have summer school during the summer of 2012. There weretwo local schools that offered summer school, and several VHHS studentswere enrolled. Counselors also referred students to adult school for creditrecovery although budget constraints may preclude this option in the future.English LearnersVHHS requires incoming non-native English speaking students to take theCalifornia English Language Development Test (CELDT), which assesses theirEnglish language listening, speaking, reading, and writing skills. The CELDTalso helps determine course placement, progress, and reclassification ofEnglish Language Learners (ELL). ELL students take the CELDT every yearuntil they are reclassified as proficient in English. Student portfoliosdemonstrate the skills acquired throughout English as a Second LanguageLevels 1, 2, 3, and 4, the rigors of the programs, and the students’readiness to transition into Sheltered English classes. All ELL students haveaccess to SLC choice, electives, and coursework required for high schoolgraduation and college admission.VHHS has a coordinator for ELL students. In addition to Title 1 support,some of the EL students receive notification from the district that othertutoring is available outside the school through Bilingual Funding.Approximately eighty students qualify for this outside tutoring and areinformed by the district about what is offered. In addition to the district’sVerdugo Hills High School WASC Self-Study Page 72

Verdugo Hills High School WASC/CDE Self-Study Reporttutoring program, several teachers at VHHS volunteer their time to workwith the at-risk reclassified ELL students.As of 2012 total number of ELL students at VHHS is 166. The total numberof RFEP students who qualified for reclassification this year is 30. Thesestudents were moved to fluency based on the following criteria: CST-ELAscore of Basic or above, CELDT score of 4 or 5, and a grade point average ofC or above. There are currently 13 enrolled in ESL 1 and 2, and 4 studentsin ESL 3 and 4. 9 EL students are in the Magnet school. 77 students arelabeled as being in “Preparation for Reclassification”. These students are nottaking ESL or ELD classes but do not yet qualify to be “reclassified” as FluentEnglish Speakers. Student portfolios are kept in the ESL office after studentscomplete ESL 4.Mathematics DepartmentAll general education students and the majority of special needs studentsparticipate in a sequential, four-year, standards-based mathematicscurriculum at all levels. Each student is expected to achieve benchmarklevels of performance for every course. All students have access toopportunities for enrichment and acceleration. Honors courses are open toall students who have the desire to undertake more challenging coursework.The department offers all students rigorous, sequential, standards-basedmathematical instruction that meets state standards and expected schoolwide learning results, which demonstrates effective math computation,problem solving, and application skills.Students must complete the minimum math required for graduation ofAlgebra 1 and Geometry or two years of higher math if they havesuccessfully completed Algebra 1 and Geometry in middle school. Thedistrict has also mandated that the graduating class of 2016 must completeAlgebra 2 as a graduation requirement. Students must demonstrateproficiency at each level through meeting performance benchmarks beforeadvancing to the next level. Math instructors and counselors encourage allstudents to complete at least three years of math courses through Algebra 2and to pursue challenging Honors and advanced math such as Math Analysis,AP Statistics, and/or AP Calculus courses in order to meet the UC/CSUadmission requirements and recommendations.Verdugo Hills High School WASC Self-Study Page 73

Verdugo Hills High School WASC/CDE Self-Study ReportIn a school-wide effort to strengthen math achievement outcomes, multipleopportunities are provided in math instruction for students to master Algebra1. Students who are not successful in Algebra 1A in Terms A or C relearnthese skills in a Math Tutorial Lab class in Terms B or D before continuingwith Algebra 1B. The Math Department has created a system for datacollection and monitoring of student progress. The Department utilizes datato place students in appropriate courses and offer them support if necessary.Data also drives the variety of courses the department offers and thequantity of sections offered.The District has determined that students who have passed Algebra 1 inmiddle school and who have passed a district-produced end of termproficiency test are eligible for Algebra 1 credit. There was a delay in gettingthese results to VHHS and this delay impacted student programming in thefall of 2011. There appears to be a disconnect between middle school andhigh school algebra. The experience of high school algebra teachers is thatstudents who have passed the district-created proficiency test are notmastering the skills at the high school level. This impacted the mathdepartment in terms of course offerings and they had to readjust the matrixmidway through term A of 2011.The Math Department and faculty have also aligned their course objectivesvia common assessments for Algebra 1 in the form of chapter tests. Inaddition, all Algebra 1 instructional objectives are aligned to state standardsand periodic assessments.The Math Department regularly meets by course-alike PLC groups to reviewand modify common assessments, student results, and instructionalpractice. The Department is currently realigning the math sequence ofcourses to better meet student needs.World LanguagesAll general education students and the majority of special needs studentsparticipate in a sequential, standards-based curriculum. Each student isexpected to achieve benchmark levels of performance for every course. Allstudents have access to opportunities for enrichment and acceleration.Verdugo Hills High School WASC Self-Study Page 74

Verdugo Hills High School WASC/CDE Self-Study ReportHonors courses are open to all students who have the desire to undertakemore challenging coursework. The VHHS Foreign Language curricula meetthe UC/CSU “E” requirement of two years of the same foreign language forcollege admission.Students enrolled in the Foreign Language courses participate in a sequentialstandards-based curriculum at all levels, based on the “5 Cs”:Communication, Cultures, Connections, Comparisons, and Communities inthe target languages of Spanish, Spanish for Spanish Speakers, and French.Students have access to advanced levels of Foreign Language and toSpanish Language.VHHS currently offers the following Foreign Language courses: Spanish 1, 2,3; AP Spanish Language; AP Spanish Literature; Italian 1, 2, 3, and 4 andFrench 1, 2, 3, and 4. Teachers do preliminary assessments for the Spanishfor Spanish Speakers course to verify that students are enrolling in a coursethey have the skills to master.Teachers in the department work together to develop curriculum based onstudents’ needs and academic expectations. Teachers issue nationalstandards brochures to their students and also indentify on the daily agendawhich standards are being taught. Curricula include tasks or activities thatprepare students for real-life experiences and access to post-secondarycollege and career options.The department has created a curriculum with a pacing plan and commonassessments with benchmarks for levels 1 and 2 in all languages taught. Thedepartment is currently working to develop a pacing plan and commonassessments for the level 3 curriculums. The teachers in the departmentshare common projects and term finals as well. For the past eight yearsVerdugo Hills High School has participated in the “Adelante Mujer” Congressheld in the Los Angeles area.The Spanish Club has been on campus for over ten years. The students andsponsors have raised funds so students can take part in a variety of culturalexperiences including museum, Hispanic restaurants, Spanish speaking orthemed plays and films. On many occasions they have collected funds togive to the needy and/or victims of natural disasters.Verdugo Hills High School WASC Self-Study Page 75

Verdugo Hills High School WASC/CDE Self-Study ReportScience DepartmentAll general education students and the majority of special needs studentsparticipate in a sequential, standards-based curriculum offered by the VHHSScience Department. Each student is expected to achieve benchmark levelsof performance for every course. All students have access to opportunitiesfor enrichment and acceleration. Honors courses are open to all studentswho have the desire to undertake more challenging coursework.The VHHS Science department ensures that all students have equal accessto standards-based science curriculum which meets the LAUSD lab sciencerequirement of one biological science and one physical science and theUC/CSU “D” Lab Science admission requirements and advanced sciencerecommendations. All levels of science emphasize reading, data gathering,data analysis, critical thinking, problem solving, and research skills. With theuse of technology and laboratory experiments, students learn and applymeaningful, standards-based science concepts to classroom discussion, labs,and projects.At VHHS the science department has developed a Science CurricularPathway for sequential course enrollment: Standard and Accelerated. In theStandard pathway prior to fall 2012 Intercoordinated Science 1 (ICS1) wasan exclusively ninth grade, non-repeatable course. It fulfilled the Californiaand LAUSD graduation requirements for physical science, but does not meetUC/CSU laboratory science requirement and is in the process of beingphased out for A-G required courses. Instead, as of 2012-2013 moststudents are taking Biology as ninth graders. Students in the AcceleratedPathway will take Honors Biology in the fall and Honors Chemistry in thespring of their ninth grade year in preparation for future AP science courses.Students in the accelerated pathways are expected to enroll in one or moreof the following: AP Biology, AP Chemistry or AP Physics courses.Science teachers and counselors encourage students to undertake rigorousHonors and AP coursework for academic growth, pre-college preparation,and possible college credit for scoring a 3, 4, or 5 on the AP exams. APBiology and Chemistry students participate in the Saturday AP Readinessprogram at UCLA. Honors and AP teachers also participate in College BoardVerdugo Hills High School WASC Self-Study Page 76

Verdugo Hills High School WASC/CDE Self-Study Reportprofessional development.Students who need assistance with any science course can take advantageof after-school tutoring on Mondays and Thursdays from 1:36 to 2:36 PMduring the school year.Social Science DepartmentAll general education students and the majority of special needs studentsparticipate in a sequential, four-year, standards-based curriculum at alllevels. Each student is expected to achieve benchmark levels of performancefor every course. All students have access to opportunities for enrichmentand acceleration. Honors courses are open to all students who have thedesire to undertake more challenging coursework.All students have access to a social science curriculum that meets the LAUSDhigh school graduation requirements and the UC/CSU “A through G”requirements for admission. All students participate in sequential standardsbasedsocial studies curriculum at all levels. Teachers issue Californiacontent standards-aligned syllabi to their students and post standards intheir classrooms together with assignments that address those standards.Each student is expected to achieve a benchmark level of competency inevery course. All students have access to opportunities for enrichment andacceleration. AP Social Science courses including World History, EuropeanHistory, United States History, United States Government and Politics, andHonors Economics are available to students seeking college-levelcoursework.The Department offers assistance and other resources for students who donot achieve competency and successful completion of the curriculum bymeans of tutoring and, in the case of graduating seniors, credit recoveryclasses.All students have access to a variety of off-campus civic educationexperiences. Each year the department, working with the Close-UpFoundation, sponsors a curricular trip to Washington D.C. Curricular tripssuch as visits to the Supreme Court and the Federal Reserve Bank areavailable to all social science students. Teachers also invite guest speakersVerdugo Hills High School WASC Self-Study Page 77

Verdugo Hills High School WASC/CDE Self-Study Reportand use simulations, debates, and mock trials as classroom learningresources. These strategies encourage students to experience history,government, civics, and social responsibility first-hand.In addition, there are a variety of clubs, which further support the SocialScience Curriculum; for example, the Verdugo Hills Key Club, affiliated withthe Kiwanis International, fosters community service in the surroundingarea. Social Studies Department students and teachers are leaders andcoordinator of Key Club events and activities. The Verdugo Hills HumanRights Club is designed to help Verdugo students develop an understandingof world events and cultures and human rights issues in societies outside ofour own.In each of the last two years, in coordination with the Human Rights Club,Verdugo has hosted a presentation by the Invisible Children Foundation inorder to foster understanding of political events in Eastern Africa, includingthe plight of child soldiers in Uganda and Congo. These presentations havehelped connect Social Studies curriculum to world events.Over the past seven years the Social Studies Department has organized anannual fieldtrip to the Museum of Tolerance, developing connectionsbetween students and the curriculum on genocide and tolerance of otherpeoples and cultures. The museum presents a history of genocide, theHolocaust, and brings historical events up to date with connections tocontemporary examples of prejudice and intolerance.Physical Education DepartmentAll students have access to co-educational general physical education classesand/or classes that receive P.E. credit that fulfill the LAUSD two-yearrequirements for high school graduation. All courses meet the LAUSDStudent Learning Standards for Physical Education. Course offerings includegeneral Physical Education 1 and 2, Marching Band, and JROTC. Studentswith IEPs and special physical needs have access to Adaptive PE. TheAdaptive P.E. instructor is an itinerant teacher who is available to VHHS oneperiod a day; 15 special needs students are enrolled in his class. Theinstructor has the assistance of a number of paraprofessionals.Verdugo Hills High School WASC Self-Study Page 78

Verdugo Hills High School WASC/CDE Self-Study ReportThe major emphasis is improvement of the physical fitness level of eachstudent. In learning about fitness, students become familiar with newconcepts related to the physiology of exercise, as well as how changesimpact muscular strength, endurance, and the body in general. Studentsdevelop an individualized program to maintain aerobic, cardio-respiratorycapacity by assessing factors that assess resting heart rate, target heartrate, and recovery heart rate. Students analyze ways in which personalcharacteristics and activity preferences change through the life cycle.Students also prepare for the FitnessGram – the physical fitness test. TheFitnessGram test is offered once a year and over the summer for graduatingseniors. FitnessGraM was developed by The Cooper Institute in an effort toprovide physical educators with a tool that would facilitate communicatingfitness testing results to students and to parents. The assessment measuresthree components of health-related physical fitness that have been identifiedas important to overall health and function: aerobic capacity, bodycomposition and muscular strength, endurance, and flexibility.VHHS has a gym available to faculty and staff, which include weightmachines, free weights, and cardio machines.VHHS has an itinerant adaptive PE teacher who teaches classes of studentwith disabilities throughout the week and directs and implements specialprograms for students with disabilities including AA Track and UnifiedBasketball.ROPRegional Opportunity Program classes include Medical Terminology, physicaltraining, architecture and design classes. There are two ROP teachers atVerdugo.Computer ScienceVerdugo offers computer applications classes, Advanced PlacementComputer Science, and special programs such as robotics, and a class inhow to create android phone applications.Verdugo Hills High School WASC Self-Study Page 79

Verdugo Hills High School WASC/CDE Self-Study ReportMilitary ScienceMilitary Science and leadership courses are taught through the Army JROTCprogram at Verdugo. There are two instructors who are partially paid for bythe US Army. The JROTC Program is a highlight of Verdugo, often garneringmany district-wide awards and accolades. Verdugo students in the JROTCprogram are often winners of district competitions.Art DepartmentThe Art Department at VHHS is discussing a preliminary redesign of thecurriculum and sequence of courses. The proposal includes a unifiedintroductory class freshman year. The class will be co-taught. There will be atraditional art strand which includes Introduction to Art: DrawingFoundations or Introduction to Art: Design Foundation. There is also anopportunity for students to pursue the Digital Arts in an Introduction to Art:Photography Foundation and in Introduction to Art: Digital ImagingFoundation. Courses will be offered two periods, the same periods for allclasses. Students can take the course in any order. All students need Part Aand Part B.Sophomore year students will be asked to make a yearlong commitment (atleast three terms) to a 4th or 3rd period “studio”, multi-roster, “major”classes. These classes include: Cartoon Animation, Drawing, Design,Sculpture, Photography, Filmmaking, Digital Imaging, and Web Design.Junior year students will focus on AP Studio Art courses. These courses areavailable by audition or with instructions permissions. The courses include:Life Drawing, AP Studio: Drawing, Sculpture 2, AP Studio: 3D Design,Photography 2, AP Studio 2D Design, and Digital Imaging 2.Senior year will be dedicated to projects. This is a yearlong studio courseopen to art majors only. Included in the course will be a focus on collegeapplications.Students who complete the entire sequence will graduate with an additionalcertificate. The department is proposing a series of regular field tripsVerdugo Hills High School WASC Self-Study Page 80

Verdugo Hills High School WASC/CDE Self-Study Reportincluding: drawing/painting/photography on location like museums and toview a variety of landscapes. Students will be given the opportunity to jobshadow, go on college tours and visit art galleries. Students will also be ableto intern and apprentice at a variety of places like: Ryman Arts, CSSSA, andInner City Filmmakers.Music DepartmentThe Music Department offers courses in instrumental music including band,concert band, marching band, orchestra, jazz band, and beginninginstruments/band/strings. This year the department also offered AP MusicTheory and Jazz Choir. There are also clubs, including a Guitar Club and GleeClub. The Glee Club is active throughout the year performing on and offcampus.Small Learning CommunitiesEach of the four Small Learning Communities (SLCs) at VHHS has a leadteacher and a counselor. The SLCs meet regularly together during PD and asneeded throughout the school year.Humanitas SLC/ProgramThis SLC integrates the themes of law and justice into the curriculum whileensuring that the classes are rigorous and standards based. This SLCfocuses on challenging students to become global citizens who are skilledcollaborators and independent thinkers. Students learn to writeinterdisciplinary essays and some classes are linked and share a commongroup of students. Teachers in different disciplines work together to provideintegrated, project-based instruction.Health and Bio MedicalAll general education students and the majority of special needs studentsparticipate in a sequential, four-year, standards-based curriculum at alllevels. Each student is expected to achieve benchmark levels of performancefor every course. All students have access to opportunities for enrichmentVerdugo Hills High School WASC Self-Study Page 81

Verdugo Hills High School WASC/CDE Self-Study ReportThe Magnet School is a voluntary student integration program that requiresan LAUSD “Choices” application to a Magnet program of the student’schoosing. The District notifies students in the spring of their acceptancestatus.CapacityThe Multimedia Magnet School curriculum meets the LAUSD high schoolgraduation requirements and “A-G” requirements for UC/CSU admissions. Ina rigorous and relevant academic setting, Multimedia students learn creativeand technical skills in the digital arts that prepares them for both theworkplace and higher education in the areas of Web Design, Filmmaking,Photography, Digital Imagery, and Broadcast Journalism. Students create,produce, film, direct, and air the closed-circuit television show “Eye onVerdugo” that broadcasts school news, school events, and student films tothe classroom on a regular basis. The Magnet is a guest to the host schooland they have a reciprocal relationship. Magnet courses such as IOV, VOI/broadcast journalism, filmmaking, Animation, photography are taught bymagnet teachers but serve as passport classes, providing electiveopportunities for the host school. However, the digital imagery course andweb design are specifically magnet classes.The Magnet also offers a Radio and Internet technology course whichmanages a student-produced website called VOI – The Voice of Verdugo.This course provides students the opportunity for students to learn basicjournalistic, podcasting, and technological skills. Students research, gather,and analyze information to create audio productions for broadcast to avariety of audiences. Students also program the station’s music, plan andproduce a variety of special events on campus and off. Currently thestudents produce a talent showcase in the first terms and are holding astudent-community art installation in the spring. The course encouragesstudent to become savvy consumers of media in all forms and to worktogether in a project-based classroom. There is a Technical Advisor for thecourse who offers the students the opportunity to study with someone whois a professional in sound design and audio production. Students have accessto professionals in the recording and entertainment industries.Additionally the VHHS Magnet is a Perkins Grant recipient that funds a MediaVerdugo Hills High School WASC Self-Study Page 83

Verdugo Hills High School WASC/CDE Self-Study ReportArts and Entertainment Program with career pathways in Animation andFilmmaking and the Digital Arts.The Magnet school hosts a school website that has information on coursesand standards.Counseling OfficeVHHS currently offers independent study on a case-by-case situation. Newstudents who enroll past the fifth week are usually placed on IndependentStudy so that they have a chance at completing at least one class ratherthan fail three. Students can go to the VHHS library and do their courseworkthere and are allowed to participate in VHHS activities such as sports, clubsand dances.In order to support curriculum, the VHHS counseling department offers gradchecks and a four-year graduation plan. They place students in supportclasses such as those available in math tutoring. The counselors meet withseniors four times a year to ensure that students are on track to graduate;they meet with 9th-11th grade students twice a year. Counselors stay intouch with parents/guardians through regular letters and phone calls asneeded; for example, students who receive a D or a fail in a course willreceive a letter from their counselor.One VHHS counselor oversees a peer mentoring/tutoring program for At-Risk 9th graders. The program ensures that students have the academic andemotional support to achieve to the best of their ability.Counselors also recommend seniors for Exploratory Teaching in which VHHSstudents leave campus to work with elementary students at PlainviewElementary.The Counseling Department pays special attention to students who are atrisk of not meeting graduation requirements. Counselors are in regularcontact with students and their parents/guardians making them aware oftheir credit recovery options. Because of district budget constraints, optionssuch as summer school are no longer as viable for many students.Verdugo Hills High School WASC Self-Study Page 84

Verdugo Hills High School WASC/CDE Self-Study ReportSome years, Verdugo has been able to offer summer school on campus, butnot last year. However, students had the opportunity to attend anotherLAUSD school for summer school not far from Verdugo. Due to budgetconstraints the district has cut back summer school services. VHHS wasallotted 120 slots last summer. The district also offers online summer school.Community collegesThe College Counselor oversees administration of the PSAT test. In 2011 theDistrict paid for all VHHS 10th graders and 75 of the 11th graders to takethe test. VHHS paid for the remaining 11th graders to take the test. 9thgraders also took the test as a free practice examination. The CollegeCounselor organized follow-up assemblies to explain scores, discuss collegeparticipation information, SAT preparatory classes, and other relevantcollege information.Changes in district mandates have impacted course offerings a great deal.For example, Life Skills is no longer a graduation requirement for LAUSD.VHHS continues to offer some sections, but not all students take it. Studentscan elect to take a remedial class, math or English booster. The CounselingOffice plans to offer an Introduction to Computers course as an alternative toLife Skills. There might be Introduction to World History as a preparation forAP World.EVIDENCE• State Standards• District-produced curriculum guides• PSAT• Course syllabi• Magnet Brochure and website• IEP for Special Needs Students• Department meetings• Curricular maps• Course outlines• Textbooks• LAUSD graduation requirements• UC “A-G” requirements• Survey of post-secondary plansVerdugo Hills High School WASC Self-Study Page 85

Verdugo Hills High School WASC/CDE Self-Study Report• SCL brochures• State Standards Based Textbooks• Math Tutorial Schedule3. Congruence – To what extent is there congruence between the actualconcepts and skills taught, the academic standards and the expected schoolwide learning results?Verdugo Hills High School stakeholders report congruence with classesbetween concepts and skills taught, the standards, and the ESLRsaccomplished largely through their Small Learning Communities, Departmentpolicies, and in the individual teachers’ classrooms. VHHS teachers meetregularly in their SLCs; the Magnet teachers meet on a weekly basis todiscuss teaching strategies, best practices, and students. In all cases,teachers work to ensure congruency among curriculum, instruction, and thesubject standards.Verdugo Hills High School also has a designated Testing Coordinator who ishelping to lead teachers to positive, data driven outcomes, and to examinedata to inform instructions. Department heads, Lead Teachers, and theMagnet coordinator also work with their departments and SLCs to study dataand analyze results to best inform instruction. Teachers and staff worktogether to discuss student performance on the CAHSEE and CST; teachersanalyze their students’ scores and use sample test questions for guided andapplied practice. During staff development teachers analyze and interpretthe skills and knowledge assessed on the CAHSEE and CST tests. Theyutilize sample released test questions as well as the previous year’s testresults to guide instructional practice. Teachers in the English Departmentuse the vocabulary/word development questions, the literary analysisquestions, and the basic reading comprehension questions. There is alsoattention paid to writing development and English Convention standards.Teachers in the Math Department have also identified algebra, geometry,and trigonometry standards addressed on these tests. In addition, teachershave used this data and knowledge to create department-wide assessmentthat specifically target the essential knowledge and skills tested as doteachers in the Science and Social Science Departments. Teachers useimmediate feedback from these assessments to review the Standards andsupport students to achieve mastery of them.Verdugo Hills High School WASC Self-Study Page 86

Verdugo Hills High School WASC/CDE Self-Study ReportTo prepare students for department, school, and state assessments,teachers work together to design standards-based lessons connected to thedistrict curriculum. Instructional strategies and practices are speciallycreated to address standards and improve student achievement. Last yearas part of Professional Development, senior teachers gave best practices oninstructional strategies such as using graphic organizers and active readingstrategies. The head of the math department shared strategies formotivating underperforming students and a representative from the foreignlanguage department utilized kinesthetic learning to teach beginning French.Concepts and skills taught are congruent with the standards and the CSTsbecause textbooks and instructional materials are aligned to the standards.All teachers are involved in a school wide effort to improve studentperformance on standardized tests specific to CASHEE and CST. This newapproach demonstrates a buy-in and a shift of awareness in the schoolculture that test scores are relevant and the data produced can driveinstruction in a relevant, applicable way. A new test preparation and skillsreview course was added twice a week for thirty minutes creating anopportunity for students to review their skills in accordance with statestandards prior to taking the CAHSEE and the CST tests. This test schedulewas proposed in the Instructional Cabinet and brought to the GovernanceCouncil, where it was passed. The testing plan was discussed in bothdepartment and SLC meetings. A committee of administrators and teachersaccumulated and distributed the test preparation materials. These test prepsessions are thirty minutes per session, twice a week. For the first sixsessions the focus was on preparing the 10th graders for the CAHSEE. Thestudents were organized by grade level with the exception of the Magnetstudents who were grouped as an SLC. After the CAHSEE, using the samegroupings, the students will get three more CST prep sessionsTeachers are, for the most part, working in their subjects of expertise duringthese test prep sessions. However, Foreign Language teachers have Englishtest prep classes and science teachers are focusing on math. During thesetest prep sessions, seniors are being provided with financial aid information,career information, college information, and life skills information. Next year,teachers and staff will evaluate data to see if the preparation strategiesVerdugo Hills High School WASC Self-Study Page 87

Verdugo Hills High School WASC/CDE Self-Study Reportworked and to determine how better to move forward, given the data, forstudent success. In addition to the bi-weekly test prep sessions, VHHS hasorganized a fallback day in which teachers will work with the previous term’sclasses to review key terms and skills in all courses.To support student success on the CSTs, instructors in the math departmentincorporate CST released questions into the curriculum and formativeassessments. They initiated a “CST Bootcamp”. Twice a week for six weeksthere are school wide review sessions geared toward the CST and CAHSEE.Instructors also hold CST awareness sessions in which students areinterviewed and individually counseled. At VHHS, we set goals forimprovement on our CST performance. These goals and past history ofachievement are communicated to staff, faculty and students throughposters and banners posted in the classrooms and key locations around thecampus. For example, the math department meets weekly by class title andtogether in a monthly department meeting during which students’ progressand best practices are discussed.Science DepartmentThe Science Department utilizes data by examining the previous year CSTscores as reported in the district’s MyData. We look to see the performancebreakdown on state standard clusters as a guide to shaping the comingyear’s pacing and instruction for the science department.The science department designs assessments that are aligned with CaliforniaState Standards for each subject. Some of the science department membersuse CST released questions as warm-ups as a form of review of StateStandards. The science department has created assessments for each oftheir courses and is in the process of implementing them. In Physics, thereare five periodic assessments currently in use. Intercoordinated science hasfour periodic assessments which can be implemented if the course is taught.Chemistry and Biology have three periodic assessments each that werecompleted in spring 2012 and fall 2012 and are to be fully implemented byspring 2013. The science department has created these assessments usingtest bank programs that allow multiple versions to be created and used.Once these assessments are all in place, the department will use them tocollect data, so they will be able to plan for the coming years and also toVerdugo Hills High School WASC Self-Study Page 88

Verdugo Hills High School WASC/CDE Self-Study Reportmeet as a department and formulate how to re-teach concepts as needed.English DepartmentThe English Department has prepared periodic assessments for the 9th and10th grade classes that reflect the core curriculum and language artsstandards. The department uses released multiple-choice test questions toteach test-taking skills. The English Department utilizes the data from theseassessments to determine students’ mastery of the content area. Theassessments contain a multiple choice test as well as a written component.This essay is assessed by using a rubric. Department members evaluatestudent data to determine what areas students are struggling with and thenre-teach and clarify as needed.The Social Studies department continues to refine their curriculum to bemore aligned with the Social Studies CST and the California framework. Thedepartment now utilizes common assessments for World History and U.S.History. Department designed tests that are based on the Californiastandards, designed to prepare students for the CST, and given in all socialstudies classrooms on the same date are given four times in each course.With each common assessment, the Social Studies Department evaluatesstudent data to determine which questions are giving students the mostdifficulty and what subject matter the students are struggling with most. Inaddition, with each common assessment the students are given feedback asto how their individual scores would translate into CST categories:Advanced, Proficient, Basic, Below Basic, Far Below Basic.EVIDENCE• District Department Assessments• Teacher-generated Department Assessments• Test Scores• CAHSEE• CST• Common Planning Days• Staff Development• Master Calendar• Instructional Cabinet• CELDTVerdugo Hills High School WASC Self-Study Page 89

Verdugo Hills High School WASC/CDE Self-Study Report• CAPA• Teacher-generated Tests• PSAT• AP Test Results4. Student work – Engagement in Learning – How does the examination ofrepresentative samples of student work and snapshots of studentengagement in learning demonstrate the implementation of a standardsbasedcurriculum and the school wide student goals (ESLRs)?VHHS teachers use a variety of instructional strategies to meet the needs ofstudents and to accommodate individual learning styles and modalities.Classroom teachers, especially those working with EL or special educationstudents, employ nonlinguistic representation, graphic organizers, andmultiple methods of note-taking, multi-sensory lesson, jigsaws, and thinkpair-shareactivities where students can work both independently andcollaboratively. Teachers utilize realia to support student learning andintegrate elements of popular culture to address the Standards.To address all types of intelligences and give each student equal access tolearning, paper and electronic portfolios, media-based projects, PowerPointpresentations and Socratic Seminars are used across the disciplines.Teachers also account for varied learning styles and modalities by usingindividual, small group and whole class activities. Peer editing and problemsolving strategies are employed and assessed with standards-based rubricsthat are both teacher- and student-created. ELD students or those with IEPsand 504s are provided with modified lessons and additional time. Homeworkappears as both nightly practice and long-term skills-based assessments formastery of standards. Homework and in-class assignment assignmentsacross all subject matters focus on both formative reading and writing skills.5. Accessibility of All Students to Curriculum - What have you learned aboutthe accessibility of a rigorous, relevant and coherent curriculum to allstudents? What did you learn from examining the demographics andsituation of students throughout the class offerings? How do the instructionalpractices and other activities facilitate access and success for special needsstudents?Verdugo Hills High School WASC Self-Study Page 90

Verdugo Hills High School WASC/CDE Self-Study ReportThe staff and faculty of Verdugo Hills High School support a rigorous,relevant, inclusive, and standards aligned curriculum for all students. Alllearners are encouraged to master the knowledge, concepts, and skillsnecessary to become responsible, well prepared, productive, and successfulparticipants in today’s rapidly changing world. VHHS maintains highexpectations for literacy, critical thinking, mathematics, writing, andcommunications skills in all content areas evaluated by teacher observation,class participation, student work, norm-referenced assessments, rubrics, andother criteria-based assessments. All VHHS general education students areexpected to meet the A-G graduation requirements.English LearnersVHHS English Learners enroll in a comprehensive plan designed to assistthem in acquiring English. VHHS courses for ELs articulates the district’svision for student progression and subsequent redesignation from LimitedEnglish Proficient to Fluent English Proficient. VHHS English learners areexposed to a quality ELD program that implements SDAIE (SpecificallyDesigned Academic Instruction in English) strategies in academic setting.Depending on a variety of assessment measures, students are placed intoappropriate English Language Development (ELD) and/or content areaclasses with SDAIE methodology. The VHHS EL population is relatively small;one teacher is required for all levels of EL.TutoringSeveral tutoring programs are available to students who require additionalassistance. In general, all students have access to the tutorial programduring their fourth period. During this time students can seek out help fromtheir teachers or attend a tutoring session to get additional help, discussmake-up work, prepare for state testing, etc. The library is also open duringfourth period.Juniors and seniors who have not passed the math and/or English sections ofthe CAHSEE have the opportunity to reenroll in Essential Math Standards orEssential English strands for one period during the school day.Verdugo Hills High School WASC Self-Study Page 91

Verdugo Hills High School WASC/CDE Self-Study ReportIHSGP/ CounselingIn December 2006, LAUSD implemented the “Individualized High SchoolGraduation Plan” (IHSGP) for student, parent/guardian, and counselorreference and use regarding minimum UC/CSU “A-G” college admissionsrequirements and the four-year planning recommendations in order to meetthem. As of January 2007, counselors have presented the IHSGP to juniors,seniors, and their parents. Incoming new students receive this planningsheet as part of the enrollment proves. Students also receive a copy of LifeAfter High School, an LAUSD publication designed to provide informationabout high school, college, and career success. Guidance counselors meetregularly with all grade level students to review their academic progress,plan academic choices, set goals, and being a dialogue about college andcareer. Counselors also schedule student and parent appointments, specialmeetings, assemblies, and workshops.Counselors schedule students into classes for both fall and spring of eachacademic year, using both the planning sheet, completed by students, andinformation available from the School Information System database. At thebeginning of each new term, students can request a change of class bysubmitting a written request to their counselor, which is usually processed inthe first week of the term. Teachers can also submit an “Ineligible for Class”request to the counselor if the student has already passed the course ordoes not meet its prerequisites.Honors, AP, Advanced StudiesVHHS encourages access and equity for all students who wish to takeHonors, Advanced Placement, and/or accelerated coursework. All studentshave access to a comprehensive academic program that addresses statestandards in the content core curriculum and differentiated instruction thatprovides academic rigor and challenging learning opportunities in Honors,AP, and/or advanced studies. Students may self-select Honors and AP, berecommended by faculty, counselor, continue in enrollment in Honors andAP from previous schools, qualify as AP Potential based on PSAT/NMSQT, ormeet other guidelines recommended by the College Board AP Program.VHHS currently offers thirteen AP subjects as wells as Honors English9,10,11, Honors inter-coordinated Science 1AB, Honors biology, Chemistry,Verdugo Hills High School WASC Self-Study Page 92

Verdugo Hills High School WASC/CDE Self-Study ReportHonors Geometry, Honors World History, and Honors Economics. Thenumber of AP exams given has increased reflecting significant growth in APenrollment within the regular school and Magnet school. On the CopernicanBlock schedule, students are enrolled in each AP course for two terms(usually Terms A and B) and then two terms in a successive collegepreparatory elective support (usually C an D) that prepares them for the APexams.VHHS is designated a School for Advanced Studies by the state of California.Schools for Advanced Studies serve as demonstration sites for exemplaryuse of curriculum with instructional objectives that meet or exceed stateacademic content standards.Currently, 17% of the VHHS student population has been identifiedGifted/Talented, exceeding the LAUSD 6% required minimum by 11%. AllVHHS students have access to a comprehensive program that addressesstate standards in content core curricula and differentiated instructions forstudents indentified as Gifted/Talented in Honors, AP, and Advanced Studiesaccelerated coursework. Strategies for differentiated instruction provideacademic rigor and challenging learning opportunities for studentachievement.In order to support the Gifted and Talented students, VHHS has both acollege counselor and a GATE coordinator. Working with the teachers, thecounselor and coordinator ensure that these students have access tospecialized and supplemental texts and are given opportunities fordifferentiated learning.Special EducationThe first step to ensure that all our students with special needs access corecurriculum and have successful academic experiences is to follow our newlydeveloped special education protocols for enrollment and verify appropriateplacement in the Least Restrictive learning Environment (LRE). Uponenrollment, students’ records are checked thoroughly and all studentsaccommodate students with special needs, general education instructorsworks with special education instructors to make sure all students are placedin the least restrictive environment. Teachers meet once a year to discussVerdugo Hills High School WASC Self-Study Page 93

Verdugo Hills High School WASC/CDE Self-Study Reportyearly goals on student IEPs as well as accommodations for 504 plans.Teachers in these meetings discuss the best ways to individually helpstudents succeed in the classroom. Each case is different, but many studentswith special needs are accommodated with extra time on tests andassessments, lecture notes in advance to aid student learning andopportunities to re-learn difficult material.Because Verdugo follows the philosophy of putting students in the leastrestrictive environment, many students with special needs are mainstreamedinto general education classes with support from the resource specialist.Some students who may not function well or who need a more personalized,direct and intensive instruction model are put into the special day programand taught in smaller classes by certificated special education teachers.Many of the teachers in the special day program provide small group stationactivities run by the classroom teacher and paraprofessionals thatincorporate hands-on learning and provide students with direct, intensiveinstruction usually at a 3-to-1 student teacher ratio. These small groups helpstudents with attention problems or visual and spatial ordering problemsreceive the instruction they need as outlined in their IEPs.The Verdugo Learning Lab offers all students, including students with specialneeds, the opportunity for tutoring in the content areas. Students who enterthe labs are given the opportunity to use computers to work on assignmentsand more intensive, direct instruction is offered in line with research basedpractices. Often students need help learning material conceptually andaccess the curriculum best through the manipulatives provided in theLearning Lab.Special education teachers make heavy use of MyData, Welligent, andstudent cumulative files to help aid their understanding of students.Teachers look for trends and patterns within the data to see where they canbest support the general education teachers and how they can improvespecial education services. The interface on MyData allows special educatorsto create custom lists and disaggregate data amongst a large demographicof students very quickly. The data also helps special educators see whichVerdugo Hills High School WASC Self-Study Page 94

Verdugo Hills High School WASC/CDE Self-Study Reportstudents may benefit from being pushed up the second and third tiers ofresponse to intervention (RTI) and allows the school to see how effective themore direct, intensive instruction is for students who need that moreindividualized instruction.The limited GATE/SAS budget provided by the district is used for field tripsand/or supplemental material. GATE students are grouped together inHonors and AP classes. Supplemental material includes graphing calculators,workbooks. Spanish DVDs, or supplementary books for English.In order to meet each special education student's diverse learning needs inthe Least Restrictive Environment (LRE); VHHS has developed and maintainsdifferent combinations of services and settings. Beginning with the LRE,VHHS provide services in general education classes with DesignatedInstruction and Services (DIS). This program allows students with disabilitiesto benefit from their general education program; examples of DIS arespeech and language, adapted physical education, counseling, and physicaland occupational therapy.The next level of LRE is general education classes with resource specialistsupport. VHHS has developed an inclusive model for students in theResource Specialist Program (RSP) where students with disabilities areeducated within the general education classroom for the core curriculumeach day. Special Education services are provided as a “push-in” model, theresource specialist teacher (RST) uses a systematic approach composed ofinterrelated and multi-layered special education service componentsconsisting of co-planning, collaborative co-teaching and teaming, andintegrated Learning Centers. Students with disabilities receiving services inRSP are programmed into core content classes for the purpose of improvingstudent achievement using the Co-Planning and Co-Teaching TeamingInstructional Models.Following the RSP model of special education services, the next level of LREis general education and special day program (SDP). Based on the individualneeds of students with disabilities, students may be programmed into avariety of classes consisting of both (self-contained) special day and generaleducation classes. Special day program classes serve students whose needsare most appropriately met in a small class setting. The ultimate goal is forVerdugo Hills High School WASC Self-Study Page 95

Verdugo Hills High School WASC/CDE Self-Study Reportstudents to re-enter and/or transition into least restrictive environment astheir IEP goals are met.Special Day Program teachers provide services to students in both smallgroup and large group settings. SDP teachers collaborate in planning withgeneral education teachers on lessons to provide students in the SDP withaccess to the core curriculum within a mainstream setting for a portion ofthe week when it is deemed appropriate. Students are placed in SDP andgeneral education classes based on their individual needs and ability. TheIEP team analyzes data from multiple sources as a preparatory activity inorder to be ready to make an informed decision regarding a student’sindividual needs, prior to the IEP meeting.Students with moderate to severe disabilities, who do not show adequateacademic growth because of the severity of their disability, are provided withan alternative curriculum. The alternative curriculum addresses theinstructional areas of English language arts, mathematics, science, socialstudies and life skill. The alternative curriculum aligns to the Content Access:Curriculum Guide for Students with Moderate to Severe Disabilities whichaligns state standards to a set of functional skill areas .English LanguageLearner utilize the Oxford Picture Dictionary series.In order to insure students with disabilities, who are also English Learners(EL), have access to current English Language Development (ELD) coursesas their nondisabled peers VHHS’s special education department hasimplemented appropriate scheduling of students for ELD instruction.Teachers who teach the ELD courses utilize the High Point curriculum andtextbooks.All special education teachers have attended a professional development forEnglish language development instruction and specially designed academicinstruction in English (SDAIE) strategies. At the training teachers learnedabout current, evidence-based ELD strategies and techniques, and how toimplement the High Point curriculum. Special education teachers utilizing thealternate curriculum program also attended training on implementing theOxford Picture Dictionary program for their EL students.Verdugo Hills High School WASC Self-Study Page 96

Verdugo Hills High School WASC/CDE Self-Study ReportAll teachers educating students with disabilities provide accommodations andmodifications in the classroom designed to help students access grade levelcontent in accordance with the student’s IEP. Teachers are knowledgeableon how to use research-based differentiated instructional strategies whichinclude cooperative grouping to help students with disabilities achieveacademic success within the classroom. Teachers also utilize computerbasedinterventions, research projects, study skills programs, and socialskills learning.All students in Special Education have been assigned a guidance counselor.In addition, all students who are 14 years old have access to a Departmentof Transition Services Counselor to assist them in developing a plan forcontinuing education and finding an occupation once they finish high school.The placement and services for each Special Education student areevaluated by reviewing student progress. This involves accessing previousIEPs, meeting with parents, teachers and service providers.SDC students are eligible for extended school year. Special Educationstudents participate in the ROP program which is another educationalalternative to assist students in completing the necessary credits forgraduation. Verdugo High School offers a wide variety of programs to assiststudents in meeting all of the requirements for graduation. Students maychoose to extend their school day by adding a fourth period class. Thisallows students to participate in more electives, college-prep courses, and tomake up classes that they may need to graduate. Students can take coursesat the North Valley Occupational Center. After-school tutoring programs areavailable for students who need additional assistance with their coursework.Saturday school is available for students who need additional assistancepassing their classes and/or acquiring units. Schoolwide tutoring programs,CAHSEE prep courses, summer school, and Saturday school. The LearningCenter is a place for students with disabilities to come any time throughoutthe dayGeneral education teachers are given pertinent information regarding thosestudents with special education services enrolled in their classes. Theinformation includes present levels of performance, goals, eligibility &description of disability, accommodations/modifications, supports forVerdugo Hills High School WASC Self-Study Page 97

Verdugo Hills High School WASC/CDE Self-Study Reportparticipating in general education, transition plan, and behavior supportplan.All teachers in general education and special education have adoptedstandards-based curriculum and utilize standards based assessment to themaximum extent possible. Students with emotional disturbances, forinstance, are placed in their least restrictive environment and there is astandards-based alternate curriculum for students with moderate to severedisabilities. Additionally, itinerant teacher programs provide curriculumsupport for students with physical, speech, hearing or vision impairmentsthrough Direct Instructional Services (DIS). Special educators want to movestudents from the most to least-restrictive environment and to supportstudents in taking ownership of their learning. Examples of academicinterventions are 9th Grade remediation for at-risk students, 9th Grade peermentoring for students who have two or more fails, CST and CAHSEE prep/Saturday school/ auxiliary programs, 10th grade meetings w/ counselors,SLCs organization of one on one teacher-students meetings to go overcurrent grades and test scores, Math’s 10-week pre-CST 4th period prepclass, and Peer Mentoring program.6. Integration Among Disciplines - To what extent is there integration amongdisciplines?The use of the Jane Schaffer Writing System at VHHS helps to foster crosscurricularcollaboration. There is some basic curriculum alignment betweenthe US History course and English 11 in the Humanitas Law and Justice SLC.The Math Department is moving towards incorporating literary skills intotheir courses by utilized writing reflections, and note-taking skills inanticipation of common core. The new visual and performing arts magnetopening in 2013-14 will use integrated arts instruction in every class.EVIDENCE• SLCs• Magnet• Writing Program• Writing Handbook online• Cohort of ElectivesVerdugo Hills High School WASC Self-Study Page 98

Verdugo Hills High School WASC/CDE Self-Study Report• Humanitas• Use of Jane Schaffer Writing System7. Curricular Development, Evaluation, Revisions - Comment on thecurriculum review, evaluation, and review processes for your program area,including graduation requirements, credits, grading policies, and homeworkpolicy. Comment on the impact of these processes on providing achallenging, coherent, and relevant curriculum for all students.Graduates of VHHS consistently qualify for competitive college and universityadmission based upon their academic qualifications and achievements. InJune 2006 the VHHS College Counselor conducted an exit survey andinterviews of 342 out of 380 graduating seniors. Approximately 91%indicated that they had received admission to post-secondary institutions asfollows: 25% planned to attend four-year colleges or university, 55%community colleges, and 11% trade/technical institutions.The members of VHHS’ counseling staff (which includes the MagnetCoordinator) host college, career, and test-prep seminars. They meetregularly with students to provide guidance and to ensure that students aremeeting graduation requirements.Most students are knowledgeable about the California State Standards. Thestaff at VHHS believes that students who learn the content standards willexperience greater achievement on formative and summative assessments.Many teachers post the content standards for their core subject on theirbulletin boards and review these with students at the beginning of thesemester. Many teachers also post daily goals and objectives. Writing rubricsinform students about proficient and advanced work while samples of qualitywork are used to guide students’ mastery of the standards. Many teacherspost examples of exemplary work. In many of the English classes, studentswork collaboratively in peer editing teams (using rubrics) to help each otherachieve mastery of the standards. Most English teachers require students torevise and edit a series of drafts before the final draft is turned in. studentsare encouraged to understand and value all the elements of the writingprocess, revisiting their work to make improvements that will yield proficientand advanced work. In many classes students maintain journals and/orVerdugo Hills High School WASC Self-Study Page 99

Verdugo Hills High School WASC/CDE Self-Study Reportinteractive notebooks on which they can reflect on their learning process.Student progress is monitored in a variety of way; teachers post grades onthe school’s website to keep students and parents/guardians informed. Manyteachers regularly give students print outs of their grades and requirestudents to return with a parent or guardian’s signature.EVIDENCE• Senior Night• Counselor Student progress meetings• College Financial Aid Night• SAS approval• SAS annual report and budget• AP course matrix• Copernican Block schedules• Gifted coordinator8. Policies-Rigorous, Relevant, Coherent Curriculum - What have you learnedabout the curriculum and its rigor, relevancy and coherency afterexamination of policies regarding course completion, credits, gradingpolicies, homework, etc.?Within each department students have the opportunity to enroll instandards-based courses ranging from sheltered to advanced placement.VHHS has programs in place to help students whose needs are greater.EVIDENCE• Syllabi• Department Policies9. Articulation and Follow-up Studies - have examples of articulation withfeeder schools and local colleges and universities, including comments onthe regularity of their occurrence. What has been revealed through thefollow-up studies of graduates and others regarding the effectiveness of thecurricular program?Verdugo Hills High School WASC Self-Study Page 100

Verdugo Hills High School WASC/CDE Self-Study ReportStandards-based core curriculum is articulated across grade-levels,disciplines, and departments. Members of the English Departments workwith the department chairs as a vertical team to address the strengths andweakness of the students in each grade. The department utilizes anOVERALL PLAN to align reading, writing, and grammar curriculum with thestate standards as well as college requirements for freshmen Englishcourses.Many programs and activities are in place to help students transition intohigh school and then subsequently decide which courses are necessary toachieve graduation as well as their individual goals. For example, counselorsvisit middle schools to share information about high school. Parents andstudents are invited to Back-to-School night in the spring and in the fall togive them the opportunity to speak with teachers and to interact withmembers of the staff such as counselors, coaches, and club advisors.Various faculty members, parents, and community member attend the ELACmeetings on a monthly basis to support and to increase the success of theELD students.The VHHS Governing Council is comprised of faculty, parents, communitymembers, and students. Parents who are on the Governing Council regularlyupdate the website and are in contact with other parents/guardians toensure an open line of communication.As a preview of VHHS, leadership students (Student Government), athleticcoaches, campus club and organization sponsors, coordinators, interestedstaff, and administrators conduct a presentation for eighth graders at ourlargest feeder middle school in the spring before ninth-grade enrollment.Before VHHS counselors visit, all feeder middle schools receive programplanningpackets that include course offerings and other valuableinformation about the freshman year. After students have shared the packetwith their parents/guardians, VHHS counselors visit eight-grade classes todiscuss high school graduation requirements, their personal learning plan,CAHSEE, UC/CSU “A-G” college admission requirements, special campusprograms, the Copernican Block schedules, and extracurricular opportunities.Counselors collect a completed and signed “Ninth Grade Planning Sheet”from each eighth grader for use in planning a fall schedule of classes. MiddleVerdugo Hills High School WASC Self-Study Page 101

Verdugo Hills High School WASC/CDE Self-Study Reportschool teachers and counselors may also provide recommendations aboutclass placement. VHHS counselors consult summer school grades and eighthgrade final grades, if available, when preparing a ninth grade schedule ofclasses.Counselors and students revisit their four-year plans in order to ensure thatthe student is on track with their individual and graduation plans.Eighth graders take a math skills proficiency test and results are forwardedto VHHS in order for counselors to determine their appropriate course level.This testing takes places at major feeder schools. Otherwise VHHS offers asummer test for incoming 9th graders. Students who have not been testedprior, take a placement math test in the first week of the fall semester.EVIDENCE• Teacher and Administrator teams – 9th grade night• Math Testing at Feeder Schools• Magnet recruiting nights• Counselor trips to feeder schools• Feeder schools come to VHHS to tour the campusOther Findings – What have you learned from examining additional evidenceregarding this criterion?B.2. To what extend to all students have access to the school's entireprogram and assistance with a personal learning plan to prepare them forthe pursuit of their academic, personal and school-to-career goals?1.Variety of Programs – Full Range of Programs - What have you learnedregarding the extent to which all students have opportunities to makeappropriate choices and pursue a full range of realistic career andeducational options? How does the school provide for career exploration,preparation for postsecondary education and pre-technical training for allstudents.Graduates of Verdugo Hills High School consistently qualify for competitiveVerdugo Hills High School WASC Self-Study Page 102

Verdugo Hills High School WASC/CDE Self-Study Reportcollege and university admission based upon their academic qualificationsand achievements. In June 2011 the VHHS College Counselor conducted herannuals exit survey and interview of 340 out of 380 graduating seniors.Approximately 91% indicated that they had received admission to a postsecond institution as follows: 25% planned to attend four-year colleges oruniversities, 55% community colleges, and 11% trade/technical institutions.The Career Advisor/Work Experience Coordinator provides high schoolstudents with the necessary academic, career, workplace, and life skillsneeded to succeed beyond high school. The Career Advisor/Work ExperienceCoordinator can recommend earning elective credits if students are currentlyemployed and attend the Work Experience class twice a week from 7:00 to8:00 AM on Tuesdays and Thursdays.Resources for students include access to Regional Occupational Centerprograms that offer technical and/or skills-based career training during thetraditional school day, evenings, or on Saturdays. Through the WorkExperience Education program, students who have jobs can be rerolled insupplementary classroom instruction at VHHS and have the opportunity toearn elective credit.Students have the opportunity to enroll in technical/vocational programs atNorth Valley Occupational Center for part of their day with school bustransportation that leaves VHHS after period 2 and returns by 3:00 PM.Elective credits are earned based upon hours of attendance. OccupationalCenters also have afternoon, evening, and Saturday options for students.VHHS is a recipient of the Perkins Grant which funds a Media Art andEntertainment program with career pathways in Animation, Filmmaking, andRadio Broadcasting. Internships and service learning projects in the LosAngeles Arts and entertainment industry gives students a sense of pursuinga career in an art discipline or seeking employment as high skilledproduction artists, technicians, or performers.The Regional Occupational Programs (ROP) Woodworking MachineOperations class continues to provide students with the opportunity to obtaintechnical training for elective credit periods 1 through 4. Currently plans areunderway to add other ROP electives at the school site that provideVerdugo Hills High School WASC Self-Study Page 103

Verdugo Hills High School WASC/CDE Self-Study Reportadditional technical education skills.The LAUSD website provides links to “LAUSD College Connections”information on colleges and universities, preparation for college,“Scholarships Hunter”, EdRef Free College Search Directory, Scholarshiphelp.org, and other student resources. FAQs are available in English,Spanish, Armenian, Chinese, Korean, Russian, and Vietnamese. Other onlinelinks provide information on the current graduation requirements, careerdevelopment assistance, and the LAUSD Student/Parent Handbook.All students have access to elective computer science courses, which followLAUSD course guidelines, meet the Applied Technology high schoolgraduation requirement. The course sequence is Electronic Keyboarding (asa prerequisite to computers and media), Introduction to Computers, andNew Media. Communication Network Management is a course that teachesstudents how to service and repair technical problems of classroomcomputers. These courses are available to all students regardless of theirSLC of choice.At VHHS grade level assemblies for tenth, elevenths, and twelfth-gradestudents take place in the fall and/or spring to discuss progress towardgraduation, options for high school credit recovery, CAHSEE, service learningprojects, pre-college planning, activities, and events and school/Districtpolicies.The Multimedia Magnet, established in 2003, continues to lead the schooldata in terms of test scores on the CST and overall graduation rate. TheMagnet School curriculum incorporates multimedia technology in the contentareas of English, Science, Social Science and Visual Arts. The Magnet offersspecial electives such as Digital Imagine. Filmmaking, Cartoon Animation,Drawing, Radio Broadcasting, Music Technology, and Broadcast Journalism.EVIDENCE• Work experience• ACME• North ValleyVerdugo Hills High School WASC Self-Study Page 104

Verdugo Hills High School WASC/CDE Self-Study Report• CTE programsStudent-Parent-Staff Collaboration - to what extent do parents, students andstaff collaborate in the development and monitoring of a student's personallearning plan, based upon a student's learning style and career andeducational goals?The Parent/Center at VHHS provides the following services to parents:Parents’ Expectations Support Achievement (PESA), computer classes, thevolunteer program, and monthly Thursday “Coffee with the Principal”. TheParent Center staff attends training meetings twice a month at LAUSDDistrict 2 offices to communicate news and information to parents which isrelevant to their children’s progress.The Bilingual/English Language Learner Coordinator facilities a parentadvisory group known as the English Language Acquisition Committee(ELAC) for non-English speaking families that meets monthly to keepparents apprised of information relevant to ELL student progress. School-toHome communication in the home language, regularly scheduled meetings,parent education classes, and inclusive events take into account the culturaland linguistic characteristics of the student population from both the localattendance area and the extended communities participating in the LAUSDPermit with Transportation program, Magnet School, and School of Choice.The Special Education Coordinator and Special Education teachers assessstudents and help parents develop an Individualized Education Plan (IEP)with goals and present levels of student performance. Student progress,placement, and services are determined by a student's IEP and each year ateam of general educators, special educators, administrators decide, alongwith parents and the student, what the least restrictive environment is forstudents with special needs.The Magnet Coordinator/Counselor is in contact with parents/guardians asearly as eighth grade. The Coordinator/Counselor speaks withparents/guardians during recruiting visits to other campuses. Additionallythe Coordinator/Counselor organizes recruiting evenings on campus andorganizes individual tours of the campus to prospective students and theirresponsible parties. Throughout the school year the Coordinator/CounselorVerdugo Hills High School WASC Self-Study Page 105

Verdugo Hills High School WASC/CDE Self-Study Reportmaintains a close relationship with students and their families by makingindividual appointments, scheduling meetings, and sharing relevantinformation with teachers and staff about the student’s progress.EVIDENCE• VHHS website• Teacher info on website – email communication• Weekly memos from the principal• 9th grade meetings w/ students• college workshops• IGP conferences• 4 year college plan• Online grade books• My Data2. Monitoring/Changing Student Programs - What processes are utilized formonitoring and making appropriate changes in students' personal learningplans (e.g., classes and programs)? How effective are these?In December 2006, LAUSD implemented the “Individualized High SchoolGraduation Plan” (IHSGP) for student, parent/guardian, and counselorreference and use regarding minimum UC/CSU “A-G” college admissionsrequirements and the four-year planning recommend in order to meet them.As of January 2007, counselors have presented the IHSGP to juniors,seniors, and their parents. Incoming new students receive this planningsheet as part of the enrollment proves. Guidance counselors meet regularlywith all grade level students to review their academic progress, planacademic choices, set goals, and being a dialogue about college and career.Counselors also schedule student and parent appointments, specialmeetings, assemblies, and workshops.Counselors schedule students into classes for both fall and spring of eachacademic year, using both the planning sheet, completed by students, andinformation available from the School Information System database. At thebeginning of each new term, students can request a change of class bysubmitting a written request to their counselor, which is usually processed inthe first week of the terms. Teachers can also submit an “Ineligible forClass” request to the counselor if the student has already passed the courseVerdugo Hills High School WASC Self-Study Page 106

Verdugo Hills High School WASC/CDE Self-Study Reportor does not meet its necessary prerequisites.During all grade levels, counselors meet individually and by appointmentwith students and parents to review progress toward graduation, includingacademic and non-academic requirements. Counselors conduct specialevening parent/students meeting to discuss the LAUSD Individualized HighSchool Graduation Plan which needs to be signed by parent/guardian,student, and counselors. Every spring counselors meeting with grade-levelgroups to plan a fall schedule for the upcoming academic year and reviewprogress toward graduation and the UC/CSU “A-G” college admissionrequirements. Counselors also schedule individual appointments asnecessary. They review midterm and final grades for each term and updatetheir Senior Checklist. Counselors also consult student assessment dateoutcomes in terms of academic progress, choices, planning, resources for relearning,intervention opportunities, enrichment, and advanced studies, offcampusoptions, and/or special program participationAll students in Special Education have an Individualized Education Plan (IEP)to fulfill state and federal compliance guidelines. RSP Tracker is utilized tokeep track of and monitor the duration and frequency of services offered inthe IEP. All students in Special Education have a certificated guidancecounselor. In addition, all students who are 14 years or older have access toa Department of Transition Services (DOTS) Teacher who assist them indeveloping a plan for continuing education and finding a career path oncethey complete high school. DOTS teachers also assist students in findingemployment while in high school or putting them in job-placementprograms. All Special Education students have Individual Transition Plans(ITP) which includes goals for post-secondary education, independent living,and transportation.The Magnet Coordinator/ Counselor regularly meets with the Magnetteaching staff to discuss student progress. The Coordinator/Counselor alsofacilitates meetings between teachers, students, and parent/guardians. TheCoordinator/Counselor regularly calls students in to discuss their progressand/ or the challenges they are having by appointment or on the suggestionof teachers and/or parents/guardians.Verdugo Hills High School WASC Self-Study Page 107

Verdugo Hills High School WASC/CDE Self-Study Report2. Post High School Transitions - How effective are strategies and programsto facilitate transitions to post high school options?Verdugo Hills High School provides all students with opportunities forrigorous, relevant, and coherent curriculum that meets both the specifiedLos Angeles Unified School District graduation requirements, includingminimum University of California/California State University “A-G” collegepreparatory coursework, and the state requirements for the high schooldiploma. Instructional faculty in all departments provides VHHS studentswith a quality comprehensive education that prepares them for life beyondhigh school and supports their college, career, and school-to-work postsecondaryoptions. Students are encouraged to set high academic goals andchart their progress toward a four-year individualized high school learningplan that includes college and career aspirations.Post secondary planning begins when counselors visit eight-grades at thefeeder middle schools and discuss college preparation and UC/CSUadmission requirements. During the ninth-grade year, all freshmen arerequired to take a one-term Life Skills course that prepares them to plantheir academic and career pathways beyond high school. Students alsorecord their progress toward high school graduation and college admissionrequirements on a four-year learning plan. During the Life Skills course,students become familiar with high school graduation requirements, plan “A-G” UC/CSU college admission coursework, research future college and careeroptions, and begin exploring post-secondary opportunities.The College Counselor assists all students in getting ready for college byarranging college and university outreach services, scheduling workshops forstudents and families, curricular and campus visits, providing thePSAT/NMSQT on campus, organizing SAT preparation workshops, and specialevents such as the annual College and Career Fair, College Knowledge,Making High School Count, Seminar for Seniors, and Financial Aidworkshops, among others. The Career Advisor assists students in usingcareer resources, developing interest inventories, providing information andaccess to a variety of career and technical training opportunities, anddirecting student to local occupational programs.Verdugo Hills High School WASC Self-Study Page 108

Verdugo Hills High School WASC/CDE Self-Study ReportThe VHHS counseling staff works with students on the LAUSD “High SchoolIndividualized Graduation Plan”. The plan provides a timeline of courseworkleading up to graduation, including nonacademic requirements for the highschool diploma and post-secondary goals. With the assistance of theircounselor students plan their UC/CSU “A-G” admission requirementsequences. Honors and AP options, credits earned toward graduation, acareer pathway, off-campus classes, goals beyond high school, non-courserequirements (CAHSEE, computer literacy examination, service learning),and optional tests (PSAT/NMQST, PLAN, SAT, and/or ACT). Incoming newstudents receive this planning sheet with the enrollment packet. Counselorsdistribute and discuss the “High School Individualized Graduation Plan” withboth students and parents at grade level assemblies, individually, and byappointment with students and their parents. Counselors also updatestudent progress toward graduation on a “Senior Checklist” for each student.Verdugo Hills High School supports a college-going culture as exemplified by91% of our 2006 graduates reporting that they are attending communitycolleges, four-year colleges and universities, or technical training institutionsafter highs school. From an exit survey conducts by the Counselor in June2006, 25% reported that the had been accepted to a four-year college oruniversity, 55% plan to attend community college, and 11% reported thatthey plan to attend technical training schools. The remaining 9% indicatedemployment, military service, or were undecided at the time of the survey.All students at VHHS have access to outreach services from a number of twoand four-year colleges, universities, public and independent institutions ofhigher learning, and technological schools. Regularly schedule visits fromoutreach and admissions representatives from California State University,Los Angeles; California State University, Northridge; UCLA; UC Riverside;Los Angeles Mission College; Los Angeles Valley College; and GlendaleCommunity College provide students with individual, classroom, and groupinformational opportunities. The VHHS college-going culture encourages allstudents to participate in pre-college workshops, presentations, seminars,college campus visits, career conventions, and other special events.The Advanced Placement (AP) Readiness Science Academic Year program isdesigned to train teachers in AP instruction while preparing students for APcourses. Working with master science instructors and teachers, studentsVerdugo Hills High School WASC Self-Study Page 109

Verdugo Hills High School WASC/CDE Self-Study Reportbuild a strong conceptual foundation that will allow them to succeed in APSconce courses. These sessions are held on the UCLA campus on Saturdayfrom 9:00 AM to 1:00 PM from October to April. Currently AP Biology and APChemistry students are participating in this supplemental instruction.Students at VHHS are strongly encouraged to take college readiness testing:PSAT, SAT 1, SAT II, and Advanced Placement courses.The Multimedia Magnet organizes a celebration for their graduating seniors,commending them on their achievements and making public their postsecondarydecisions.The College Counselor holds regular Financial Aid workshops. Students canseek out the College Counselor or their own counselors to get assistance onscholarship applications, financial aid, etc.VHHS offers students many opportunities to be successful in meeting thechallenge of our rigorous standards-based curriculum. Through supportcourses and test preparation courses, our students are showing that theycan be successful and compete with students across the state. Our students’scores on the California State Test and CAHSEE show that our students arelearning the state content standards which in turn help them to meet thegraduation requirements of VHHS.2. Curriculum – Other findings - What have you learned from examiningadditional evidence regarding this criterion?B3 Curriculum – to what extent are students able to meet all therequirements of graduation upon completion of the high school program?1.Real World Application and Curriculum - to what extent do all studentshave access to real world applications of their educational interests inrelationship to a rigorous, standards-based curriculum?Students at VHHS can take a number of classes that prepare them forspecific careers such as animation and filmmaking, drafting and architecture,careers in the arts such as acting, singing, stage design, and stageVerdugo Hills High School WASC Self-Study Page 110

Verdugo Hills High School WASC/CDE Self-Study Reportproduction.2. Monitoring - How effective are academic support programs to ensurestudents are meeting all requirements, including the CAHSEE?All SLCs, including the Magnet, adjourn for a day to meet with students on aone-on-one basis. Students are asked to review their grades in classes aswell as their performance on the CSTs. Teachers and students discuss testtakingskills, and any other issues that the student is having academically.Students are asked to set a goal for the CSTs. Afterwards, teachers from theSLCs gather to debrief and to discuss student responses.Students are also put into small groups to discuss preparation for theCAHSEE exams and the CST tests. Test-taking skills are reviewed, as arespecific areas of confusion on the test. Each student is asked to set apersonal goal for a score on the test, and teachers discuss with the studentsstrategies for attaining that goal.3. Curriculum – Other Evidence - What have you learned from examiningadditional evidence regarding this criterion?The cored academic departments have been working on increasing a varietyof institutional strategies employed in class and have aligned all courses tothe state content standards. Most teachers strive to engage students to usehigher order thinking skills through inquiry and various other strategies.EVIDENCE- Master schedule- StaffingSTRENGTHS- Rigorous, standards-based curriculum- Support opportunities (including credit recovery) for students- Variety of instructional strategies employed- Multiple tutoring opportunities- CAHSEE prep programs- Real world connection in Perkins, film-making, digital imagingVerdugo Hills High School WASC Self-Study Page 111

Verdugo Hills High School WASC/CDE Self-Study ReportGROWTH AREAS- Need more available elective classes- More supplies and equipment for electives- Need to to replace and/or update books in English classes- Better alignment between disciplines- Vertical teamingConclusionThe Verdugo Hills High School community is actively engaging students in achallenging learning experiences and promoting high levels of success inacademic standards. All students participate in standards-based rigorous,relevant curricula, supported by technology and real-world experiences, inorder to prepare them for their post-secondary goals.C. Standards-based Student Learning: InstructionThe focus group reviewing the instructional practices employed by thefaculty at Verdugo Hills High School (VHHS) consisted of eighteenindividuals. The group was represented by twelve teachers, five specialeducation aides, and one administrator. The certificated staff included: twoEnglish teachers, two social science teachers, two math teachers, one visualand performing arts teacher, one special education teacher, two foreignlanguage teachers, one science teacher, and one health teacher. Studentsand parents were scheduled to attend the meetings to represent thecommunity, and were involved later in the process.The Instruction Focus Group met on several occasions. At the first meeting,the group reviewed our WASC Accreditation Report from 2006, and as acollective group discussed what VHHS was still doing, what had changed,and what in the report needed to be revised. At the next meeting, the FocusGroup broke up into three groups to discuss the three major criteria andmade lists of what needed to be added to the report. Finally, teachers in theFocus Group were assigned sections to write, and revise as necessary atsubsequent meetings.VHHS faculty members are constantly working to retool their teachingVerdugo Hills High School WASC Self-Study Page 112

Verdugo Hills High School WASC/CDE Self-Study Reportpractices to ensure that they are innovative and that they encouragestudents to be actively engaged with the curriculum covered.C-1 To achieve the academic standards and the expected schoolwidelearning results, all students are involved in challenging learningexperiences.STANDARDS BASED INSTRUCTION AND DEPARTMENTAL ASSESSMENTSAll courses at Verdugo Hills High School are directly aligned with theCalifornia Department of Education State Content Standards for eachsubject. The school’s ESLRs also follow the goals set by CDE StateStandards. The instructional practices of the faculty at VHHS covers the coreof each discipline while meeting the needs of our entire student population,and it keeps students engaged and interested in the subject matter.Teachers at VHHS are encouraged to inform their students about how CDEState Content Standards align with the instructional objectives targeted bythe teacher. Teachers are encouraged to post CDE state content standardsvisibly throughout the classroom so they can be easily accessed by allstudents. VHHS teachers use the CDE State Content Standards as a basis fordesigning daily lessons, formative and cumulative assessments and projects,and VHHS teachers work collaboratively to make sure that their lessonsmeet these standards.Historically, the faculty at VHHS has worked collaboratively. Finding LosAngeles Unified School District’s Periodic Assessments not challengingenough and in some cases and not aligned with our calendar, mostdepartments at VHHS collaborated to create their own formativeassessments. Using self-created standardized, periodic tests that mirror theCAHSEE and CST exams, VHHS teachers have been able to ascertain theirstudents’ progress meet the standards and reflect on the effectiveness oftheir teaching practices. Furthermore, these exams enable the departmentsto ensure that best teaching practices are being shared across thedepartments and allow the departments to use them as a pacing guide.The mathematics department uses common assessments in all mathcourses. These assessments are developed by department members andaddress the CDE State Content Standards. Item analysis is computed andVerdugo Hills High School WASC Self-Study Page 113

Verdugo Hills High School WASC/CDE Self-Study Reportanalyzed for all exams in Algebra I and Geometry AB classes. Mathematicsteachers use a common departmental scoring rubric for all departmentexams. Weekly course meetings allows for mathematics teachers to reflectand adjust their instructional strategies accordingly.The social studies department administers all 10th grade social studiesstudents the LAUSD District assessment. The 11th grade teachers usedepartment-generated periodic assessments. They follow a calendarschedule or pacing plan that tries to ensure that all teachers have coveredthe material students will be assessed on. The periodic assessments are inaddition to regular classroom exams. The social studies department alsouses a common writing plan that aligns with the English Department.The science department has created assessments for each of their coursesand is in the process of implementing them. In Physics, there are fiveperiodic assessments currently in use. Intercoordinated Science has fourperiodic assessments which can be implemented. Chemistry and Biologyhave three periodic assessments each of which were completed in Spring2012 and Fall 2012 and are to be fully implemented by Spring 2013. Thescience department has created these assessments using test bankprograms that allow multiple versions to be created and used. Once theseassessments are all in place, the department will use them to collect data.The collection of data derived will be used to improve instruction in thecoming years.The Foreign Language Department has created a curriculum which includes apacing plan, common assessments, and benchmarks for levels 1 and 2 inSpanish and level 1 in French. The Foreign Language teachers are currentlyworking on level 3 curriculums for Spanish with a level 3 French to follow.Assessment in all levels and languages, including the Spanish Speakers 1and 2 levels and the AP Language and Literature, is done orally, in writing,and auditorily. Additionally, teachers use individually created assessmentsthat also challenge the students and help them become better criticalthinkers. Level 1 Italian has been reinstated into the Foreign Languageprogram for the 2012-2013 school year. With the current budget crisis, ithad been phased out in the 2011-2012 school year. Italian curriculum,pacing plans, and common assessments, which were initially worked on inVerdugo Hills High School WASC Self-Study Page 114

Verdugo Hills High School WASC/CDE Self-Study Report2010, will be completed by the Italian teacher for the next school year.The English Department has revamped their departmental assessments toinclude four tests given at the end of each term of English 9AB and English10AB. The ninth grade assessments are multiple choice tests and cover thecore literature of the department. Furthermore, the students are expected towrite an essay addressing the prompt that they are given. The tenth gradeassessment is a creation of CAHSEE questions and also include prompts thatthe students are expected to write on. The English department decided todevelop their own assessment to further challenge VHHS students andfurther instill in the students the importance of being able to write ondemand. This practice is something that will aid them when they take theCAHSEE, SAT, and courses in college.A few key factors that have worked in our favor and allowed us to make sureour course of instruction are aligned with the CDE State Content Standardsare our Copernican Schedule which allows our faculty to meet andcollaborate during school hours, moving our staff development to Tuesdaymornings which we have found to be more productive, the establishment ofan Instructional Cabinet made up of department chairs, SLC leads,counselors, and administrators that work together to ensure our school ismoving forward, and the establishment of CAHSEE and CST prep classesthat prepare the students for three weeks before each test. Furthermore, toaddress and support our BB and FBB population, each SLC has established aday of conferences where students who score at these levels or are failingmore than one class are called in and counseled and encouraged. Studentsmeet with teachers in English, Math, Social Science, and Science. Theteachers shared CST scores with the student, encourage them to scorehigher, and discussed classes where the students needed to improve. Thisprogram is successful because it urges the students to see the importance ofthe CST and to realize that their teachers are concerned stakeholders in theeducational process. It also is an opportunity to hold students accountablefor their grades and scores on the CST because the students become awareof their significance and importance.While the focus group recognizes the need for continuous improvement andrefinement of VHHS’ instructional program, the school continues to improvein all the leading indicators: graduation rates, CAHSEE pass rates, API, AYP,Verdugo Hills High School WASC Self-Study Page 115

Verdugo Hills High School WASC/CDE Self-Study Reportand satisfaction surveys, which indicate that school’s focus on standardsbasedinstruction has paid off for our major stakeholders.The VHHS faculty provides a challenging and rigorous curriculum thatengages our students in the learning process and helps them exceed theCDE State Content Standards and encourages them to become lifelonglearners. Teachers utilize a wide array of instruction and technologicalapproaches designed to challenge and engage their students to becomeinvolved in the learning process. In accordance with CDE State ContentStandards, many teachers are incorporating technology into their lessonplans to encourage inquiry and tap into a valuable resource that greatlyinfluences the VHHS student population.At VHHS, programs have been implemented to reach out to the at-riskpopulations and to aid them into meeting all the CDE State ContentStandards and ESLRS. The English Department and Math Department offertutoring to help students improve their grades, pass the CAHSEE, andimprove CST scores.Teachers were surveyed about how they incorporated technology in theclassroom. The most common form of technology used in VHHS classroomwas the document reader/LCD projector with thirty respondents indicatingits use in their classroom. Twenty respondents listed use of the internet forresearch and projects while fourteen respondents used laptops forPowerPoint presentations, films, DVD presentations, and access to theinternet. Almost all mathematics teachers indicated using calculators.Specific computer applications and programs such as PowerPoint, Java,Photoshop, iMovie, and Podcasts were also mentioned, but were morelimitedly used by the faculty surveyed. Nine respondents indicated they usedTest Generating software, and one teacher listed the use of online testing.Some social science teachers use EDmodo online social network forstudents.Many teachers surveyed felt that the use of technology allowed students todiscover and explore concepts and ideas within the classroom and beyond.Surveyed teachers also indicated that technology made learning morerealistic and allowed the students to have access to art, music, literature,and historical documents. Many respondents also mentioned the ability toVerdugo Hills High School WASC Self-Study Page 116

Verdugo Hills High School WASC/CDE Self-Study Reportuse various forms of technology as being extremely important for allstudents and a strong motivator to keep the students captivated withlearning.COUNSELINGStudents at VHHS are engaged in challenging learning experiences in orderto achieve academic standards and the expected schoolwide learning results.A critical piece of this begins in the counseling office by programmingstudents into the appropriate classes, whether it is regular grade-levelclasses, Honors or AP classes, or sheltered classes with SDAIE instruction.VHHS is divided up into three small learning communities and one magnet,each having approximately 400 students. This is one way to help ensure amore personalized experience for each child and better communicationbetween teacher, parent, and student. Students select the SLC of theirchoice and remain in that SLC for four years, thereby staying connected withthe same counselor and teaching staff for four years. Beginning in the 9thgrade, counselors look at students’ grades in the 8th grade, their CST testand other test scores, and visit the feeder middle school, Mt. Gleason, todiscuss high school, A-G requirements for university admission and classofferings.At the freshman level, counselors meet with students to provide assistancein creating a four-year academic plan for graduation and a post-high schoolplan. They are provided with strategies to assist them in a successful highschool career and beyond. In the 10 th and 11 th grades, counselors continueto build a foundation to prepare students for college by meeting with themone on one and in small groups. At these meetings, counselors check creditsto make sure students are on track to graduate and re-emphasize student’spersonal goals and their chosen career and educational paths.At the beginning of the school year, counselors call in 12th grade students toreview their course load and class selection in order to make sure they areon track to graduate and that they are also being challenged academically.Discussions regarding post-high school and other options take place in thebeginning of the first term.In support of the special education students, teachers and assistants analyzeVerdugo Hills High School WASC Self-Study Page 117

Verdugo Hills High School WASC/CDE Self-Study Reportspecific student IEPs for guidance in selecting and preparing curriculumwhich will most benefit a particular student’s learning needs. These areimplemented in collaboration with parents, teachers, aides and counselors asneed to best serve the student.Gifted students are offered Honors and AP classes to challenge their skillsand to provide a broad-based curriculum consistent with clear collegeexpectations. Students who are programmed into Honors and AP classes areevaluated based on assessments, teacher recommendations, and previousgrades.ELL students are programmed into the appropriate setting that will fostertheir academic English language development. Counselors at VHHS paycareful attention as they program the ELL population to ensure that they arereceiving the support that they need from the counselors, teachers, and staffto be successful in all of their courses.EVIDENCE• Course Syllabi• Assessments in English, Math, Science, Foreign Language and SocialScience that were designed by Departments.• CAHSEE and CST Scores• School Wide Survey• Lesson Plans• Biomedical SLC, Visual and Performing Arts SLC, and HumanitasSchool of Law and Justice SLC• Calendar of events on Verdugo Website• Instructional Cabinet• CST and CAHSEE prep classes• Classroom Observations• Individual Class and Department Rubrics• Student Work and Projects• Student and Teacher Communication: in class, in tutoring, andthrough emails• Saturday School for CAHSEEVerdugo Hills High School WASC Self-Study Page 118

Verdugo Hills High School WASC/CDE Self-Study ReportC-2: To what extent do all teachers use a variety of strategies andresources, including technology and experiences beyond the textbook andthe classroom that actively engage students, emphasize high-order thinkingskills, and help them succeed at high levels?When the VHHS teachers were surveyed, 59 surveys were returned. Fifty-sixpercent of those surveyed strongly agreed, that they based their curriculumon clearly defined learning standards. 45% of the teachers surveyed felt thatstudents were given a variety of ways to demonstrate mastery of conceptsin addition to written tests. The most common response was the use ofprojects. Other assessment tools were games, power-point presentations,essays, group work, debates, field trips, science labs, discussions, and theuse of whiteboards to check for mastery.STUDENT EXPECTATIONSVHHS students are familiar with the CDE State Content Standards. TheVHHS faculty believes that students who master the State Standards willhave greater achievement on standardized tests as well as on formative andsummative assessments. Many teachers keep the students informed of thestandards, by posting them on their boards, reviewing the objectivescovered daily, and by posting agendas on their boards. Many departmentsand teachers employ the use of rubrics on assignments as well as for essaysto provide the students with clear expectations. Students are provided withsamples of quality work that are used as a guide to measure the student’smastery of the State Standards. In many classrooms, examples of qualitywork are also posted on the bulletin boards in the classroom. Postingstudent’s assignments is a way to celebrate a student’s success and itempowers the students to rise to the challenge of meeting the StateStandards. Many teachers at VHHS also employ the use of a friendlycompetition between classes, and students are motivated to improve theirskills due to their desire to win the competition. The math departmentemploys this by having different teachers’ classes competing to get thehighest score on tests.Furthermore, VHHS teachers tailor instruction to engage and stimulatestudents who come from a variety of ethnic, linguistic, and economicbackgrounds, yet share a popular, adolescent culture that is heavilyVerdugo Hills High School WASC Self-Study Page 119

Verdugo Hills High School WASC/CDE Self-Study Reportinfluenced by technology. In response to the changing way that studentsperceive and receive information, the faculty strive to use a variety ofapproaches that simultaneously preserves the fundamentals needed by allstudents, while promoting inquiry, problem-solving, and expressions oflearning that allow students to make personal discoveries about themselves,their society, and the world. This further enables teachers to help thestudents to become socially responsible members of society.STRATEGIES THAT PROMOTE A MORE PERSONALIZED APPROACH TOLEARNINGThe Faculty at VHHS recognizes the need for student’s mastery of basicliteracy skills, especially reading comprehension and writing.Our English Department has fostered a history that successfully created aculture at VHHS where interdisciplinary literacy is essential. The VHHSWriting Program is the foundation of this idea where students learn to useconcrete details and commentary as the fundamentals for learning. Use ofthese terms has become fairly common in all disciplines, thus creating acommon language that most students and teachers share and understand.These concepts are first introduced to the students in English 9AB and arereinforced by common assessments used by the English Department. Thesecommon assessments are unit essays. The English Department reinforcesthis concept through the use of a departmental rubric which is also utilizedby some of the other departments.The social studies department approaches teaching through the use of manystrategies. There is lecture, but instructors make good use of a variety oftechnologies like document readers, LCD projectors, DVDs, and computers.Students are evaluated through the use of PowerPoint projects, studentfilms, and Internet research. Teachers in the social studies department haveguest speakers occasionally come to their classes such as representativesfrom local vocational schools and colleges. To supplement the students'learning social science teachers work hard to provide students with theopportunity to go on field trips to various museums. Many social studiesteachers put their homework assignments online on the VHHS schoolwebsite and Edmodo.Verdugo Hills High School WASC Self-Study Page 120

Verdugo Hills High School WASC/CDE Self-Study ReportAll students continue to have access to Foreign Language courses that meetthe UC/CSU “E” requirement of two years of the same foreign language forcollege admission. Beginning with the graduating class of 2016, two years ofthe same foreign language will become a requirement for graduation.Another change in foreign language is incorporating the World LanguageContent Standards for California Public Schools into the curriculum. Due tobudget constraints, funding for workshops, conferences and field trips hasdiminished. The department members continue to work diligently toencourage students to further their language acquisition in advanced coursessuch as French 4, AP Spanish Language and AP Spanish Literature. Theteachers in the Foreign Language Department use a variety ofpresentational, interpersonal, and interpretive strategies to help studentsacquire a new language. Among these strategies and approaches aredifferentiated instruction, SDAIE, Bloom’s Taxonomy, scaffolding, backwardsplanning, personalization, drawing on students’ knowledge of language,comparing and contrasting of languages, and TPR (Total Physical Response).Teachers also include various grouping techniques such as whole class, smallgroups, pairs and individual activities in which students can practice thetarget language. The National Standards for Foreign Language Learning havebeen used to guide lesson planning and instruction in past years. These areknown as the five C’s (Communication, Cultures, Connections, Comparisonsand Communities). The foreign language teachers are currently familiarizingthemselves with the recently released World Language Content Standardsfor California Public Schools, which will be incorporated into their curriculumin the future. In order for students to understand the role of language in theglobal community, teachers use a variety of resources in the classroom.Resources stem from the traditional such as textbook and workbook, tocultural in the form of music, art, food, and film. Lessons are enhanced bythe use of technology which includes computers, LCD projectors, documentreaders, and websites. Additional enrichment comes from the use of schooland classroom libraries, realia, posters, and guest speakers.The science department currently uses a pacing plan to guide instruction.They use part of the District lessons to give students a chance to discoverand better understand concepts for themselves. They would like to worktogether to create warm-ups that would be used weekly to further preparestudents on how to successfully answer questions on standardized tests. TheVerdugo Hills High School WASC Self-Study Page 121

Verdugo Hills High School WASC/CDE Self-Study Reportdepartment envisions using released questions from other states to create apool of questions to pull from. These weekly reviews would give students anopportunity to look at different types of questions and become more familiarwith question phrasing and the wording of them. Personalization occurs asteachers offer tutoring, extra credit, and work with students individuallyand/or in small groups.All teachers at Verdugo Hills High School are certified in Cross-CulturalLanguage and Academic Development (CLAD) and are therefore prepared toserve the English Language Learner (ELL) population across the curriculum.ELLs comprise of eight percent of the student body at VHHS making thedesegregation of this critical group of students throughout the school day.ELL students attend regular or “sheltered” classes where teachers utilizedSpecially Designed Academic Instruction in English (SDAIE) strategies toscaffold the learning process for these students. The practice of integratingELL into the mainstream population at VHHS allows these students tobecome acculturated to the school, the community, and American society asa whole. Ensuring that VHHS’ ELL population is successful in the mastery ofboth the English language and all of their content areas has become a highpriority to all of the faculty and staff at the school. Over the course of thelast three years, they have fallen in to the category of PerformanceImprovement (PI) as deemed by their CST results. The faculty at VHHS hasresponded to this situation by attending SDAIE strategies professionaldevelopment to sharpen their instructional practices. The VHHS facultyconsiders the ELL population a high priority and continues to work toimprove this critical area.Gifted Students are enrolled in AP courses and honors classes and receiverigorous instruction. Honors and AP teachers align their course curriculumwith the CDOE State Content Standards, while also ensuring that studentsare prepared to take the AP Exam for their course. Student at VHHS scorewell on the AP exams and are encouraged to take AP courses.The Humanitas School of Law and Justice SLC have used interdisciplinaryessays as the foundation of their program for years. Students areprogrammed into linked English and Social Science classes, and at the endof some units, students are given a prompt that incorporates bothVerdugo Hills High School WASC Self-Study Page 122

Verdugo Hills High School WASC/CDE Self-Study Reportdisciplines’ standards.SPECIAL EDUCATIONAll Diverse Learning Academy teachers hold students with mild to moderatedisabilities to a high level of academic rigor. Diverse Learning Academystudents who have universal access to either core instruction or thealternate curriculum and each receives evidence-based instruction. Studentsidentified with specific learning disabilities receive additional differentiatedinstruction and support. Instruction is matched to student needs based onlevels of performance and rates of student progress based on data frommultiple measures including ongoing progress monitoring. Strategicinterventions include more intensive time and focus, guided practice, graphicorganizers, instructional conversations, cooperative learning, Socraticseminar, more engaged practice time, asking relevant questions, andadjustment of curricula and instruction/intervention.Other strategies and resources Diverse Learning Academy teachers and staffutilize to engage students include a variety of technologies such ascomputers, document readers, LCD projectors, and websites for research.Teachers also arrange field trips to locations such as the Getty Museumwhich allows students to have hands-on experience. Staff members alsoarrange field trips to colleges and universities to help expose students tohigher education opportunities. In addition, informational and interventionassemblies are held to teach and discuss self-advocacy skills, what it meansto have a disability, the difficulties of going from high school to college, andhow to get support from the university or college for their particulardisability.EVIDENCE• Math Contests between Classes• Interdisciplinary Essays in Humanitas• Use of the reader writer notebook in English• English Department Rubric• Pacing Plans in Foreign Language, English, Math, and Social Studies• Posted Standards in most classrooms• Standards-based textbooks and teacher generated materials.Verdugo Hills High School WASC Self-Study Page 123

Verdugo Hills High School WASC/CDE Self-Study Report• Essay prompts and assignments• Projects and Presentations• Caseloads• IEPs• Grade checks• VHHS Writing Program• Learning Center• CAHSEE prep classes and CST prep classes• Essential classes taken in conjunction with English and Math forResource students• Field Trips/AssembliesRESOURCES FOR INSTRUCTIONAL STRATEGY DEVELOPMENTREADING AND TESTING STRATEGIESSince the last accreditation review in 2006, the faculty and staff has made aconscious effort to establish periodic assessments for most of the majordisciplines. VHHS has worked to administer to all students at VHHS theCAHSEE and the CST to ensure that the faculty is well-versed in the materialon the test as well as comfortable about their role on the actual testing days.Scheduling is well planned to make sure that students have ample time andthat teaching and learning will proceed with a minimum amount ofdisruption.Teachers have access to released questions from the internet and areencouraged to review with their students. Time is taken to familiarize thestudents with the testing format, so that they feel confident about thetesting process. With VHHS’s core curriculum aligned to the State ContentStandards, teachers using best practices, and there is ample cooperationamong all individuals involved at the testing site. VHHS has had a steadyincrease in test scores over the past several years. Currently, VHHS’s APIscore is 741, and is listed in the top ten Los Angeles Unified School DistrictSchools. VHHS is listed as number seven.To support students and help them get ready for these significant tests,VHHS offers a variety of different opportunities to help reinforce theVerdugo Hills High School WASC Self-Study Page 124

Verdugo Hills High School WASC/CDE Self-Study Reportsignificance and importance of the test. Individual classroom teachers reviewtest questions throughout the terms, and the Instructional Cabinet hasestablished a CAHSEE class for ninth and tenth graders three weeks beforethe actual test that met twice a week. Furthermore, the school is currentlygearing up to offer a CST class that will meet once a week. VHHS also offersSaturday prep classes for the CAHSEE and also have a fallback day. Fallbackday is a chance for students to meet with their term A and B teachers toreview for the test as these may be core subjects that they haven’t hadsince January.The English Department is currently revamping several assessments thatmirror the CAHSEE and CST tests that will be given as final exams to ourninth and tenth graders. These tests are focused on the department’s coreliterature lists and also have students write an essay on demand, much likethey have to do when they take the CAHSEE. The English Department alsospends a great amount of their meeting time discussing and sharing bestpractices that focus on the following topics: test-taking strategies,motivating the students to improve their writing skills, how to introducegrammar into the curriculum, and how to make English students lifelongreaders. Teachers use a variety of strategies to motivate their students tobecome engaged in reading including reading aloud to the students, popcornreading, acting out the plays, using CDs of Shakespearean plays, making aniMovie to provide the students needed background information, and showingthe films based on the core literature. Encouraging English students tobecome lifelong readers is essential for research shows that the morestudents read, the better their ability to comprehend and thus, the Englishdepartment believes their students will be better prepared for all of theexams. English teachers also employ a variety of strategies to engagestudents in the process of reading and to teach them how to predict,summarize, question, and analyze the literature. English teachers use avariety of strategies to do this including one teacher who has an author dayfair where students create posters of their silent sustained author andintroduce it to the class. Other teachers utilize artistic projects, skits, journalwriting, essays, and speeches.Social science teachers assess their students in other challenging waysbesides just using the standard written exams. Social science teachers havetheir government students prepare and act out complex debates on variousVerdugo Hills High School WASC Self-Study Page 125

Verdugo Hills High School WASC/CDE Self-Study Reportsocial issues. Not only do they dress the part, but they are expected to knowtheir facts and anticipate the opposing arguments. Teachers used projectbased learning in addition to oral presentations.In order for students of Foreign Language to understand the role of languagein the global community, teachers use a variety of resources in theclassroom. Resources stem from the traditional such as textbook andworkbook, to cultural in the form of music, art, food, and film. Lessons areenhanced by the use of technology which includes computers, LCDprojectors, document readers, and websites. Additional enrichment comesfrom the use of school and classroom libraries, realia, posters, and guestspeakers.The mathematics department promotes the use of small groupconfigurations to introduce and reinforce new topics and concepts. Graphingcalculators, computer presentations, and the use of the document reader areutilized when appropriate to reinforce and introduce new concepts. The useof manipulatives such as algebra tiles, 3-D geometric models, and the “unitcircle wheel” address the needs of the kinesthetic learner and is also aneffective SDAIE strategy. Upper level mathematics students (AP Calculus, APStatistics, and Math Analysis) are utilized as small group and one-on-onetutors in Algebra I and Geometry courses. SDAIE strategies are used on aregular basis with ELL students. Selected at-risk Algebra I studentsparticipate in a “support” math class offered as part of their regularschedule. This program is limited due to budget constraints. An extensivetutoring program is available for all students before, during lunch, 4thperiod, and after-school.FACILITIESThe campus has gone through renovations in the last year and will continueto be updated in the coming years. The campus has recently been outfittedfor individuals with physical disability and will have wheelchair access asmandated by the American Disabilities Act. This will allow our physicallyhandicapped students to have better access to all campus activities, such asclasses, athletic events, and play productions just to name a few. As part ofthe SLC initiative, The Architects of Redesign will complete the final phase ofwhich will include signage, modification of buildings and the building of anVerdugo Hills High School WASC Self-Study Page 126

Verdugo Hills High School WASC/CDE Self-Study Reportamphitheatre. The amphitheater will be used to house our band and musicclasses and the original band room will be transformed and used by the newglee class that will be added to the matrix in the 2012-2013 school year.EVIDENCE• Testing Coordinator• Testing center memo and materials• CAHSEE test prep materials• CAHSEE prep classes on Saturday• CAHSEE prep classes three weeks before the exam• CST fall back day• CST prep classes three weeks before the exam• Assessments created by core departments• CAHSEE and CST released questions• CAHSEE passage rates• CST scores• 11 special ed. teachers and 28 assistants• 15 special education aides are bilingual in the following languages:Spanish, Romanian, German, Mandarin, Cantonese, Armenian, andFarsi.PROFESSIONAL DEVELOPMENTOver the last few years, professional development time has been splitbetween training in departments, in Smaller Learning Communities (SLCs),and school-wide trainings. Objectives for PD are based on student andschool-wide needs and include both locally-designed and Districtdesigned/mandated trainings. VHHS currently has three SLCs: Biomedical,Humanitas School of Law and Justice, and Visual and Performing Arts. AsVHHS is continuously retooling their smaller learning communities to bestsuit the needs of the students. Because of dropping enrollment and to bestmeet the needs of all students, the faculty and administration decided to gofrom five SLCs to the current three. It was determined that the studentpopulation in these three smaller schools had the most interest or buy in andthat having only three SLCs worked better with scheduling. The SLCs usesprofessional development time to plan SLC specific training and to discussbest practices, review data, and design and formalize assessments.Verdugo Hills High School WASC Self-Study Page 127

Verdugo Hills High School WASC/CDE Self-Study ReportThe English Department currently spends part of their professionaldevelopment time sharing best practices of teaching and how to engagestudents to become life-long readers. Due to budget constraints,opportunities to attend workshops and conferences have become limited.Currently, some department members have attended AP training in thesummer to remain current as to how to ensure that our students aresuccessful on the exam. A teacher has also attended the LA Opera class andwill try to incorporate this information learned into her curriculum. TheEnglish department teachers are also involved in a myriad of activitiesoutside their discipline including: being lead teachers, play production,Project Impact, Academic Decathlon, journalism, and they sponsor clubs.The social studies department is dedicated to professional growth. Mosteveryone on staff not only has a teaching credential, but a Masters of Artsdegree as well. The social science department participates in various retreatsto plan together and exchange best practices. They actively learn on theTuesday Professional Development days. Several teachers attend AdvancedPlacement Training. Social Studies teachers at Verdugo are also involved incoaching sports, sponsoring various clubs, and Work Experience Education.The mathematics department meets informally on a weekly basis to designcommon tests in Algebra I, Algebra 2, Geometry, and Math Analysis basedon the CDOE Content State Standards, and the CST. In addition, theseteachers develop common rubrics, grading policies, and testing protocols,and meet to assess and analyze the results of the common tests.Department members share successful instructional strategies within thedepartment and with other faculty members. Two mathematics departmentmembers belong to a cadre of teachers from local high schools that engagein school wide visitations in which best practices are discussed and shared.The science department uses meeting times to work on periodicassessments. They envision using their professional development time tolearn how to collect data from the assessments and how to better interpretthe data so they are able to better present the material to their students.Teachers in science plan to meet with individuals who teach the samecourses, discuss the data, and determine best practices and then be able toVerdugo Hills High School WASC Self-Study Page 128

Verdugo Hills High School WASC/CDE Self-Study Reporttry them in their classrooms as well.To facilitate professional development the Foreign Language Departmenttakes advantage of departmental meeting time to share strategies, lessons,and concerns with one another. Topics include differentiated instruction,lessons, projects, curriculum, pacing plan, and common assessments. Thisdepartment uses their professional development time to focus on bestpractices that will engage students and help them progress in languageacquisition. Members of the department have also created and presentedprofessional development sessions to benefit not only the department, butthe entire faculty. Many members take part in online community discussionsas well as attend workshops and conferences. Members of the departmentcontinue to review and revise the curriculum, pacing plan, and commonassessments as needed to improve student learning.Some members of the Humanitas School of Law and Justice also takeadvantage of teacher training at the Los Angeles District Court. The LosAngeles District Court offers this opportunity to teachers once a year. Thetraining involves a mock trial about topic that would be of interest toteenagers. Teachers leave the training with numerous resources that areready to be used in the classroom.EVIDENCE• Agendas from meetings (SLC, Autonomies, and Departments)• Department Chair and Teacher’s Files• Sign-in sheets• Teacher generated materials including assessments• Attending conferences, workshops, and seminars• District meetings• Lesson Plans• Salary Credit Classes• Teacher Institute at the Los Angeles District CourtDEPARTMENTAL AND DISTRICT ARTICULATIONArticulation of standards within departments, between departments, withVerdugo Hills High School WASC Self-Study Page 129

Verdugo Hills High School WASC/CDE Self-Study Reportfeeder schools, and local colleges is essential to maintain the integrity of thestandards-based curriculum of VHHS. Furthermore, interdisciplinaryarticulation occurs on campus as teachers from different disciplines worktogether to connect their disciplines by finding common themes.The Humanitas School of Law and Justice pairs English and social scienceteachers together, who then work together to develop thematic-basedinterdisciplinary curriculum and lessons. Humanitas team members haveattended Humanitas team training sessions, teacher institutes at the LosAngeles District Court, and meet during professional development days todevelop common themes and organize units culminating in interdisciplinaryessays and projects. Over the course of four years, some Humanitasteachers focus on themes of Law and Justice. Each grade level builds on thistheme and the ultimate goal is to make students well rounded and wellinformed citizens of the world.The English Department meets regularly to discuss curriculum, bestpractices of instruction, and to finalize departmental assessments. All EnglishLanguage Arts courses are aligned with the CDOE State Content Standards.Assessments are given to 9 th and 10 th graders. Each English class not onlyfocuses on the standards, but some teachers also work to incorporate thetheme of their SLC into their curriculum as well.The Multimedia Magnet teachers have lunch meetings to discuss studentprogress and coordinate cross-curricular projects. The meeting also allowstime for in depth analysis of student data and allows magnet teachers todiscuss individual students and personalize instruction in a meaningful way.Using historical testing data, the magnet team develops new approaches toteaching and explores strategies for more successful and meaningful testpreparation.The Multimedia Magnet team also spends a great deal of time reaching outto the community. The teachers use the very tools that are being taught toour students in order to accomplish this. Magnet students produce acommunity television broadcast called Eye on Verdugo as well as filmmakingand Inner City Filmmakers Internships. In addition, the magnet school alsomaintains a comprehensive website that acts as a virtual commons for theprogram.Verdugo Hills High School WASC Self-Study Page 130

Verdugo Hills High School WASC/CDE Self-Study ReportAll our teachers and assistants in the Special Education Department meetregularly to discuss the multitude of problems and successes that come witha special education program. All team members realize the power of positivethinking and reinforcement of positive concepts as adjuncts to academicknowledge and daily living skills. Continuing education with seminars,workshops, and university courses both taught by the special education staffand taken by them is a must and a plus. Fostering a culture ofcommunication, support, and camaraderie within the department isimportant to them. Extending this to the general education faculty and staffhas allowed support for all persons thus ensuring that the special educationstudents are never neglected in the continuum of VHHS society.EVIDENCE• Common essay and lesson documents• Department memos and Department Chair• Departmental Assessments• Departmental Emails• Lessons and Assignments• VHHS and Multimedia Counselors• ESL Coordinator• Special Education Coordinator• VHHS and Multimedia Magnet Coordinator• Lead Teachers of SLCs• College Counselor• Tutoring Schedules• Special Education Teachers• Technology Coordinator• Computer-based attendance, rosters, grade books, reports, (ISIS)• Students Scheduling• Classroom/Administrative observations• Student Work• School Newspaper• Data from standardized tests like CST and CAHSEE, departmentalassessments, individual classes• School Website• Library/Media Services• Multimedia Magnet HS, I on Verdugo news showVerdugo Hills High School WASC Self-Study Page 131

Verdugo Hills High School WASC/CDE Self-Study ReportTECHNOLOGYVHHS uses more technology in the classroom as the teachers are required touse LAUSD’s Integrated Student Information System (ISIS) for taking periodby period attendance, to post midterm and final grades online, and there is agrade book option that some teachers use. VHHS has site licenses forMicrosoft Office and Easy Grade Pro, a software grade book program. Inmost classrooms, teachers and students who complete a Districtauthorization form have access to the internet. There is also internet accessin the Library Media Center for those who have the Acceptable Use Policy onfile. The library and media center uses the District’s new web-based OPAC,Destiny and provides tutorials for use using blogs and online videos. Thelibrary offers eBooks that students may read using Follett Shelf’s onlinereader or download using their school email as a log-in. The library alsooffers instruction in using both LAUSD’s subscription digital databases andother free databases for research and the online quizzes for Reading Counts.Computer repair is a constant concern. Many of the classroom computersand laptops are out of warranty, and therefore, VHHS has an in housetechnology service program, which is run by the Technology coordinator.Teachers use technology regularly in the classroom. Each department usescomputers in their classroom for taking attendance daily and postingmidterm and final grades. Many teachers use LCD projectors for studentcreated PowerPoint presentations or to enhance teacher lectures. Manyclasses incorporate the use of iMovies and video cameras for student createdprojects. Smartboards are used by several teachers and departments, andare considered essential to reaching VHHS’s technological savvy students.The social studies department uses interactive software that is aligned withthe new textbook. Recently, some documents readers were purchased andare being utilized by many teachers. Many teachers expressed a concernthat a lot of the technology including the PCs used by the by them areoutdated and would like to see the PCs furnished with more up to dateprograms to keep up with the ever changing technology.Verdugo Hills High School WASC Self-Study Page 132

Verdugo Hills High School WASC/CDE Self-Study ReportEVIDENCE• LCD Projectors for PowerPoint Presentations• Test generating software• Use of video and documentaries for instructional purposes• Digital Cameras, Video technology in Multimedia Magnet• Animation software• Smartboards• iMovies• Adobe Photoshop and Adobe PageMaker is used to publish La Yuca, theschool newspaper.• Special Education uses SOLO program for word processing.• Special Education also has listening centers for students with readingchallenges so they are able to use books on tape or compact disk.• KIEAII Standardized/Normalized/ Valid Tests of Achievement.• Online Destiny Catalog• LAUSD Digital Databases• Online library research guides and instruction• Reading CountsLibrary and Media CenterThe VHHS library and media center has an extensive collection of videos andtexts that are comprehensive and inclusive of all academic subject areas. Italso has subscriptions to a variety of periodicals that supplement coursesoffered. Students are provided with an orientation through their Englishclasses to become familiar with the books, services, policies, and technologyavailable. Specialized lessons for using the online catalog, researchingthrough databases, writing and formatting research papers, and informationliteracy are also available. These lessons are available in printed orelectronic formats and may be delivered to classes by the librarian, used asa resource for teachers to include in their own lessons, or self-directedtutorials to guide students through the steps of research. The librarian isavailable for class visits, for training teachers, and for assisting studentsdirectly in using these resources.Verdugo Hills High School WASC Self-Study Page 133

Verdugo Hills High School WASC/CDE Self-Study ReportThe VHHS library and media center has twenty-one Internet readycomputers for students to use to type essays, conduct research online, makePowerPoint presentations, and correspond with teachers to verify homeworkor assignments. Students have access to free LAUSD email accounts ifrequested by students or teachers. There are also three printers in thelibrary that students may use. Students may use any of the resources beforeand after school, during lunch and recess, and during class time if they havea pass from their teacher.Finally, the library supports independent reading requirements through theuse of Reading Counts, frequently updated displays, clear signage, andpurchasing books recommended by teacher to support or supplementclassroom instruction (when funds are available).LEARNING BEYOND THE CLASSROOMVHHS offers their student population a wide variety of opportunities toparticipate in extracurricular activities that expand the school curriculum andencourage student inquiry. All students must complete a service learningproject and must provide proof of their completion by the end of their senioryear as it is a graduation requirement. Teachers incorporate manyopportunities for students to complete this requirement in classes. Forexample, in the Humanitas School of Law and Justice, students canparticipate in Operation DVD, which is a collection drive for DVDs that areeventually sent to service personnel. The female students in Humanitas alsohave the opportunity to participate in Brownie Pen Pals Service LearningProject, where they act as mentors for a local Girl Scout Troop by writingletters over a course of a year.The fifty-nine teachers whom were surveyed constantly make themselvesavailable to their students. Of those surveyed, 29% participated in tutoringafter school, 23% participated in extracurricular activities, and 38%responded to student and parent emails regarding grades, classassignments, and general questions about their courses.Other successful programs that provide support base for students includeProject Impact and Peer Counseling, which help students who have problemseither at home or at school. The Peer Counselor assigns each Peer MentorVerdugo Hills High School WASC Self-Study Page 134

Verdugo Hills High School WASC/CDE Self-Study Reportten students who are not doing well in school. Mentors meet with theirstudents weekly and advise the students and tutor them. The mentee’steachers fill out weekly progress reports on how the students are doing intheir classes and return them to the Peer Counselor. Mentors then meet withtheir students and discuss the weekly reports and suggest strategies thatthe students can utilize to improve their grades. This program is a verypositive way for helping VHHS’s struggling students. In many cases it hasgiven the students being mentored a new outlook on life and has helpedthem learn how to achieve their goals. Also, the students who serve asmentors learn the importance of helping others. The Project ImpactCoordinator meets individually with ninth and tenth grade students whohave two or more fails. She follows up with them and also provides themwith resources as to where they can get additional help if needed. Teachersalso refer students to the Project Impact Coordinator, and students seek outher help as well. There are also peer counselors, who work with individualstudents. These peer counselors are students, who have been involved withthe Impact Program. There are also a limited amount of groups for students,but the focus of the program is on mostly individual.At VHHS, students have the opportunity to be part of a number of differentclubs, events, and classes that enhance their daily school routine. Studentsin the government class (aka Leadership) formulate ideas and plans foralmost every event that takes place at school. The school’s Leadership classplans every event that they sponsor carefully and also promote andadvertise the event so that the entire student body is informed about it.Within the Leadership Class, students may hold a variety of different officepositions. For example, a student may act as the student body president,vice president, senior class president, secretary, or treasurer. Officerscampaign to be elected for any of the positions listed above. The studentbody then votes and selects an officer to fill each of the positions in thestudent government. A student leadership officer soon discovers that being amember of the student government consists of constantly making newfriends, becoming involved with the activities going on throughout school,working hard to guarantee the success of all the projects undertaken, andtruly becoming organized.Twice a year, the leadership class plans and conducts what is known asVerdugo Day. Verdugo Day focuses on promoting all the clubs and otherVerdugo Hills High School WASC Self-Study Page 135

Verdugo Hills High School WASC/CDE Self-Study Reportstudent organizations that make up the student body. It is also anopportunity for clubs and other student organizations to fundraise, seek outnew members, and it brings the entire student body come together whichforges a sense of school community and pride. Verdugo Days usually takeplace on a Thursday after three days of “Spirit Week” where each day isfilled with a specific theme or activity: Monday is pajama day, Tuesday istwin day, and Wednesday is superhero day. The week culminates withVerdugo Day when everyone wears the school colors of black and red.Leadership is also involved in planning the UCLA Blood Drive, which is heldthree times a year.The Humanitas Club is made up of students from the Humanitas Law andJustice SLC who are interested in helping their SLC and fellow students, andmaking sure that Humanitas is visible on campus. They currently meetweekly, plan assemblies to encourage their peers to do their best on theirCST tests, and also to welcome incoming 9th graders who joined the SLC.They also participate in Verdugo Day and attend field trips.All students who wish to participate in the athletic program at VHHS musthave a minimum GPA of 2.0 to maintain eligibility. All student athletesunderstand that it is a privilege to represent VHHS and that they have aresponsibility to succeed in the classroom. Throughout the academic yearand athletic seasons, student athletes earn numerous Scholar AthleticAwards from LAUSD. Many teachers in the various departments work inconjunction with coaches to help motivate students. Most coaches requiretheir athletes to circulate a weekly progress report so that they can monitoreach student/athlete's academic progress. This helps to reinforce thecommon VHHS understanding that each team member is a student first andan athlete second. The VHHS Athletics Program supports and promotesstudent motivation to succeed not only in their sports but also in the hall ofacademia. Thus, the Don’s athletes are well-rounded individuals.The music department offers a sequential program that takes beginningstudents in ninth and tenth grade from a novice level to advanced level bytwelfth grade. Aside from music fundamentals such as reading notation andlearning to play an instrument, VHHS has many successful musicalensembles that compete in the Southern California Band and OrchestraAssociation including: Marching Band, Symphony Orchestra, Jazz Band,Verdugo Hills High School WASC Self-Study Page 136

Verdugo Hills High School WASC/CDE Self-Study ReportDrumline, and Color Guard. The music department works closely with theparents of the music students to ensure success in academic classes to helpwith eligibility and high standards.VHHS also has a Work Experience Education program. Not only can anystudent get a work permit, which is required by state law, but students whowork a minimum amount of hours a week can also enroll in Work ExperienceEducation class for credit. Student complete state and District paper work,and make their job a learning experience. Students work with theirsupervisors and managers on projects, which they then hand in to the WorkExperience teacher. Students meet once a week during zero period with theWork Experience teacher in a class to discuss job related issues and workthrough a Work Experience curriculum.Furthermore, this year our new principal has established a Glee Club thatmeets weekly. The members of the Glee Club have had the opportunity togo caroling during the Winter Holiday throughout the community, sing at theAnnual Faculty Holiday Breakfast, and overall this club has been a brightaddition to VHHS.The VHHS Parent Center provides the faculty and staff with a direct line ofcommunication between the school and the parents of the students. TheParent Center works closely with the VHHS faculty. In collaboration with theParent Center’s Director members of the faculty have conducted a series ofreading instructional workshops designed to help parents motivate theirchildren to improve their reading habits and to increase theircomprehension. The reading workshops include basic theory behind readinginstruction as well as simple, practical strategies to get students to read athome. The Parent Center staff also provides invaluable services for thefaculty such as laminating documents, creating posters, and coordinatingTitle I meetings. The Parent Center’s Director also acts as the liaisonbetween the school and the parent community by keeping them inform ofimportant occurrences such as upcoming Governance Council elections andmeetings. Lastly, the Parent Center hosts a yearly teacher appreciationluncheon, which brings faculty and parents together socially. This sort ofevent is essential for it brings together two groups of valuable stakeholdersin the instruction process: the teachers and the parents and it forge a bondthat is invaluable to student achievement.Verdugo Hills High School WASC Self-Study Page 137

Verdugo Hills High School WASC/CDE Self-Study ReportEVIDENCE• Operation DVD• Project Impact• Brownie Pen Pals• Peer Counseling• Glee Club• Work Experience Program• Music Department• VHHS Athletic Program• Humanitas Club• Leadership ClassSTRENGTHSThe Instruction Focus Group identified strengths and growth areas bylooking at the campus through the lens of instruction. VHHS’s greateststrength is the dedicated faculty, staff, and administration, who all worktowards a common goal which revolves around providing the students withthe best quality instruction that, will prepare them for their future. As Dons,the faculty, staff, and administration take pride in ensuring that all VHHSstudents receive a quality education that will make them college-ready andencourage them to become productive members of society. The instructionfocus group felt that other obvious strengths at VHHS would be the VerdugoHills Writing Program, which has united all disciplines to use a commonlanguage when speaking about writing. The Peer Mentoring Program is asuccess in helping both student mentors and mentees to develop a positiveself-image and to further embrace and understand the importance ofeducation. The program Students Run LA is another strength that isinvaluable to the students who participate in it. The students train andparticipate in the LA Marathon and this program, not only teaches thestudents stamina, but also teaches them determination. VHHS’s continuousgains on the CST illustrate the fact that the VHHS staff and faculty arededicated to making sure their courses of instruction are aligned with theCDOE State Content Standards. All of the VHHS departments of instructionhave a vested interest in the students and their education as illustrated bythe fact that each department has created their own assessments. The mathdepartment meets at lunch to discuss best practices, instruction and deliveryVerdugo Hills High School WASC Self-Study Page 138

Verdugo Hills High School WASC/CDE Self-Study Reportof lessons, and assessments. Overall, the focus group felt that there was agreat support system in place for VHHS’s ELL and special educationpopulations.Finally, the focus group felt that the staff development time that was allottedto teachers to share their best practices with their fellow colleagues wasboth informative and useful. It illustrated to the focus group that the facultyis dedicated and determined to constantly find new ways to bring new andinsightful instruction to their classrooms. The VHHS faculty is not a faculty torest on their laurels.GROWTH AREASThe instruction focus group looked at VHHS and discussed what areas shouldbe targeted to improve in terms of instruction. The focus group felt theforemost the issue that needs to be addressed at VHHS are students whoare 9Rs. These are students that fail three classes as freshman, and thus arebehind on their credits. Although, there are peer tutors in place in manyclasses to help these students in content areas and programs like peermentoring in place, the focus group as a whole felt that more has to be doneto address this issue. The focus group would like to see a program startedand maintained by the Counseling Office in which students who failed morethan two classes in eighth grade were identified and meetings were set upwith parents to explain VHHS’s expectations as a school before they enteredthe ninth grade. Also, the instructional focus group felt it would be useful tostart workshops for these students on how to be successful students, whatare good study habits, and skills that will make them ready to meet theCDOE State Content Standards, which will ensure that they pass all theirclasses.Also the instructional focus group would like to use some of professionaldevelopment allotted time to address how to use technology in the class ininnovative ways. Furthermore, the focus group felt that some upgrades ontechnology were needed as a lot of the operating systems on campus areoutdated.Verdugo Hills High School WASC Self-Study Page 139

Verdugo Hills High School WASC/CDE Self-Study ReportThe instruction focus group would also like to have an opportunity to seemore of the best practices of their fellow teachers, as it helps keep theminspired. It would also be useful for departments to work together in how toincorporate the test review for the CAHSEE and CST into the actualcurriculum.Lastly, the instruction focus group feel the school need to continue to workto ensure the three SLCs are positive experiences for all students. The focusgroup felt that each SLC needs to focus more on their identity and thematicareas of study, rather than just been a means of having the students beinformed about testing and their results on the CST. The focus group wouldlike to see SLCs develop time to meet with their students to encourage themto feel that they are receiving a personalized educational experience andthat they identify themselves as being an active part of their SLCs.CONCLUSION:As the instruction group has worked together in this process ofaccreditation, they have found that VHHS has significant strengths incurriculum and instruction, and that the faculty rigorously uses standardsbased instruction, technology, and SDAIE strategies, and periodicassessments, to foster and enhance student learning. VHHS has a variety ofprograms to support and encourage all their students which will keep themon the path towards graduation and to hopefully seek a post secondaryeducation. The faculty, staff, and administration will continue to work tomeet the needs of all VHHS students, and the school offers students a widevariety of opportunities to enrich their learning outside of school through theclubs, athletics program, and SLCs on campus. The faculty will continue towork to connect instruction and curriculum to real world experiences andemphasize alternate career paths in addition to college. There is a strong“Don Identity” felt by the faculty, staff, and administration, but the focusgroup felt that the faculty, administration, and staff need to continue to helpVHHS students to embrace those treasured values as well.STRENGTHS:• Dedicated Faculty, Staff, and Administration• ClubsVerdugo Hills High School WASC Self-Study Page 140

Verdugo Hills High School WASC/CDE Self-Study Report• Instructional Cabinet• Assessments created by department• AP enrollment increases and improved AP testing results• CST and CAHSEE prep classes• Community involvement with Athletics, Glee Club, Humanitas, andBand• Counseling encouraging rigorous curriculum for students to meet A-Grequirements• Parent Center• High API• High Pass Rate on CAHSEE• High CST Scores• Intervention for At Risk Students: like Peer Mentoring, ImpactAREAS OF GROWTH• More updated technology• More communication between departments and interdisciplinaryexperiences for students• Class size reduction• More Staff Development that is teacher driven and includes bestpractices• Intervention program to assist and work with potential 9Rs.Verdugo Hills High School WASC Self-Study Page 141

Verdugo Hills High School WASC/CDE Self-Study ReportD. Standards-based Student Learning: Assessment andAccountabilityThe Assessment and Accountability focus group consists of twenty-twomembers with representatives from mathematics, English, physicaleducation, social sciences, science, foreign languages, computer science,ROP, special education and classified staff.The focus of the Assessment and Accountability group was to engage indialogue regarding the process of evaluating the common assessments,analyzing data, and reporting the student outcomes to the schoolstakeholders. Small groups met by departments to discuss all the subquestionsto gain a complete picture as to how assessment andaccountability materialized. Additional information for a specific section wasavailable through administrators, coordinators, and department chairs.The focus group was triumphant in gathering information regarding currentassessment and reporting strategies primarily because of the manageablesize of each discipline. The members within each subject area were able tovoice their perspective and opinions regarding strengths and areas ofimprovement. Each discipline was responsible for addressing prompts anddiscussing the various methods and strategies used.Subsequent meetings were used to edit, enhance and clarify each prompt inaddition verifying the accuracy and validity. This opportunity forcommunication and discussion was viewed by all participants as a veryvaluable and necessary process.D-1: The school uses a professionally acceptable assessment process tocollect, disaggregate, analyze and report student performance data to theparents and other shareholders of the community.Verdugo Hills High School continually uses a variety of professionallyacceptable assessment processes to collect, disaggregate, analyze, andreport student performance data to the parents and community. CAHSEEand CST results, in addition to the school’s API scores are reviewed annuallyby the school staff Governance Council and Instructional Cabinet. The resultsare reported to parents and the community through school newspapers,emails, school website, and recorded phone messages. Parents and otherVerdugo Hills High School WASC Self-Study Page 142

Verdugo Hills High School WASC/CDE Self-Study Reportstakeholders can also access this data by attending Back-To-School Nightand Open House in addition to contacting teachers and schooladministrators.Standards and expected levels of student accomplishment arecommunicated to parents at the beginning of every course through a coursesyllabus. At the beginning of each course, the teacher is required tocommunicate standards and expectations to students and parents alike;therefore, these standards and expectations are spelled out by teachers intheir syllabi that are then sent home for parent review. Content andobjectives for the day are written on the board, or posted in the classroom.Verdugo employs a broad range of methods to communicate studentprogress. Mandatory midterm and final grade reports are sent each term toall parents. This is a very direct and informative way to let parents knowhow their children are doing in all classes. CST reports are mailed home toparents which informs them the level of mastery for testable subjects. Ourschool website is an informative source for a broader sense of studentprogress. Many teachers use the electronic grade book in ISIS which allowsreal time access to grades and attendance. Over the past 3 years, about1500 parents have been issued a password and log -in I.D. which allowsaccess to absences, report cards and individual grades for quizzes instantly.The counseling department at Verdugo plays an integral role in reviewingstudent progress and communicating it to parents. Each counselor isassigned an SLC and stays with those students throughout their entire highschool career; this allows students to form personal relationships with theircounselor. Each counselor receives copies of all progress reports for allstudents in their SLC. Meetings are held when requested by parents orcounselors and all of a student’s teachers are invited to attend and articulatethe student’s progress, problems, and needs in each class.Twice a year, the community is invited on campus: once in the fall for Backto School Night and again in the spring for Open House. This allowsstakeholders to see student work, class progress, and posted standards.Each teacher also gives class-specific presentations about their courses andexpectations. Visiting parents gain valuable insight about each teacher’sprogram, policies, and procedures, and can make appointments forindividual conferences at a later date.Verdugo Hills High School WASC Self-Study Page 143

Verdugo Hills High School WASC/CDE Self-Study ReportThe Governance Council at Verdugo Hills High School follows the guidelinesoutlined in No Child Left Behind for School Site Councils and represents acommunity forum for communication of school goals and progress. The mainresponsibility for the Governance Council is to create and modify the SinglePlan for Student Achievement based on student needs and assessment andother data. There are 16 members of the Governance Council including theprincipal, 6 teachers, 1 classified staff member, 4 parents and 4 students.Verdugo also has an Instructional Cabinet which includes administrators,department chairs, SLC lead teachers, and coordinators. InstructionalCabinet meets monthly to discuss strategies for improving the teaching andlearning at Verdugo resulting in improved student outcomes and relatedareas such as improving parental involvement and school culture.EVIDENCE• Common assessments• Assessments aligned with CST and state standards• Student performance discussed on each standard• CAHSEE/CST problems incorporated into exams• On-line grades• Back to School Night and Open House• Parent Conferences• School Plan• Benchmark Exams• Published test scores(CST, SAT, PSAT, ASVAB, CELDT, AP)STRENGTHSAssessment is an integral part of the teaching and learning process. Multipleforms of assessment are regularly used to guide instruction and theinstructional program. Data results are regularly shared with stakeholdersAREAS FOR GROWTHOur staff must evaluate and enhance the teacher to teacher communicationsystem to be certain all shareholders receive and respond to reports andprograms designed to remediate or promote student success.Verdugo Hills High School WASC Self-Study Page 144

Verdugo Hills High School WASC/CDE Self-Study ReportD-2: Teachers employ a variety of strategies to evaluate student learning.Students and teachers use these findings to modify the teaching andlearning process for the enhancement of the educational progress of everystudent.Teachers use state as well as course-directed assessments regularly toevaluate student learning. Teachers use these findings to target areas ofgrowth for the students who have demonstrated difficulty in mastering thestandards. Additionally, teachers modify their pedagogic strategies in orderto improve student performance on these assessments. These strategiesvary for each instructor depending on the level of difficulty of the course.All stakeholders use My Data as a comprehensive, analytical tool to receiveupdated information regarding student status in areas that include: CELDTscores, Attendance records, CAHSEE, and CST scores. Details arecategorically designed to pinpoint areas of proficiency as well as need. Datasuch as these are utilized for analysis of pupil needs by all shareholders toevaluate and coordinate curriculum across subject matter and to determine"at risk" students in all areas relative to secondary educational success.Verdugo Hills High School uses data in all of the departments to drive thecurriculum. We assess our students regularly, tracking their learningprogress throughout the semesters. All departments have collaborated andcreated their own departmental periodic assessments. Currently none of thedepartments are using the LAUSD’s periodic assessments because they donot align with the VHHS Copernican Schedule. Results from the LAUSDperiodic assessments are not returned to the school in a timely manner thushindering the utilization of the data by teachers to accurately assess studentperformance.MathematicsThe mathematics department has strengthened its curriculum throughcommon assessments in all subject areas, Algebra 1 through AP Calculus.Results are monitored, recorded, and reported to all members in thedepartment. Standards and the level of mastery are discussed after eachassessment in weekly meetings during lunch, then valid methods to createimprovements are implemented. To ensure fairness and consistency acommon grading scale is utilized by everyone in the department. CommonVerdugo Hills High School WASC Self-Study Page 145

Verdugo Hills High School WASC/CDE Self-Study Reportassessments and a common grading scale ensure that students are preparedto successfully matriculate to the next math course.In addition, the mathematics department offers differentiated instructionthrough math labs, courses designed to assist, re-teach concepts, and givesupport to students who need extra help. Struggling math students areidentified early and placed in math labs, helping them learn and reinforcekey mathematical concepts. Lessons are personalized and multiple strategiesemployed in addition to communication with the student’s regular mathteacher.The teachers in mathematics utilize multiple assessment tools, predicated onthe different learning modalities (audio, visual, and kinesthetic), to ensurethat a variety of assessment strategies are used to evaluate students’learning. These include, but are not limited to, standardized exams, teacherdevelopedtest based on District exams, as well as the released CSTquestions, multiple choice and constructed response, project assessments,performance tasks, and homework and classroom activities.The school also offers off-track math courses to allow students to recovercredits, reinforce concepts, achieve grade-level, and to advance in thesubject area.EnglishIn order to achieve articulation and cohesion between grades, and to supportthe writing strand of the ELA standards, the VHHS English Department hascreated a common essay rubric and utilizes the Jane Schaeffer WritingProgram. In addition, the English Department has compiled a VHHS EnglishLanguage Arts Handbook which is available online. The handbook containsliterary terms, business letter format, and a variety of study skills. Englishteachers utilize a common essay prompt; this initial prompt is offered as theprimary vehicle, which the Jane Schaeffer method is taught. Formative andsummative assessments include department created periodic assessments,common essays prompts, common projects, and text-based study guides.These curricular maps accommodate students should they need to makeschedule changes. This collaborative curricular approach also ensures thatstudents and teachers speak a common language when approaching textsand assessments. English Language Arts periodic assessments take placeVerdugo Hills High School WASC Self-Study Page 146

Verdugo Hills High School WASC/CDE Self-Study Reporttwo times per course. These assessments were created by the departmentand reflect the state standards monitored in the District’s periodicassessments. The English Department is currently developing a strategy tocollect and analyze the data generated from these assessments to guideinstruction.ScienceThe science department uses a variety of assessment strategies to evaluatestudent learning. The science department has developed and is currentlyimplementing a common pacing plan for each subject area, biology,chemistry and physics. The department has also developed common periodicassessments for each subject and is in the process of fully implementingthem. The periodic assessments are aligned to the state standards and willbe used as a method of reinforcing, reviewing and evaluating with the goalof re-teaching standards the students have not fully mastered as indicatedby data collected from common assessments.As of now, teachers are individually evaluating their results of commonassessments but in time our goal would be to analyze and compare data inindividual subjects.In addition, the teachers in the science department create their own testsand quizzes using questions from a departmentalized test bank in order tohave uniformity as a department. The science department has created andimplements common laboratories that are aligned to the state standards andthe students are evaluated by writing individual reports.As a department we examine the previous year CST scores as reported inthe District’s MY DATA. We look to see the performance breakdown on statestandard clusters as a guide to shaping the following year’s pacing andinstruction for the science department.Social ScienceThe Social Studies department has agreed to use a variety of methods toensure VHHS students are mastering the standards. Within the departmentteachers use projects, quizzes, essays, exams and common assessments toVerdugo Hills High School WASC Self-Study Page 147

Verdugo Hills High School WASC/CDE Self-Study Reportassess students. The department is currently coordinating a strategy to usetest data to modify common assessments Collaboration is an ongoing,integral part of the strategy for achieving our goals as a discipline. Teachersin the department also meet regularly to discuss current studentperformance.Special EducationAll students with IEPs have access to school-wide interventions, supports,and state-wide testing, [i.e. California Standard Testing (CST), CaliforniaModified Assessment (CMA), or California Alternate Performance Assessment(CAPA)] as well as those provided by their IEPs. General education andspecial education teachers ensure that core instruction consists of researchbasedinstructional strategies, existing LAUSD instructional guides and stateadopted/LAUSDapproved textbooks, which align to the California contentstandards.Strategies are used to ensure the effective delivery of a rigorous, standardsbasedcurriculum using accommodations and modifications as outlined in theIEP. Core instruction is based on ongoing progress monitoring in the regularinstructional period allowing opportunities for remediation related to the coreinstruction including, but not limited to: data based decision making to guideand personalize instruction and intervention, immediate and correctivefeedback and prompting, checks for understanding, frequent informalassessments of student learning to adjust instruction while teaching,identifying and teaching essential standards; teaching specific cognitivestrategies to help students learn curriculum; task analysis; modified orshortened assignments; providing students with study guides and/orsupplemental reading materials; adapted texts and projects; supplementalreading materials and planning vocabulary lists for academic courses.Special Education teachers meet formally and informally to collaborate onstudent progress as well as implementing cross-curricular activities, i.e.assemblies, transitional education, lessons and projects.Computer ScienceComputer Science evaluates students through rational thinking processessuch as hard coding in Java or HTML. At the same time, the possibility toVerdugo Hills High School WASC Self-Study Page 148

Verdugo Hills High School WASC/CDE Self-Study Reporthave a student express his / her artistic values through creatingpersonalized web pages is evaluated too, resulting in a final grade thatcombines both the left and right cerebral hemispheres.Physical EducationPhysical Education department focus is to have our students pass theCalifornia Fitness Gram. Students in the Physical Education department aregiven both formal and informal assessments including the California FitnessGram, unit assessments, fitness logs and student-teacher discussions. Thedepartment goal is to improve the overall fitness of each student by utilizinga variety of exercises to condition the students strength and cardiovascularendurance The department pre-tests students in order for inform them oftheir progress in the future. The students warm-up, stretch, jog, andperform exercises at various endurance levels.Foreign Language (World Languages)The Foreign Language Department has created a curriculum and pacing planfor French 1 and Spanish 1 levels, as well as assessments with benchmarksto guide their teaching and keep the department accountable for impartingthe agreed curriculum to the students. This makes it easier for the studentsto continue their language acquisition in the next levels. Members of thedepartment have also been working on level 2 curricula for the differentlanguages. Teachers also use projects to assess the students’ abilities. Manyof the projects are common level appropriate activities that require thestudents to use oral and audio skills. A common rubric was created to use asa grading scale in the department to use on oral assessments. Writingassignments are also used at all levels including the upper level course toassess students’ skills and dominance of the language. A rubric for gradingand assessing writing skills is also used by the department. Italian languageis being reintegrated into the course offerings and the Italian teacher willcontinue the work once started on curriculum and assessments. AP coursescontinue to be taught using the curriculum approved by the College Board.AP teachers create syllabi, lesson plans, and assessments to help studentsprepare for and feel comfortable with the AP format and the actual exam.Verdugo Hills High School WASC Self-Study Page 149

Verdugo Hills High School WASC/CDE Self-Study ReportJROTCThe JROTC department administers specific and time-tested benchmarkexams that are presented in a variety of ways. Numerous types of questionsare used, including essays. Drills and marching include a kinestheticcomponent.CAD- ArchitectureAs a fundamental format for our curriculum, the students are asked to begineach lesson using the following two part method: First, each assignment isoutlined by the instructor in lecture and is also represented graphically onthe chalkboard. Each student is required prepare a Preliminary Work Sheetthat demonstrates his/her interpretation of the assignment’s finalconfiguration. As a design class, this Preliminary Work Sheet allows thestudent to develop a bridge between already existing skills with new skills tobe developed in a digital format. Next, the manual results are reviewed bythe instructor with each student. If the student’s graphic representation iswithin the lesson’s stated academic goals, the Preliminary Work Sheet issigned and the student moves on to input the information digitally.Part two of the lesson is for the student to size the Preliminary Work Sheetconfiguration numerically in dimensional form. This is also done manually,with the results given as part of the graphic interpretation of the assignmenton the Preliminary Work Sheet. The information is entered into an Excel file,with the results compared with the student’s initial estimate. This methodallows for assessment of the student’s existing skill set compared to desiredskill sets. The comparisons are next reviewed by the instructor and student.The discrepancies are evaluated and methods to improve the results of bothmanual and digital data are discussed. This validates the use of bothmethods of data analysis, and deepens the student’s understanding ofcomputer usage as being secondary to a good fundamental background innumerical interpretation.ArtVHHS art instructors use a variety of performance-based assessment tools tomeasure students’ acquisition, understanding, and application of theVerdugo Hills High School WASC Self-Study Page 150

Verdugo Hills High School WASC/CDE Self-Study Reportelements and principles of art as they relate to the specific disciplines beingtaught. Through reflective practice, assessment is ongoing and theassessments themselves support, enhance, and reinforce learning. The goalis to gain an overall awareness and understanding of student progress aswell as our art program’s effectiveness relative to the stated goals of ourcurriculum.EVIDENCE• Common Assessments• Off Track math courses• Weekly department meetings• Math Labs• Math- Item analysis of standards• Fitness Gram in Physical EducationSTRENGTHSThe 4 core departments have common assessments. The school regardsassessment as integral to the educational process rather than as a responseto outside demands. Student data, including assessment of studentprogress toward state standards, are analyzed periodically to evaluatestudent performance levels. Modification in curriculum pacing andinstruction are made as a result of data analysis.AREAS OF GROWTHThe science department needs to continue working towards a commonpacing and use of common assessment. Social Studies and Science need touse data from assessments to drive their curriculum.Verdugo Hills High School WASC Self-Study Page 151

Verdugo Hills High School WASC/CDE Self-Study ReportD-3: To what extent does the school with the support of the District and thecommunity have an assessment and monitoring system to determinestudent progress toward the achievement of the academic standards and theexpected school-wide learning results?The VHHS assessment program measures student progress usingstandardized test outcomes, local standards-based assessments, CAHSEEresults, and CST results. Teachers, students, and community members areaware of the assessments, and as a result, adequate time is spent inpreparing to ensure the best performance of each student on these exams.In addition, Verdugo Hills High School offers Saturday sessions for CAHSEEtest preparation, dedicated CST preparation courses, support classes for APstudents, tutoring before, during and after school, and counselors call thehomes of the students to reiterate the need for every pupil to achieve.The dominant monitoring system in place is the CST and its results. Midtermand final report cards are issued with the support of the District. Alldepartments at VHHS design and implement their assessments to mirror thepacing plan of the District assessments and the CST.The departments ensure that all lessons are based on the state standards.The departments designed and implement chapter assessments, and thedata from those assessments are analyzed for teachers to identify strengths,weaknesses, and students needing intervention.MathematicsThe mathematics department has strengthened its curriculum throughcommon assessments in all subject areas, Algebra 1 through AP Calculus.Results are monitored, recorded, and reported to all members in thedepartment. Standards and the level of mastery are discussed after eachassessment in weekly meetings during lunch and valid methods to createimprovements are implemented. On every exam there are multiple choicequestions that relate to each standard being taught so that item analysisdata can be tracked. To ensure fairness and consistency a common gradingscale is utilized by everyone in the department. Common assessments and acommon grading scale ensure that students are prepared to successfullymatriculate to the next math course.In addition, the mathematics department offers differentiated instructionVerdugo Hills High School WASC Self-Study Page 152

Verdugo Hills High School WASC/CDE Self-Study Reportthrough math labs, courses designed to assist, re-teach concepts, and givesupport to students who need extra help. Lessons are personalized andmultiple strategies employed in addition to communication with the student’sregular math teacher.EnglishFormative and summative assessments include department created periodicassessments, common essays prompts, common projects, and text-basedstudy guides. These curricular maps accommodate students should theyneed to make schedule changes. This collaborative curricular approach alsoensures that students and teachers speak a common language whenapproaching texts and assessments. English Language Arts periodicassessments take place three times per course as required by LAUSD. Theseassessments were created by the department and reflect the state standardsmonitored in the District’s periodic assessments. The English Department iscurrently developing a strategy to collect and analyze the data generatedfrom these assessments to guide instruction.ScienceThe Science Department uses a variety of assessment strategies to evaluatestudent learning. Each discipline uses common periodic assessments whichare used to identify specific standards that need to be reviewed before CST.Teachers create their own tests and quizzes using questions from a commontest bank. Common laboratory, reports and projects are utilized by eachdiscipline. My Data is used to analyze CST tests in order to strengthen futureinstruction.Throughout the entire process of reviewing test scores and analyzing datathe Science Department continually improves the pedagogic process toenhance student learning.Social ScienceWithin the department teachers use projects, quizzes, essays, exams andperiodic assessments to assess students. The Social Studies department splitinto two groups, US History and World History to create periodicassessments that were appropriate to support the state standards as well asVerdugo Hills High School WASC Self-Study Page 153

Verdugo Hills High School WASC/CDE Self-Study Reportour schools ESLRS. The department also examines CST results to comparewith periodic assessments for further insight.The annual School Report Card disseminated to shareholders, students,parents, and the community at large. In addition, teachers provide CST,CAHSEE, and CELDT results to parents, as well as IEP goal accomplishmentlevels for Special Education students, and teacher/counselor/parentcommunication.Policies and programs such as CAHSEE prep classes, school wide CST testprep, and common periodic assessments reflect the school’s commitment tostudent fulfillment of the academic standards. This commitment stems froma schoolwide attitude that has led to making Verdugo Hills High one of thetop high schools in Los Angeles Unified School District.EVIDENCE• CST school report• CAHSEE school report• Department pacing plans• Report cards• AP exams and scores• Tutoring• Saturday school• CAHSEE prep classes• Teacher dialogue• Parent conferences• ISIS on line gradesAREAS OF GROWTH• Communicating the needs of students with IEP's to the generaleducation classroom teacher.• Regular meetings that allow strategizing various approaches designedto enhance success via dissemination of data.• Collaborative teaching between departments could be enhanced.Verdugo Hills High School WASC Self-Study Page 154

Verdugo Hills High School WASC/CDE Self-Study ReportD-4: To what extent does the assessment of student achievement in relationto the academic standards and the expected school-wide learning resultsdrive the school’s program, its development, its regular evaluation andimprovement, and the allocation and usage of resources?The results from formative and summative assessments, based on academicstandards and the ESLR’s are continually used to evaluate and improveinstruction and determine the allocation and uses of resources.The school’s program is driven by a variety of assessments by which wedetermine student achievement. The assessments are formal as well asinformal. Comparisons are made periodically so as to assess our growth andareas of need. Lessons have been standardized and various assessmentstrategies developed aiming to reinforce standards-based instruction in allareas.MathThe mathematics department currently uses several techniques andstrategies to motivate and drive student achievement. Competitionsamongst math classes in the same subject area, student recognition forstudents who excel and class pass rates are regularly communicated to staffand student body. Item analysis on multiple choice problems are collectedand discussed to see what standards students understand. All assessmentsare spiraled and reviewed based on student performance.ScienceIn science, the modes of student assessment as mentioned in D-2 and D-3are the basis for the department’s academic program. The department looksat test data, finds strengths and weaknesses in order to improve studentperformance. The assessment of test data could lead to different pedagogicstrategies, purchase of new literature, new laboratory and activityequipment and possibly different assessments.Verdugo Hills High School WASC Self-Study Page 155

Verdugo Hills High School WASC/CDE Self-Study ReportEnglishAssessment and interpretation of assessments' results are the primary toolsused at the school to drive and steer instruction. The English department,like other academic departments at the school, spends a good deal ofmeeting time and professional development scouring test data and sharingbest practices among faculty to assure the widespread adoption of successfulmodels for improving student outcomes. As a result this ongoing process,there is a general consensus among the faculty and within the departmentthat our focus is relentlessly student-oriented. So single-minded is this focusthat frequent heated debate as well as friendly disagreement characterizesthe department’s atmosphere. Likewise, in our relations with the District, theEnglish department faculty insists that out –of-classroom micromanagers atleast listen and consider thoughtful input of the classroom professionals. So,when we are asked (or ordered) to administer deficient commonassessments or to participate in training for another “flavor of the day” theEnglish department is as likely to demur as to go along for the ride. Thishealthy sense of competence and independence characterizes thedepartment’s work and truly reflects the atmosphere and attitude of theschool.Social StudiesIn the area of social studies, state standards and expected schoolwidelearning results are used to continuously evaluate and modify instruction.The social studies department meets frequently to discuss use of resources,best practices, common assessments and evaluation of data to insure thehighest possible level of student outcomes. As a result of this ongoingcollaboration, assessments are modified in order to better reflect standardsand ESLR’s.Special EducationDepartments meet to evaluate students at risk based upon assessments thatdelineate proficiency or need in sub-categories correlated with CaliforniaState Academic Standards. Resource teachers may deliver intense explicitinstruction based upon such analysis for students with or without IEP’s.Verdugo Hills High School WASC Self-Study Page 156

Verdugo Hills High School WASC/CDE Self-Study ReportResource teachers also consult with general education teachers to providesupport strategies designed to “reach” all students.CAD/ArchitectureThe evaluation of student work and ensuing development of relevantcurriculum drives the CAD- Architecture program in its choice of softwareprograms and its lesson planning. The assessments are tied to the academicstandards and the expected schoolwide learning results. More importantly,the program is driven by industry practices in Graphic Design and theArchitecture fields.Beginning with the choice of software programs, the CAD-Architecturecurriculum utilizes industry pertinent software such as Microsoft Office,Adobe Suite and Google Creative Engine. Microsoft Office containsdocumentation programs such as Word, Excel and Power Point. Adobe offersGraphic Design programs such as PhotoShop, and Illustrator.Google Creative Engine contains Sketch-Up used for Architectural andMechanical design. This is the CAD program’s core software that allows theSecondary student an opportunity to design Floor Plans, elevations and threedimensional structural interpretations and Orthographic Projection. Thesetypes of drawings are the backbone of architectural and engineeringlanguage.EVIDENCE• Assessment results collected• Item analysis• Competition• Student recognition• Spiraling and revisiting various mathematical conceptsSTRENGTHS• Funding is allocated for remediation and tutoring classes• Everyone in the mathematics department follows a common pacingplan and has implemented the common assessmentsVerdugo Hills High School WASC Self-Study Page 157

Verdugo Hills High School WASC/CDE Self-Study ReportAREAS OF GROWTH• More department time to work on and reflect on common assessmentsConclusionAs the assessment and accountability group has worked together in thisprocess of accreditation, they have found that VHHS has significantstrengths in assessments, and that the faculty rigorously uses standardsbased instruction, technology, and SDAIE strategies, and commonassessments, to foster and enhance student learning. The faculty, staff, andadministration will continue to work to meet the needs of all VHHS students.Department members work collaboratively to create common assessmentsto ensure fairness and academic rigor for all students.Growth Needs• VHHS would benefit from a staff position whose duty is to analyze testresults.• While each department has common assessments there are stillindividual teachers who will not administer them.Strengths:• All core departments have common assessments• All members in each department have the opportunity to contribute inthe creation of the common assessments• Funding is allocated for remediation and intervention coursesVerdugo Hills High School WASC Self-Study Page 158

Verdugo Hills High School WASC/CDE Self-Study ReportE. School Culture and Support for Student Personal andAcademic GrowthThe School Culture Focus Group is comprised of 20 members representingmathematics, English, science, physical education, social science, foreignlanguage, special education and classified staff.The Culture Focus Group met on several occasions. At the first meeting, thegroup reviewed the WASC Accreditation Report from 2006 and discussedwhat VHHS was still doing and what programs were still in place. At the nextmeeting the Focus Group divided up the sections to write and revise asnecessary at subsequent meetings.E1. School Culture and Student SupportTo what extent does the school leadership employ a wide range of strategiesto encourage parental and community involvement, especially with theteaching/learning process?Verdugo Hills High School (VHHS) is a neighborhood school which contains aMulti-Media Magnet of 400 students, some of whom are bussed. As itsdemographics have changed throughout the years, VHHS has adapted tomeet its changing student and parent needs. Parents, students, and stafftake pride in being a part of Verdugo Hills High. The stakeholders employ avariety of interest groups such as Booster Clubs, PTSA, Parent Center, theEnglish Language Acquisition Committee (ELAC) and Governance council,Sunland-Tujunga Neighborhood Council, feeder Elementary schools, tofacilitate community and parental involvement. These organizations assist insupporting the academic and personal growth of all students. Informationabout Verdugo Hills High is disseminated through the school newsletters,local newspapers, quarterly calendars, the school website, Twitter,Facebook, and the Connect-Ed automated phone system. These serve tokeep all stakeholders informed and actively engaged in the VHHSeducational program, school activities and student recognition programs. Asour student body and community continue to change, the school leadershipand staff members strive to find more effective ways of reaching out andinvolving all of the Verdugo students and their families as well as thecommunity around us.Verdugo Hills High School WASC Self-Study Page 159

Verdugo Hills High School WASC/CDE Self-Study ReportRegular Parent InvolvementVerdugo Hills High School employs various strategies to encourage parentaland community involvement. Our strategies and methods include varioussocial media to accommodate parents from different backgrounds so we canbetter communicate with them. These methods help to forge a connectionwith our students, parents, and the community to encourage theirinvolvement.In addition, newsletters are sent home in Spanish and English, providingupdated about the school and upcoming events. Information is posted on theschool websites, www.verdugohs.org and www.verduogmagnet.net whichreach further to the community and beyond. Besides building a connectionwith parents and the community, VHHS stresses the importance ofattendance for academic success to all our students. Connect-Ed is anautomated phone system to notify parents if their child misses a day.Parents may also sign up with Integrated Student Information System (ISIS)Family Module to check on student attendance and grades. Parentvolunteers welcome and sign-in visitors. In support of academic success, weoffer after-school tutoring in various subjects. All teachers may be reachedvia e-mail; in addition many teachers post homework assignments andgrades on-line for parent access.Parents and staff are kept informed of various events at Verdugo Hills HighSchool with the telephone system, Connect Ed which our Principal usesevery Sunday evening to communicate weekly announcements to parentsand guardians. School administrators and the attendance office also use thissystem to inform parents of their student's absences and leave messagesabout holidays, staff development activities, and reminders about statestandards and CAHSEE testing.VHHS has an active Parent Center located on campus to facilitate parentinvolvement in the school and to offer information and support to theparents with various programs. There is a bilingual parent center directoravailable for walk-in parents every day. On the fourth Tuesday of eachmonth, they sponsor Breakfast With The Principal" for interested parents. Inaddition, they hold a Christmas ornament class, have a class/support groupcalled PESA (Parent Expectation Support Achievement) and at the end ofeach month a computer class is held for parents.Verdugo Hills High School WASC Self-Study Page 160

Verdugo Hills High School WASC/CDE Self-Study ReportUse of Community ResourcesParents and the community are kept informed about the school’s programsand policies in a variety of ways. Prior to the start of the school year,parents and students receive a school calendar, as well as designated schoolpolicies through the mail. As special events or news items come up thatwere not available for publication in the original calendars, special mailingsor newsletters are sent home, either through the U.S. Mail and/or throughthe students’ classes.The Parent Teacher Student Association is another means to keep parentsapprised of student programs and policies. The PTSA and Booster Club atVerdugo have yearly membership drives, with faculty and parentsencouraged to join. The PTSA does a significant service for the school bysponsoring senior Grad Night, offering health and dental clinics, andproviding eye exams and glasses to low income families.English Language Acquisition Committee (ELAC) is an advisory committeeconsisting of parents and staff for the purpose of allocating ESL funding. Thisfunction is especially important this year because of District budget cuts thathave severely impacted our staffing.Many student organizations, from athletics to performing arts are supportedby a parent-run Booster Club. Booster Club coordinates fundraising efforts topurchase necessary equipment and fund additional coaches, provideopportunities for parent involvement in student activities, and organizestudent recognition banquets at the end of the activities season.Parents and community members support many Verdugo Hills High Schoolprograms through sponsorship and advertisements, including purchasing adsin athletic calendars, the school yearbook, and various special eventprograms such as homecoming programs. Students learn how to interactwith the world around them as they approach their parents and communityorganizations as potential sponsors.The counseling department holds articulation programs during the springsemester at our closest feeder middle schools in which they supplyinformation about the transition into high school, the programs that weVerdugo Hills High School WASC Self-Study Page 161

Verdugo Hills High School WASC/CDE Self-Study Reportoffer, and how to plan their high school schedules. They are joined bystudents from different clubs, athletic teams, service organizations, andperforming arts such as band, cheerleading, drill team, and leadership tohelp educate the incoming students about VHHS.Parent/Community and Student AchievementThe Governance Council is comprised of representation from all of thestakeholders in the VHHS community, which includes certificated andclassified staff, students, community representatives and parents. Designedto be the governing body of VHHS where budget and school activities arebrought for approval, the Governance Council meet monthly to makedecisions regarding school policy dealing with allocation of categoricalfunding. Though the Governance Council members are elected positions withvoting privileges, everyone is welcome to attend the meetings and give theirinput on agenda topics.The Language Acquisition Team (LAT) is made up of a variety of teachersfrom different departments as well as the counseling staff. Teachers areallowed to sign up to become a part of the LAT, which meets throughout theacademic year to discuss discrepancies in the proper placement andacademic progress of current or former ELL students. The LAT addresseshow the school can best help the students and their parents. Meetings arescheduled with students and parents as the need arises that may be initiatedby either the school or the parents. Occasionally community members ororganizations are involved in the classroom setting as expert guest speakersand as chaperones at school events. This enables teachers to bring real-lifeexperiences into the classroom as well as allowing the students, parents andcommunity to interact together.Verdugo Hills High School invites parents to become involved in schoolprograms and activities. VHHS has two traditional Back-to-School Nights toaccommodate our Copernican Block schedule: one at the beginning of termA and the second at the start of term C, when the majority of students havebegun new classes with new teachers. Parents have the opportunity to speakwith teachers, counselors, and administrators as well as see featuredperforming groups such as the band, glee club and drama club. Collegeawareness and information programs are also often featured.Verdugo Hills High School WASC Self-Study Page 162

Verdugo Hills High School WASC/CDE Self-Study ReportDuring the last two weeks of the summer, an incoming freshmen orientationis conducted for all parents and students with administrators, counselors,and other pertinent staff to inform parents about available courses,scheduling, and all the different activities going on at Verdugo Hills HighSchool. The Link Crew, a student-mentoring and support network organizesand delivers a carefully structured orientation experience for the freshmen.Other FindingsThe goal at VHHS is to give every student the opportunity to continue his orher education after high school. In addition to the college workshops offeredat the Back-to-School Nights, a special college night is offered to studentsand parents where they receive information about college requirements,various pathways to receive a college education, as well as informationabout financial aid. Representatives from a wide variety of two- and fouryearcolleges visit the campus throughout the year and interested studentsare given the opportunity to attend their presentations with question-andanswersessions.The College Advisor at Verdugo Hills High has a Financial Aid Night forparents and students to assist in filling out paperwork and answeringquestions about college and various financial aid programs. During FinancialAid Night, help is given in preparing and completing FAFSA applications.Verdugo Hills High School sends over 90% of the graduating seniors tocollege.EVIDENCE• Governance Council• Parent Center• Booster Club• PTSA• LAT• School WebsiteVerdugo Hills High School WASC Self-Study Page 163

Verdugo Hills High School WASC/CDE Self-Study ReportSTRENGTHS• Verdugo Hills High School reaches out to parents and community in avariety of ways to encourage parental and community involvement.• VHHS’s parent center is opened to the parents and guardians everydayMonday thru Friday.AREAS OF GROWTH• Increase parental engagement/participation.• Offer more parent activities after 5 pm for working parentsE2. School Culture and Student Supporta) To what extent is the school a safe, clean, and orderly place that nurtureslearning? b) To what extent is the culture of the school characterized by thetrust, professionalism, high expectations for all students, and a focus oncontinuous school improvement?SafetyVerdugo Hills High School (VHHS) prides itself as being one of the safestschools in Los Angeles Unified School District (LAUSD). Statistics onsuspensions, opportunity transfers, and expulsions verify the low incidenceof misbehavior and violence. Aggression such as fighting among students isnot tolerated; and as a result, there is a higher level of respect among theschool population. The elected dean, security personnel, administrators,certificated teachers, and school counselors collaborate to maintaindiscipline, and issues are dealt with appropriately within a reasonable periodof time.FacilityVHHS’s staff encourages students to maintain the historical appearance of itscampus by demonstrating positive relationships with a community thatprides itself from a long line of character and citizenship. Programsthroughout the community extend the visibility of our students and create aprofessional relationship among stakeholders. The school is continuallyinvolved in beautification and renovation of its campus. A park-likeVerdugo Hills High School WASC Self-Study Page 164

Verdugo Hills High School WASC/CDE Self-Study Reportatmosphere that includes trees, groundcover, and lawns is maintained andinviting to students. As a part of the SLC funding, in Fall 2012 the campusreceived new outdoor tables, benches, umbrellas, signage and new displaycases for each SLC’s common areas. The renovation of restrooms andfacilities to meet the needs of all students and staff is fully functioning. Amarquee high above the street informs and encourages students andcommunity to take notice of important events and timelines.Safety, Clean and Orderly EnvironmentPolicies and use of ResourcesSchool policies at VHHS serve to ensure a safe and orderly place ofinstruction that promotes and encourages learning. The school maintains aclosed campus policy, and all visitors to the campus must check in withschool security in the main entrance and be identified using a visiblenametag. In the event that a potentially dangerous situation may arise; theschool in conjunction with proper authorities such as Los Angeles PoliceDepartment, Los Angeles School Police Department and Fire Department hasan effective procedural lockdown policy. Notification via the school-widepublic address system of any potential danger is a quick and efficient meansof communication. To prepare for the onset of a disaster, VHHS is readiedwith a safety plan of which the school conducts frequent drills for fire andearthquake insuring that all students and staff have practiced and arefamiliar with a safe and efficient evacuation.To maintain a safe school culture, issues such as child abuse reporting,sexual harassment, and disease control are addressed through workshopsand professional development, followed by written instructions to allmembers of the school community. Other policies to promote safety andcomfort include explicit requirements for extracurricular activities and theuse of personal technology, such as cell phones and iPods. These policiessupport an orderly learning environment and minimize the interruptions toinstruction. There are also District Bulletins that inform teachers aboutdealing with issues of discrimination and hatred. Assemblies andpresentations on these issues support these efforts.Students who wish to take advantage of the Internet through the school’sservers must adhere to a District mandated Acceptable Use Policy approvedVerdugo Hills High School WASC Self-Study Page 165

Verdugo Hills High School WASC/CDE Self-Study Reportby a parent and/or guardian. A current school identification card mustaccompany each student during Internet use. All students are offered aschool-based/password protected email address. Parents can access theirson’s or daughter’s current attendance and performance through the MyDatawebsite. The school website offers an abundance of information regardingpolicy and procedure. Parents can access individual teachers through thesite, as well.VHHS utilizes many resources to maintain a safe and orderly campus. Theschool benefits from a team of full-time campus aides who patrol thecampus communicating with main office personnel, administrators, two staffappointed deans, and faculty. They are visible throughout the day,maintaining contact through long-range walkie-talkies. VHHS employs a fulltimepolice officer from the LAUSD Police Department. A school nurse iscentrally located and equipped with an Emergency Responder System. Allcoaches are trained to use CPR and first aid. Every teacher has anemergency folder prepared annually in the classroom outlining proceduresand accountability. Students are closely monitored, and if they need to leavethe classroom they must do so with an identifiable hall pass.The Peer Mentoring program offers students the opportunity to learn peermediation and to support other students as they struggle to generaterelevant resolutions to conflicts. The IMPACT program supports students incrises; the groups address issues of addiction, abuse, grief, and stressrelatedemotions. Students frequently attend these groups to addressconcerns of safety, trust, and emotional repair. VHHS has an on-site schoolpsychologist. Teachers and staff are encouraged to refer students in need.The counseling office also organizes breakout groups for students who aredealing with common personal issues. The school psychologist is on campusfour days a week to help students in crisis.The VHHS maintenance staff maintains school grounds and classrooms,encouraging students to take responsibility for a clean campus. Theirdiligence ensures that the campus remains safe, neat, and orderly forstudents and staff, and helps promote a sense of well-being for allstakeholders at VHHS. The crew is available to make necessary repairs,maintain general housekeeping, and keep the school free of potentialhazards. Constant efforts are made to maintain the infrastructure. A cleanVerdugo Hills High School WASC Self-Study Page 166

Verdugo Hills High School WASC/CDE Self-Study Reportschool enhances the total educational program and is a source of studentpride and student responsibility.High Expectations/ Concern for StudentsCaring, Concern and High Expectations Honoring Individual DifferencesThe teachers and staff at VHHS strive to hold the highest academic andsocial standards for all students. The staff is dedicated to teaching toleranceand sending responsible young men and women into a diverse society withrespect for all. Excellence in required standards-based curriculum,responsible citizenship, character building, and high attendance aredemonstrated in the VHHS Expected Schoolwide Learning Results (ESLR).The VHHS teaching staff expects excellence from students both in behaviorat school and at extracurricular events in addition to their academicperformance. Teachers incorporate the values expressed in these standardsin all core classes and electives. In addition, teachers stress the importanceof academic honesty regarding issues of cheating and plagiarism.Student awareness programs have been initiated to educate and unify thestudent body. Our IMPACT program organizes to promote a drug, alcohol,and tobacco free lifestyle. IMPACT addresses issues of addiction and therisks of underage drinking and smoking. Showcases are often on display todemonstrate negative impacts on such behaviors. Frequent assemblies areoffered to engage students in considering healthy and positive changes.An annual Verdugo Day is organized in which students, parents, teachers,and staff come together on campus to celebrate school pride and encourageinvolvement.Small Learning Communities coordinate assemblies to enhance learning andpromote a family of career interested students. VHHS is a community ofeducators and learners who nurture close relationships through instruction.These relationships support a common interest for safety, openness, wellbeing,and collaboration. Students demonstrate a sense of enjoyment forlearning with each other as evidenced by posted projects, achievements,and awards. The campus culture is composed of many different social nichesinviting students to socialize and connect in a safe and trusting environment.Verdugo Hills High School WASC Self-Study Page 167

Verdugo Hills High School WASC/CDE Self-Study ReportAtmosphere of Trust, Respect and ProfessionalismCitizenship, Value, and PerformanceVHHS takes pride in maintaining a respectful and tolerant school culture. Thestaff is committed to supporting a caring school community that instills instudents the importance of good citizenship as well as the value ofexcellence in academics. Parents are a welcome sight on campus and canreceive supportive services through the “Parent Center”. This adds to thesense of security and trust with teachers. There are numerous opportunitiesfor parents to interact with teachers such as Open House, Back to SchoolNight, Award Assemblies, Play productions, Musical performances, Sports,and community events. The highly active staff engages willingly to sponsorstudent activities and extend instructional tutoring. Several teachers havebeen recognized as outstanding educators by the community and state. Avisit to our campus reveals an atmosphere of camaraderie and cohesiveness.Many opportunities are provided for teachers to meet, discuss, and reflect onperformance. The block schedule allows for the majority of teachers to havea common planning period. This allows more participants to plan eventsinsuring a sense of trust and professionalism in the effort. The staff uses itscommon planning period to improve curriculum, design programs, and makeefforts to connect with students and parents. Teachers often shareresponsibilities in the SLC and Departments. Teachers willingly sponsorclubs, attend extracurricular activities, write letters of recommendation anduse time outside the classroom to tutor and counsel students. At VHHS100% of our certificated staff fully credentialed.The Governance Council manages the activity of the school. It makescollaborative decisions about all aspects of the working environment. Itsmembers include representatives from all stakeholders ensuring fairness andequality.Other FindingsWhen students feel safe on campus to the degree that they enjoy takingownership of their surroundings, then we truly know we have done our job.VHHS is a safe school where students learn, grow and respect theenvironment. The dedicated staff has placed emphasis on studentVerdugo Hills High School WASC Self-Study Page 168

Verdugo Hills High School WASC/CDE Self-Study Reportresponsibility dedicating time and effort to a variety of programs andstrategies that model productive behaviors.EVIDENCE• Suspension rates• Coaches are CPR/First Aid certified• Maintenance logs• Completed construction projects• Parent survey• Student surveySTRENGTHS• Safety procedures and rules are clearly outlined and provided to allinvolved parties.• All staff members take great pride in keeping our school safe andclean regardless of job titles and duties.AREAS OF GROWTH• Additional support personnel and programs for at-risk students.E3 School Culture and Student Supporta) To what extent do all students receive appropriate support along with anindividualized learning plan to help ensure academic success?Students at VHHS experience a high degree of monitoring and support foracademic success. Students receive support in their content classes, throughcounseling support services and through a culture that is characterized bytrust, respect and expectation for achievement. Services and programs arecoordinated to support student success. Activities and services are focusedon providing students with strategic and standards-based courses. Usingdata, targeted support is identified and provided through tutoring andintervention opportunities and outside of the school day. Extended learningopportunities are connected to daily classroom instruction. Students who areEnglish Learners are given additional support to make the transition to core,non-ESL classes. Students with special needs are provided appropriate levelsof support to succeed.Verdugo Hills High School WASC Self-Study Page 169

Verdugo Hills High School WASC/CDE Self-Study ReportAdequate Personalized SupportThe mission of Verdugo Hills High School is to graduate students who areactive, inquisitive, and successful participants in a rapidly changing world.Existing resources and support activities are focused on helping all studentsachieve both academic standards and the ESLRs. When in need, studentsare able to access social, psychological, and health services. Verdugo HillsHigh School enjoys a high level of teacher involvement with students both inand out of the classroom. A student is able to find support fromadministrators, teachers, counselors, clerical and custodial staff, ensuringthat students do not fall through the cracks or lose direction in the yearsthey attend our high school.Students at Verdugo Hills High School have the opportunity to receive extrahelp in their classes. Teachers encourage students to come in for tutoringbefore school, during fourth period, after school, and during lunch. Specialtutoring classes are held almost every day after school for science, English,and math. Verdugo supports the California Scholarship Federation that is anhonor society for students. Students receive points for earning good gradesand in turn are allowed to join. This state organization promotes highstandards and academic excellence. CAHSEE Test Prep is a school-wideprogram in which students attend twice a week for three weeks in order toprepare for the California High School Exit Exam (CAHSEE). Fourth periodclasses are offered at Verdugo to enable students to finish high school earlyor make up additional credits as needed. VHHS has a testing and datacoordinator who assists teachers and students by analyzing test data,reporting their findings to departments and offering guidance toward futureinstruction. Verdugo has a school psychologist who can deal with familyproblems and achievement problems ranging from coping with emotionalaspects of the classroom, the student environment, and reading and writingassignments. College entrance and financial aid workshops are offeredthroughout the school year.Verdugo Hills High School WASC Self-Study Page 170

Verdugo Hills High School WASC/CDE Self-Study ReportDirect ConnectionsThe VHHS staff is committed to elevating our students to the highest levelpossible. We also expect our students to demonstrate their commitment totheir education. Occasionally certain students may experience certaindifficulties that negatively impact classroom performance. These studentshave access to other members of the staff that can assist in getting thestudent back on track.Counseling ServicesMost students meet their counselors during eighth grade articulations.Counselors discuss curricular paths available, graduation requirements,course selections, the California High School Exit Exam, college entrancerequirements, and educational opportunities available to them at VHHS.Students with IEP’s have additional access to the Special EducationCoordinator.VHHS students are also held to a high level of citizenship. Counselorsprovide students with handbooks that clearly define the rules of conduct andschool policies. Counselors are available to give needed guidance to thosethat fall short of expectations in an attempt to remedy a situation before itleads to disciplinary problems. Students that are facing difficulties with drugaddiction, abuse, grief, or others, are often best served by Verdugo’sIMPACT program or school psychologist.Eighth Grade StudentsEighth-grade articulations begin every spring in April. Counselors meet in theclassroom with the eighth-graders to discuss curricular paths available,graduation requirements, course selections, the California High School ExitExam (CAHSEE), college entrance requirements and academic opportunitiesavailable to them at VHHS. In addition, students with an IndividualizedEducation Program (IEP) have the opportunity to meet with our SpecialEducation Coordinator to discuss any additional concerns. All students takehome a “Ninth-grade Program Planning Sheet” to be completed by thestudent and parent and signed by the parent. From these planning sheets,counselors look at the requests and try to give the students their firstVerdugo Hills High School WASC Self-Study Page 171

Verdugo Hills High School WASC/CDE Self-Study Reportchoices. Both students and parents receive relevant information to academicplanning, expectations, and school support services.Ninth-Grade StudentsWhen students begin their ninth grade year they select one of the threeSmaller Learning Communities (SLCs) Visual Performing Arts, BiomedicalSciences, Health and Fitness or Humanitas and Magnet. Smaller LearningCommunities provide the student a more personalized and relevantconnection between coursework and student interests, developing moreelective choices, and providing students a link with their learning interestsand the real world. In addition, students are assigned an SLC-specificcounselor and cohort of teachers. VHHS is developing further supports forninth graders including a summer bridge program and Link Crew mentoringprogram.Life Skills is a class that is offered to ninth graders. During this class thecounselors speak with the ninth-grade students about high school graduationrequirements, and post-secondary goals including vocational opportunitiesand college entrance requirements. The class prepares students to plan foracademic and career pathways beyond high school. Students research futurecollege and career options and begin exploring post-secondary opportunities.This course is a comprehensive guide and also provides a four-year plan forgraduation preparation, college and career planning, personal and socialskills development, job-hunting skills, program services for students withspecial needs, financial planning, and post-secondary options.Tenth-Grade StudentsDuring their tenth grade year, all students meet with their counselors todevelop an Individual High School Graduation Plan. Parents are invited toattend these meetings to learn about graduation requirements.Preparation classes are offered to students who did not pass the CAHSEEand need help with test-taking strategies. Students in tenth-grade areencouraged to take the PSAT. In the spring the tenth-grade students havethe first opportunity to take an AP test.Verdugo Hills High School WASC Self-Study Page 172

Verdugo Hills High School WASC/CDE Self-Study ReportEleventh-Grade StudentsAll juniors and their parents meet with counselors to review their IndividualHigh School Graduation Plan. This plan provides a timeline of courseworkincluding non-academic requirements, leading up to graduation and postsecondarygoals. With the assistance of their counselor, students plan UC “A– G” course requirements (CAHSEE, computer literacy, service learning) andoptional test scores (PSAT, SAT, or ACT). Copies are given to students andparents for signatures; counselors keep a copy for their records and alsoupdate student progress on a “High School Graduation Checklist” for each oftheir counselees.The College Counselor prepares workshops, seminars, and presentations forjuniors and seniors. In October, juniors attend a college workshop, followedby the High School Individualized Graduation Plan in November, and MakingHigh School Count assembly in the spring.Twelfth-Grade StudentsSeniors and their parents attend the College Admission Strategy Session inOctober, Financial Aid Workshop in January, and College Knowledge seminarin the spring. The college counselor coordinates outreach services fromseveral colleges and universities on a weekly, monthly, or bi-annual basis.California State University, Northridge provides an outreach counselor twicea week from October to June, from 3pm to 5pm. Representatives from LosAngeles Mission College, Los Angeles Valley College, and GlendaleCommunity College visit the school twice a month. California StateUniversity, Northridge, Humboldt State, UCLA, UC Riverside, WoodburyUniversity, Occidental College, Mt. Saint Mary’s College, and University ofSouthern California visit at least once in the fall. Many colleges, universities,and companies are represented at the Annual Spring College and Career Fairheld during the school day on our campus. Of the students graduating inJune 2011, 28% were accepted to a four-year college or university, 65%planned to attend a community college, and 4% planned to attend atechnical/vocational institution or join the U.S. Armed Force.Verdugo Hills High School WASC Self-Study Page 173

Verdugo Hills High School WASC/CDE Self-Study ReportStrategies Used for Student Growth/DevelopmentEducators at Verdugo utilize strategies that best suit their individual styles,acquired through university programs, professional development meetings,and from colleagues. For example, teachers use SDAIE strategies,differential instruction, cooperative and active learning strategies,technology, and behavior modification plans. A Math Lab has been institutedto help underachieving students, providing more strategies for strugglingAlgebra, Geometry, and Algebra II students. This extra practice gives themmore confidence, which in turn leads to more success.The College Counselor assists all students in grades nine through twelve toprepare for college admission by arranging college outreach representatives,workshops, student/parent presentations, campus visits, PSAT/NMSQTreadiness, SAT preparation workshops, and college and career fairs. TheCareer Advisor assists students in using career resources, developinginterest inventories, investigating different careers/training opportunities,and directing students to local occupational programs.Grade-level assemblies for tenth-, eleventh-, and twelfth-grade students areheld to discuss progress toward graduation, options for making up highschool credits, computer literacy, service learning projects, pre-collegeactivities and events, and the school attendance/tardy policies. During thetenth and eleventh-grade years, counselors meet individually with studentsand their parents to review progress toward graduation. When midterm andfinal grades for each term are available, the counselors review and recordprogress on the Graduation Checklist and Individualized Graduation Plan.Graduation and college entrance requirements are regularly reviewed forprogress.CAHSEE Preparation class is for those students who have not passed theCAHSEE. Three weeks prior to the scheduled November and March CAHSEE,students can attend “CAHSEE Test Prep class twice a week for three weeks.The California Scholarship Foundation (CSF) emphasizes high standards ofservice, scholarship, and citizenship and encourages students to reach theiracademic best. Each semester, CSF offers the student an opportunity toVerdugo Hills High School WASC Self-Study Page 174

Verdugo Hills High School WASC/CDE Self-Study Reportqualify for awards and scholarships.California State University, Northridge, included VHHS in their grant proposalfor Upward Bound program support, supporting students from low-incomefamilies where neither parent holds a bachelor’s degree and/or students arefirst-generation college-bound. Instruction is provided in mathematics, labsciences, composition, literature, and foreign languages, along with tutoring,mentoring, work-study, and post-secondary counseling.Support Services and LearningFor Special Education students in the Diversified Learning Academy (DLA),opportunities for remediation, pre-teaching, and re-teaching are availablethrough the Learning Center. The Learning Center is a place for intervention,guidance, and the support of standards-based learning. Opportunities arealso available through SDC/RSP team collaboration with general educationteachers and schoolwide tutoring programs.The Department of Transition Services Teacher (DOTS) assists students indeveloping a plan for continuing education and finding a career path oncethey complete high school. DOTS teachers assist students in findingemployment while in high school or putting them in job placementprograms. Individual Transition Plans include goals for post-secondaryeducation, independent living, and transportation. Learning and postsecondarygoals are carefully planned for each individual student’s needsand the plan is written into each IEP. Each student’s progress, placementand services is continuously reviewed and evaluated with parents, teachers,and service providers.Finally, the DLA students have access to the Student Service Center locatedin room 227. This center provides students with a safe, quiet, low sensory,low stimulus environment. Students can drop in between classes and atlunch. Students can also use this center during class if they need a break.Students have a space for homework and access to school supplies,including pens, pencils, and paper.For English Language Learners (EL students), Verdugo Hills has a BilingualCoordinator who holds parent meetings on a monthly basis. Various topicsVerdugo Hills High School WASC Self-Study Page 175

Verdugo Hills High School WASC/CDE Self-Study Reportare discussed, including schedules, curriculum, graduation requirements,behavior issues, study skills, and test taking. All classes are available for ELstudents and transportation is available for students involved in after-schoolactivities, including sports and band practice. The EL advisor also visits theclassrooms of EL students to discuss the A – G requirements.The Language Acquisition Team (LAT), comprised of a student, his or herparents, teachers, counselors, and administrators, meets to review andevaluate attendance, academic progress, disciplinary problems, test scores,study skills, and future goals. The student being evaluated must be inattendance before the meeting begins.Communication with all Verdugo stakeholders is critical. All support staff,counselors, coordinators, and deans support effective home to schoolcommunication. This communication is especially vital after midterm andfinal grades. All meetings are documented.Another communication tool is the weekly progress report. Students with“weeklies” are responsible for picking up the progress report and having itsigned by each of their teachers. Each teacher enters the weekly grade,missing assignments, and comments. Phone calls home are delivered on adaily basis to parents of students with absences or tardies. The Connect Edsystem is also used to deliver messages regarding events at our school. Theprincipal sends out weekly messages via Connect Ed to inform families ofschool events.Equal Access to Curriculum and SupportEvery effort is made to ensure that all Verdugo Hills students have equalaccess to curriculum and support. The first step is to ensure that all studentshave equal access to all courses. Students who may not have access toparticular specialized courses due to an AP and/or SDC program are offereda zero period (before the traditional school day), a non-compulsory 4 th and5 th period, online courses, or independent study.The creation of the master schedule, a collaborative effort of the teachers,counselors, and administrators, also ensures that every student has equalaccess to courses. Typically, each spring semester the faculty meets withVerdugo Hills High School WASC Self-Study Page 176

Verdugo Hills High School WASC/CDE Self-Study Reporttheir departments where the schedule for the following year is discussed. Amatrix is completed by each department, reviewed, revised and thensubmitted to administration for review. Particular attention is given to thesmaller groups of specialization, including Magnet students, Special DayClass students, Resource students and English Language Learners. TheMaster Schedule is carefully analyzed to be certain that all students haveaccess to A-G requirements and LAUSD graduation requirements. In the2013-14 school year adjustments will be made to ensure that all 9 th and10 th -graders have access to foreign language as LAUSD requirements arebrought in line with A-G requirements.Verdugo Hills High School offers a robust Honors and Advanced Placementprogram for students who seek greater academic challenges. At the otherend of the spectrum, the Alternative Curriculum Program is specificallydesigned for designated students who receive services under the specialeducation category of Mental Retardation (MR). All students have anopportunity to integrate campus-wide in electives, during passing periods,and at lunch.All students have access to Honors and AP courses by request. This cohort,including GATE students, progresses through an advanced curricularprogram. These students are offered Honors courses, and they mayeventually take up to 6 AP courses a year in 11 th and 12th grade. Thesecourses are differentiated for advanced and curious learners, providingchallenging and rewarding opportunities which prepare them for the rigors ofa four-year university.English Language Learners are offered ESL classes and courses designatedas EL. These students are identified yearly through administration of theCELDT, the LAUSD-approved measure of a non-native English speakingstudents. The students in both ESL and EL courses access core curriculumthrough traditional teaching methods and SADIE techniques.For students with identified learning disabilities, Verdugo Hills High Schooloffers several learning environments in accordance with LAUSD’s policy ofutilizing the Least Restrictive Environment (LRE). Verdugo Hills offers corecourses, using state standardized curriculum, for all special educationstudents who are not in the alternative curriculum program. Appropriateplacement is done through the IEP process. Students are programmed into aVerdugo Hills High School WASC Self-Study Page 177

Verdugo Hills High School WASC/CDE Self-Study ReportSpecial Day Class, general education class with Resource support, and/or ageneral education class with an additional period of Resource Learning Lab.Once placed, teachers utilize various strategies to assist all types of learners.Students are offered academic support equally. In an effort to supportstudent learning, technology has been, and will continue to be, integratedinto the classroom. All Verdugo Hills classrooms have a DVD player and anLCD projector (or TV) to enhance student learning. The math departmentalso uses graphing calculators, Smartboards and document cameras as theybecome available through funding. ALEKS, and Carnegie Learning software isbeing used to raise the scores of low-achieving students in math. Teachersutilize the VHHS website and have created their own websites to supportstudents. All students are offered a free LAUSD e-mail account. Studentshave access to school computers in the library and various labs on campus.Computer access supports student learning through virtual interventionprograms and as a necessary tool to complete research and homework.Each classroom also has a computer and printer that is made available tostudents during non-instructional periods. Even the physical educationdepartment utilizes technology to support all students; all students haveaccess to Cybex heart rate monitors during their workouts.Evidence• School nurse• School psychologist• ESL classes• Least Restrictive EnvironmentStrengths• Verdugo offers a variety of support services for students• Students who are at risk are given extra supportGrowth Areas• Expand services to incoming 9th graders to help with the transition tohigh schoolVerdugo Hills High School WASC Self-Study Page 178

Verdugo Hills High School WASC/CDE Self-Study ReportE4. To what extent do students have access to a system of personal supportservices, activities and opportunities at the school and within thecommunity?A system of support ensures that all students are connected to the school inmeaningful ways through the academic program, small learningcommunities, extra-curricular activities, and counseling and health services.The counseling staff works with and advocated for students at risk, providingreferrals or information about school and community social, psychological,and health services where appropriate. School-sponsored activities, such asclubs, sports, and leadership are tied to the schoolwide vision of success forall students. Students participate in a wide variety of activities and feelaccepted and supported as participantsSchool PsychologistVHHS has one assigned school psychologist for four days a week. The schoolpsychologist has a range of responsibilities. Among these are:• Provides diagnostic evaluation of new and existing students.• Assists in crisis intervention and serves on the crisis team and isgenerally the on-site leader of the mental health crisis team.• Provides school based counseling and intervention of special educationand general education students.• Monitors compliance issues of the special education department, andguides teachers parents and staff regarding special education legalmandates, policy, and procedure.• Consults with staff and parents regarding behavior intervention plans,special education programs, and various intervention strategies.• Works closely with the counselors regarding interventions with generaland special education students.• Attend parent conferences, discipline review team meetings, andparticipates in Student Study Team (SST) at the site level.• Consults with parents regarding individual student needs and providesreferrals to outside mental health agencies and works closely withthese agencies in an effort to guide school staff personnel regardingcurrent mental health policy and procedures.Verdugo Hills High School WASC Self-Study Page 179

Verdugo Hills High School WASC/CDE Self-Study ReportThe School psychologist also consults with parents regarding individualstudent needs and provides referrals for community resources, includingwelfare, and maintains monthly logs of counseling cases for SpecialEducation students to document contacts regarding student welfare. Thepsychologist interfaces with community mental health professionals.School NurseVHHS currently has a school nurse four days a week. One of her primarygoals is to reduce the absenteeism of students, thereby increasing theirchances of academic success. All students entering Verdugo are required tobe cleared by the nurse to ensure that their immunizations are up to date.The school nurse also has final approval for all students participating in highschool sports. She ensures that all athletes have a legitimate physical screenand further scrutinizes any who are known to have certain conditions. Theschool nurse provides first aid and care to students that are injured orfeeling ill. The nurses’ office keeps visit cards on every student who entersthe health office to track their visits. The school nurse communicates aboutcertain students with teachers using written memos. These memos are sentto teachers to ensure that they know that one of their students has amedical issue. Memos are signed by all of the student’s teachers. The schoolnurse helps control injury and liability risk by administering first aid whennecessary, reporting suspected child abuse, and identifying additionalhealth-related problems. When a student first enrolls in the school, theymust be cleared through the Health Office to ensure that their immunizationsare correct and up to date. The nurse also helps reduce time spentout of the classroom by providing teachers with band-aids and sterilepackets.ImpactVerdugo Hills High School realizes that a student’s inability to performsuccessfully often stems from stresses, pressures, and problems outside ofthe academic curriculum or the high school facility. To assist students indeveloping better coping skills, Verdugo Hills incorporates the LAUSDprevention and early intervention program, IMPACT, in its support offered tostudents. Verdugo has an IMPACT coordinator on site as well as a number ofcredentialed staff trained in IMPACT counseling. IMPACT counselors meetwith students on a regular basis, either in-group or individual settings,Verdugo Hills High School WASC Self-Study Page 180

Verdugo Hills High School WASC/CDE Self-Study Reportdepending on the particular needs of the student. Teachers or peers canrefer students to the program who they believe are exhibiting at-riskbehavior or performing below capability as a result of possible substance orviolence abuse.Peer MentoringVerdugo’s Peer Mentoring Program trains student volunteers to operate atherapeutic student guidance program. Services provided through thisprogram include Peer Mentoring and Peer Mediation. Peer counseling trainsstudents to counsel at-risk students towards better decision-making andimproved social and mental health. Peer mediation training empowersstudents to facilitate the resolution of problems between students beforethey escalate to violence. Peer Mentors are students who are eitherrecommended to the program by their counselors or by applying to theprogram. Students are elected after a thorough screening completed by thePeer Mentor Advisors.Co-Curricular ActivitiesVerdugo Hills High School has a system in place to provide students withsupport both at school and in the community. The school calendar is repletewith academic, social, athletic, and performing arts activities. Verdugo HillsHigh School offers a wide variety of extracurricular activities for students.These include: Leadership, Journalism, Athletics, Yearbook, Various StudentClubs, Band and Drill Team, Cheerleading, Drama, Play Production, and GleeClub.LeadershipLeadership is our student governing body that assists with planning andpromoting school activities. Examples of student government activitiesinclude: Dr. Seuss Day, Verdugo Day, Christmas Santa visit and toy drivesfor neighboring elementary schools, UCLA blood drives, pep rallies and SpiritWeek. The Leadership class is in charge of the student body budget andinsures accuracy and fairness in the distribution of funds that support VHHSactivities.Verdugo Hills High School WASC Self-Study Page 181

Verdugo Hills High School WASC/CDE Self-Study ReportJROTCThe JROTC program at Verdugo Hills helps students build leadership andpersonal skills, which promote stronger academic performance by developingself-discipline and motivation. The extracurricular activities in JROTC deepenstudents’ self-respect and confidence. JROTC utilizes proven military skills tostrengthen each student’s ability to study and take tests, while increasingtheir desire to excel. Students in the program learn to work as part of ateam and understand the necessity of community service. JROTC instructorswork closely with the students as mentors and role models, meeting thespecific needs of each student.Each of our many clubs sponsors activities that reinforce the ESLRs,including active citizenship. Examples include:• Breast cancer awareness volleyball game• Relay for Life• Glee club Holiday Caroling• AA Track Team• Unified Basketball Team• Invisible Children Assemblies• Law Day Field Trips• Gay Straight Alliance Anti Bullying EventsStudents at Verdugo Hills work with faculty and staff to promote personaland academic development through the Character Counts initiative. The fivepillars of which are honesty, trustworthiness, respect, and two other things.Student Involvement in Curricular/Co-Curricular ActivitiesCounselors and staff work together to evaluate the participation of ourstudents in curricular/co-curricular activities. Each year they discussprograms with the students and meet with teachers evaluate the bestprogram for each student. Verdugo Hills High School, in partnership withthe community, promotes the values of academics and high school athleticsstressing the following traits of the Victory With Honor program:Responsibility, Trustworthiness, Respect, Fairness, Caring, and Citizenship.Verdugo Hills High School WASC Self-Study Page 182

Verdugo Hills High School WASC/CDE Self-Study ReportVHHS offers students opportunities to participate in three athletic seasons ayear:• Football• Cross Country• Tennis• Golf• Volleyball• Track and Field• Water Polo• Swim• Baseball• Softball• Basketball• SoccerIn order to participate in athletics, students must maintain a 2.0minimum GPA. Eligibility is determined by the last final report card.Eligibility dates for extracurricular/Co-curricular activities are set bythe Los Angeles Unified School District. The student must provide apacket that includes information needed to meet CIF requirements.The student athlete and coach sign codes of conduct, agreeing tomaintain the high standards established in the Victory With Honorprogram. VHHS team captains, cheerleaders, and band and drill teamcaptains attend District-wide leadership.Student PerceptionsVerdugo students interact with the local community in several ways. EachVerdugo student is required to complete a service learning project. Studentsvolunteer to help local businesses, organizations, and political parties. Eyeon Verdugo (our television news broadcast) and La Yuca both advertise localbusinesses. We plan to share Eye on Verdugo with the local community viacable broadcast and webcast. Many classes have guest speakers from thecommunity. Students have the opportunity to share work with professionalanimators from the Los Angeles area via teleconference. Our theaterprogram arranges for students to see a variety of professional shows in theLos Angeles area at a discounted rate (often free). Our leadership studentsVerdugo Hills High School WASC Self-Study Page 183

Verdugo Hills High School WASC/CDE Self-Study Reportvolunteer to help local elementary schools during holiday seasons. Notably,they visit schools around winter break, spring break, and on Dr. Seuss Day.Verdugo Hills High School can arrange alternative learning programs anddirections for a student who can benefit from nontraditional classroomexperiences. Alternative learning can range from attending a part-day skilltraining center at an ROP center to a full-time alternative learningexperience. Examples of full time alternative educational learning includesuch options as:· Independent study on VHHS campus with the Independent study Teacher· Independent study off campus in LAUSD Home Study Program at City ofAngels· Independent study off campus, non-LAUSD home study programs,including such choices as Options for Youth or Opportunities for Learning· Mt. Lukens Continuation School, adjacent to VHHS· To students 16 years or older, additional options include:· Glendale Community College GED program· Adult Education GED program· North Valley Occupational Center (diploma and GED programs)· Pacoima Skills Center (diploma and GED programs)Any alternative education option is made with the best interest of thestudent in mind.SUMMARYVerdugo Hills High School offers many programs and activities for studentpersonal and academic growth. The staff and leadership are committed tohelping students grow through trust, professionalism, and high expectations.Parents, administrators, and teachers join the student body to makedecisions that affect the teaching and learning process.STRENGTHS:• Verdugo is a clean, orderly and safe learning environment• Verdugo provides a coordinated multifaceted program to supportpersonal and academic success for all students.• Stakeholders share a common vision for student success and adedication to realizing that vision.Verdugo Hills High School WASC Self-Study Page 184

Verdugo Hills High School WASC/CDE Self-Study ReportAreas of Growth:• Continue to increase the amount of parent and communityinvolvement in order to support student success.• Continue to improve services to assist all learners to achieve success.Verdugo Hills High School WASC Self-Study Page 185

Verdugo Hills High School WASC/CDE Self-Study ReportChapter 5Schoolwide Action PlanThe school Action Plan is based mostly on the Single Plan for StudentAchievement (SPSA) which is revised each year based on studentachievement data and other data to best meet the needs of the studentsincluding all sub-groups. The SPSA is written with extensive input from thestaff and community and finalized and approved by the school GovernanceCouncil which also acts as the School Site Council.CriticalAcademicNeedSchool Achievement Goals and Critical Academic NeedsGoals are Specific; Measurable; Attainable; Results-based (realistic); and Time-bound (SMART Goals*).Data to Subgroup School SMARTidentifyGoals:goalImprovestudentachievementin math.Improvestudentachievementin English/languagearts.STAR,Performance Meters,MyDataSTAR,Performance Meters,MyDataSED, ELs,white,HispanicSED, ELs,white,Hispanic,1Year Goal: 42%or more of allstudents tested willscore proficient oradvanced on the2013 CSTmathematics tests.Annual goal: Allstudents will scoreproficient oradvanced on theCST/CCSSmathematics testseach year.1Year Goal: 54%or more of allstudents tested willscore proficient oradvanced on the2013 CST ELAtests.Annual Goal: Allstudents will scoreproficient oradvanced on theProgressMonitoring Data tomeasure studentachievementSchool/Departmentgeneratedcommonformativeassessments,grades, and teachercreatedassessments.Responsible:Principal,Department Chairs,Instructional CabinetSchool/Departmentgeneratedcommonformativeassessments,grades, and teachercreatedassessments.Responsible:Principal,Department Chairs,Instructional CabinetVerdugo Hills High School WASC Self-Study Page 186

Verdugo Hills High School WASC/CDE Self-Study ReportCST/CCSS ELAtests each year.Improvestudentachievementin math.Improvestudentachievementin English/languagearts.Improveparentengagement.STAR,Performance Meters,MyDataSTAR,Performance Meters,MyDataPerformance MetersSED, ELs,white,Hispanic,SED, ELs,white,HispanicSED, ELs,white,Hispanic1Year Goal: 79%or more of all tenthgraders will scoreproficient oradvanced on the2013 CAHSEEmathematics test.Annual Goal: Allstudents will scoreproficient oradvanced on theCAHSEE/CCSSmathematics testseach year.1Year Goal: 79%or more of all tenthgraders will scoreproficient oradvanced on the2013 CAHSEE ELAtest.Annual Goal: Allstudents will scoreproficient oradvanced on theCAHSEE/CCSS ELAtests each year.1Year Goal:Increase parentengagement by15% as measuredby attendance atBACK-TO-SCHOOLnight, 9 th gradeOrientation,SENIOR night,AdvisoryCommittees,Parent Surveyresponses, and theParent Center bySchool/Departmentgeneratedcommonformativeassessments,grades, and teachercreatedassessments.Responsible:Principal,Department Chairs,Instructional CabinetSchool/Departmentgeneratedcommonformativeassessments,grades, and teachercreatedassessments.Responsible:Principal,Department Chairs,Instructional CabinetSign-In records,Parent Surveys.Responsible:Assistant Principal,Parent CenterDirector, E:LCoordinator, Titleone CoordinatorVerdugo Hills High School WASC Self-Study Page 187

Verdugo Hills High School WASC/CDE Self-Study ReportJune 2013.Annual goal: Atleast 50% ofparents are activelyengaged with theirstudents in schoolas measured byBack To Schoolnight, 9 th gradeOrientation, Seniornight, AdvisoryCommittees,Parent Surveyresponses, and theParent Center.WASC Recommendations from the lastvisit (2010) that correspond with the KeyFindings in the data summary sheet .Goal inPerformance Meter1. Implement SLCs Schoolwide Graduation Proficiency for All Attendance Parent & CommunityEngagement SchoolSafety/Organization/SupportStructures2. Establish Data Committee to review,analyze and report to various stakeholders Graduation Proficiency for All Attendance3. Increase Literacy skills Graduation Proficiency for All Attendance4. Expand Strategic Academic Support for allstudents5. Improving existing programs throughsystematic application of assessment data Graduation Proficiency for All Attendance Parent & CommunityEngagement SchoolSafety/Organization/SupportStructure Graduation Proficiency for All AttendanceVerdugo Hills High School WASC Self-Study Page 188

Verdugo Hills High School WASC/CDE Self-Study ReportVerdugo Hills High School WASC Self-Study Page 189

Goal:SPSA 2010-11AccountabilityOutcomesSubgroupInstructionalStrategies/ActivitiesResources/ FundingProcess forEvaluation ofImplementationStaff ResponsibleStart/ CompletionDateIncrease percentageof students in grades2-11 scoringproficient oradvanced on the CSTin ELA2010-11 LAUSDTarget:10 percentage point ormore increase instudents scoringproficient and above.Increasepercentage ofstudents in grades2-11 scoringProficient orAdvanced on theCST in ELA(AYP Target)52AllProfessionaldevelopment willfocus on teachingstrategies designedto address alltargeted subgroupsand will include:• SDAIEstrategies• DifferentiatedInstruction• ThinkingMaps• ProjectBasedLearningGeneral andCategorical FundsCSR teachers tofund HQ registercarrying teachers inthe core area.Title I ($669,252),Title II ($35,248, EIA-LEP ($88,118)General Suppliesincludingpaper,CDS, and overheadtransparencies willbe purchased tosupport interventionprograms for at-riskstudentsStudents ‘on track’ atthe end of eachgrade or criticalgrade-level span inreading and writing.Increase the numberof students on-trackin terms of creditsearned.% of student scoringproficient or aboveon the PeriodicAssessments/localcommonassessmentsAdministratorsDept. ChairLd. TeachersSept. 2011OngoingDepartmentalretreats will focus oncollaboration andprovide training forteachers to developeffectiveimplementation ofthe curriculum toscaffold instructionfor English Learners.Lead Teachers anddepartment chairswill share identifiedteaching strategies190Title I $20,000Non-capitalizedequipment – to fund3 additionalcomputers and othertechnology to provideongoing support forinstruction andreinforcement in coreareas. 3 HP CompaqElite ConvertibleMinitower PC Title I$5,000ProfessionalDevelopment

among departmentmembers.Use SDAIEstrategies andDifferentiatedInstruction.Teacher, Regular-topay a regular statusteacher to attendtraining during thebasic assignmentTitle I $51,698Curriculum:• Provide training(departmentretreats) forteachers todevelop effectiveimplementationof the curriculumto scaffoldinstruction forEnglishLearners.• Formulate acommon gradingsyllabusweighting theexams at 70%.Interventions:• ComprehensiveVolunteerTeacher TutoringProgram that isavailable beforeschool, duringlunch, and afterschool.191

Goal:SPSA 2010-11Accountability Outcomes Subgroup Instructional Strategies/Activities Resources/ Funding Process forEvaluation ofImplementationStaffResponsibleStart/CompletionDateAccelerate theperformance ofsignificant subgroups2010-11 LAUSDTarget:10 percentage pointincrease of students ineach subgroup movinginto proficient.Accelerate theperformance ofsignificant subgroups inELA(AYP Target)Latino: 52SWD: .52White: 52LatinoSWDWhiteELsComprehensive Volunteer TeacherTutoring Program that is available beforeschool, during lunch, and after school.Meet with students individually to reviewCST, CAHSEE, and grades twice a year bysmall learning communities.General andCategorical FundsDay-to-Day Substitutetoprovide classcoverage to releaseteachers to plan forimplementation ofactivities and to analyzedata for at-risk students.Title I $10,774, $24,055Additional teachers tolower class sizeTeacher assistantsAdditional technologyresources for tutoringGeneral andCategorical FundsStudents ‘on track’at the end of eachgrade or criticalgrade-level spaninEnglish/languagearts.Increase thenumber ofstudents on-trackin terms of creditsearned.% of studentscoring proficientor above on thePeriodicAssessments/localcommonassessmentsAdministratorsDept. ChairLd. TeachersSept. 2011-June, 2012OngoingFunding forsupplementary teachertime to modifyassessments and planintervention strategies192

Goal:SPSA 2010-11Accountability Outcomes Subgroup Instructional Strategies/Activities Resources/ Funding Process forEvaluation ofImplementationStaffResponsibleStart/CompletionDateIncrease thepercentage ofstudents movingfrom oneperformanceband to anotheron the CST ELA(e.g., from FBBto BB; BB toBasic; Basic toProficient,Proficient toAdvanced)2010-11LAUSD Target:10 percentagepoint increase ofstudents in eachsubgroup movinginto proficient.Increase percentage ofstudents moving from oneperformance band to anotheron the CST ELA (API Target)Latino: 53SWD: 21.7White: 66.9AllComprehensive Volunteer TeacherTutoring Program that is available beforeschool, during lunch, and after school.Meet with students individually to reviewCST, CAHSEE, and grades twice a year bysmall learning communities.General andCategorical FundsMaintenance ofEquipment – Willprovide copies ofstudent worksamples forstandards-basedalignment evaluationpurposed and lessonstudying by teachers.Copies ofsupplementalinstructionalmaterials will beused for interventionlessons. Konica450A, Duplo 330$30,000Additional technologyresources for tutoringFunding forsupplementaryteacher time tomodify assessmentsand plan interventionstrategiesStudents ‘on track’at the end of eachgrade or criticalgrade-level span inEnglish/languagearts.Increase thenumber of studentson-track in terms ofcredits earned.% of studentsscoringproficient/above onPeriodicAssessments/local commonassessmentsAdministratorsDept. ChairLd. TeachersSept. 2011-June, 2012Ongoing193

Goal:SPSA 2010-11Accountability Outcomes Subgroup Instructional Strategies/Activities Resources/ Funding Process forEvaluation ofImplementationStaff ResponsibleStart/CompletionDateIncrease the overallpass rate of all studentson both parts of theCAHSEE2012-13 LAUSD Target:5 percentage point or moreincreaseIncrease percent of studentsmeeting proficiency on theCAHSEE:2010 47.6% (ELA)2010 52.1% (Math)2011 57.5% (ELA)2011 57.7% (Math)2012SED(ELA/math)White(math)Provide ongoing professional developmentfor teachers that will result in increasedstudent achievement and improved practice.Differentiate instruction. Provide structuresand support that will help improve studentachievement.Offer more opportunities for CAHSEEintervention courses and CAHSEEBootcamp.General andCategorical FundsFunding forteacher assistantsto help withtutoring andinterventions underthe supervision ofa HQ teacher.School basedassessments.Student work.GradesAdministratorsTeachersCounselorsCoordinatorsSept. 2011OngoingEd Resource Aid(multifunded)EIA-SCE, EIA-LEP$36,437Increase % of first timepass rate of 10thgraders on both parts ofCAHSEE on the firstattempt2010-11 LAUSD Target:8 percentage points or moreincreaseIncrease percent of first timepass rate of 10 th graders onboth parts of CAHSEE onthe first attempt(API Target: 77)AllOffer more opportunities for CAHSEEintervention courses and CAHSEEBootcamp.General andCategorical FundsFunding forteacher assistantsto help withtutoring andinterventionsCAHSEE PassRateAdministratorsTeachersCounselorsCoordinatorsSept. 2011-June, 2012Ongoing194

Goal:SPSA 2010-11Accountability Outcomes Subgroup Instructional Strategies/Activities Resources/ Funding Process forEvaluation ofImplementationStaffResponsibleStart/CompletionDateAccelerate the performanceof significant subgroups inmath2010-11 LAUSD Target:10 percentage point increase ofstudents in each subgroupmoving into proficientAccelerate the performanceof significant subgroups inmath(AYP Target)Prof/Adv CST MathLatino:37.1SWD: .17.9White: 46.4LatinoSWDWhiteELsComprehensive Volunteer Teacher TutoringProgram that is available before school, duringlunch, and after school.Meet with students individually to review CST,CAHSEE, and grades twice a year by smalllearning communities.General and CategoricalFundsAdditional teachers tolower class sizeTeacher assistantsAdditional technologyresources for tutoringFunding for supplementaryteacher time to modifyassessments and planintervention strategiesStudents ‘ontrack’ at theend of eachgrade or criticalgrade-levelspan inmathematics.Increase thenumber ofstudents ontrackin termsof creditsearned.AdministratorsDept. ChairLd. TeachersSept. 2011-June, 2012Ongoing% of studentscoringproficient orabove on thePeriodicAssessments/local commonassessments195

Goal:SPSA 2010-11Accountability Outcomes Subgroup Instructional Strategies/Activities Resources/ Funding Process forEvaluation ofImplementationStaffResponsibleStart/CompletionDateIncrease the percentageof significant subgroupsmoving from oneperformance band toanother on the CST Math( e.g., from FBB to BB;BB to Basic; Basic toProficient, Proficient toAdvanced)2010-11 LAUSDTarget:10 percentage pointincrease in studentsmoving students into basicor proficient and aboveIncrease percentage ofstudents moving fromone performance bandto another on the CSTMath(API Target)Latino: 37.1SWD: 17.9White: 46.4LatinoSWDWhiteELsComprehensive Volunteer TeacherTutoring Program that is availablebefore school, during lunch, and afterschool.Meet with students individually toreview CST, CAHSEE, and gradestwice a year by small learningcommunities.General andCategorical FundsAdditional teachersto lower class sizeTeacher assistantsAdditionaltechnologyresources fortutoringFunding forsupplementaryteacher time tomodify assessmentsand planinterventionstrategiesStudents ‘on track’at the end of eachgrade or criticalgrade-level spanin mathematics.% of studentscoring proficientor above on thePeriodicAssessments/localcommonassessmentsAdministratorsDept. ChairLd. TeachersSept. 2011-June, 2012Ongoing196

PARENT & COMMUNITY ENGAGEMENTGoal:SPSA 2010-11Accountability Outcomes Subgroup Instructional Strategies/Activities Resources/ Funding Process forEvaluation ofImplementationStaffResponsibleStart/CompletionDateIncrease the responserates for parents returningsurveys.Increase parentparticipation and ratingson School ExperienceSurveys (PerformanceMeter)AllSupport and continued development ofParent Center and Parent Center services.Additional counseling.General andCategorical FundsSchool AdvisorycommitteeexpensesParent surveysAdministratorsDept. ChairLd. TeachersSept. 2011-June, 2012Ongoing36EIA-LEP $1,088Title I $1000Parent ConferenceAttendance andTravel AllowanceEIA-LEP $800Title I $800197

PARENT INVOLVEMENT POLICYVerdugo Hills High School parental involvement policy involves holding annual meetings for all parents ofour school at convenient times to inform them of the school’s policy and their rights under Title I, and howthey can be involved in the planning, review and improvement of Title I programs within the school. Inaddition, Verdugo Hills High School provides parents with timely information about curriculum,assessments, and expected proficiency levels for student communication between the school and home;the council coordinates the development and distribution of the Verdugo Hills High School InformationPackets. Parents also act in an advisory capacity on the School Site Council, to which all parents areinvited, and provide input into the Single Plan for Student Achievement. A Parent-Student-TeacherAssociation exists on campus. There is a Parent Center on campus to welcome parents and provide alocation for parent meetings and trainings. The principal hosts “Coffee with the Principal” at 7:30 am oncea month. Two ½ time community representatives assist with community outreach (liaison withcommunity groups, communication, and publicity.)Counselors and SLC representatives provide 9 th grade orientation sessions in both small and large groupsettings during the day and evening. The counselors include parents in the educational process byrequiring parents’ signature on all semester programming planning sheets. All parents receive students’CST results and a booklet that explains them. In addition, a marquee enables the community to viewannouncements.Conferences are encouraged between parents and teachers and counselors. All parents are invited toBack-To-School Night, Open House Night and are encouraged to set up meetings with their student’steachers. The College Counselor is in communication with students and parents with regard to all aspectsof the college application process. There are college awareness activities as well as financial aidworkshops, and all parents are encouraged to attend. Math, English and Science Nights are otherinteractive opportunities for parents. The VHHS Multimedia Magnet, in conjunction with the host school,holds tours and Magnet Night and Gem in the Hills for open enrollment and SAS for recruitment.198

Verdugo Hills High School has bilingual staff members including the School Administrative Assistant,Spanish teachers, two administrators, one of four counselors, several teachers, and the ESL Advisor. TheEnglish-as-a-Second-Language (ESL) coordinator is multi-lingual. School offices have bilingual aide/staffmembers who communicate with Spanish and Armenian speaking parents in critical venues. Newslettersand communications are sent home in both English and Spanish and District personnel fluent in otherlanguages are used to communicate with parents who speak a language other than English or Spanishwhen necessary.The Title I Coordinator arranges refreshments and locations for parent meeting and sponsors initiatives toinvolve parents in curriculum development and funding recommendations. The two communityrepresentatives perform as liaisons between the school and community. P. E. S. A. training is a workshopthat is available to parents in both English and Spanish. VHHS has a Student-Parent-Teacher Compact(clarifies roles) that all families submit to the school.Outreach efforts, supported by Title I, will include orientation, Showcase/Open House, and CounselingNight. The Title I clerk will provide support to consolidated program staff.199

SCHOOL-PARENT COMPACTStudent/Parent/Teacher CompactAs a Student at Verdugo Hills High School, I will:Study hard and work toward graduation.Try my best to attend school daily.Understand that my success depends on me.Dedicate myself to being a co-operative learner.Employ myself: School is my job for now.Not be late to my classes.Turn in my homework, class work and projects.Seek help in my classes when there is a problem.As a Parent of a Verdugo Hills High School Student, I will:Participate in my child’s education in a positive way.Attend Back to School, Open House and Teacher Conferenceswhen possible.Review all school communiqués and respond if asked.Encourage my student by supporting his or her progress.Nourish my student with a healthy diet and good night’s sleep.Acuerdo Entre Estudiantes/Padres/MaestrosComo estudiante de Verdugo Hills HS yo voy a:Estudiar mucho para poder graduarmeSalir adelanteTratar de pedir ayuda en mis clases cuando tenga un problemaUbicarme en mis estudiosDedicarme a estudiarIntentar llevarme bien con mis compañerosAsegurarme de entregar a tiempo mis tareas y proyectosNo llegar tarde a clasesTratar de asistir a la escuela todos los diasEntender que mi suceso depende de miComo padre de un estudiante en VHHS yo voy a:Participar en la educacion de mI hijo/a en una forma positivaApoyar a la escuela/tarea del distrito, disciplina y reglas deasistenciaDedicare tiempo para asistir a las conferencias escolares cuandome sea posible200

Talk to my student and to his or her teachers about schoolprogress.Support the VHHS and District homework, discipline and attendancepolicies.As a Teacher at Verdugo Hills High School, I will:Teach to the best of my training and ability.Encourage my students to do their best.Arrange for parent conferences when needed.Communicate with parents and students about any problemshindering progress.Have well defined classroom procedures and expectations.Educate myself through continuing education and staffdevelopment meetings.Return corrected work in a timely manner.Strive to address the individual needs of my students.Revisar todos los comunicados y regresar los recortes cuandosea necesarioEstablecere comunicacion con los maestros y a alentar y aapoyar el progreso de mi hijo(a)Supervisare que mi hijo(a) descanse adecuadamente y tenga unadieta balanceadaComo maestro de Verdugo Hills yo voy a:Marcar los procedimientos, reglas y expectativas de la claseAlentar a mis estudiantes para que hagan lo mejor que puedanEnseñar a mis estudiantes lo mejor de mi habilidadSaber explicar a los padres, los posibles problemas queobstruyen el progreso de mis estudiantesTratar de corregir y regresar el trabajo a la mayor brevedad posibleReconocer las necesidades individuales de cada estudianteOrganizar conferencias cuando sea necesarioSeguir implementando mi educacion por medio de entrenamientosy seminarios201

AppendicesSchool Performance MeterGOAL 1: 100% GRADUATION School Baseline School Annual Targets2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14A. Four-Year Cohort Graduation Rate 60 58 58 64 66 69 72B. Students On-Track for Meeting A-G Requirements x x 29 31 45 60 80GOAL 2: PROFICIENCY FOR ALL School Baseline School Annual Targets2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14A. English Language Arts, Elementary:Proficient & AdvancedB. English Language Arts, Secondary:Proficient & AdvancedNA NA NA NA NA NA NA40 42 43 49 52 54 58D. Mathematics, Secondary: Proficient & Advanced 15 22 27 32 37 42 48F. Proficiency in Algebra 13 16 17 21 28 34 40G. Reclassification Rates 14 9 10 12 15 18 21GOAL 3: 100% ATTENDANCE School Baseline School Annual Targets2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14A. Percentage of students with 96% or higherattendance55 56 58 60 67 72 77B. Percentage of staff with 96% or higher attendance 58 59 58 59 70 75 80GOAL 4: PARENT AND COMMUNITYENGAGEMENTA. Percentage of parents who talk with the teacherabout their child’s schoolworkSchool BaselineSchool Annual Targets2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14no info 28 33 26 30 34 40B. Parent participation on School Experience Surveys no info 27 28 18 36 42 52GOAL 5: SCHOOL SAFETY School Baseline School Annual Targets2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14A. Instructional days lost to suspension 252 215 327 232 220 200 180B. % of students who feel safe on school grounds(agree or strongly agree)no info 81 89 82 85 88 90202

2 Year Progress Report and 6 Year PlanPrincipal’s ReflectionAs part of my second interview with local District staff, a few specific goals from the stance ofthe local District were outlined including improving relationships with parents andcommunity (and public relations in general), increasing enrollment, more use of data toimprove student achievement, and establishing an involved and active presence on thecampus. What I also found at Verdugo that was not explained to me at the time, was adedicated and veteran staff, a strong and connected community with historical ties to theschool, and a diverse student body with the friendliest students in the District. I also found a“big-small” school. A school on the smaller size, but large enough to offer a comprehensiveprogram in academics, arts, and athletics. In the last year, I believe we have made progresstowards meeting all of these goals and more.Communication/PR2011-12Social Media/Website: We rejuvenated the school website, adding news items withgraphics on a regular basis (usually daily) and added extensive photos in the photo albumsection. We also started updating parts of the website and replaced the scrolling photos ofthe campus on the home page with photos of students. Alongside the website, we alsodesigned a new Facebook Page and started a Twitter account, both of these linked on theschool website. In addition to the main school Facebook Page, We also designed a page forGlee Club and the 75 th Anniversary. Photos and news items were added to all three forums,website, Facebook, and Twitter throughout the year on a regular basis. Between 700-1000people visit the website every day, up to 1650 visit the Facebook page on any particularday, and there are 55 people following Verdugo on Twitter.Use of Blackboard Connect phone system: The District uses Blackboard Connect to makeautomated calls home. We established a routine call to parents, students, staff, andcommunity every Sunday evening to give updates regarding Verdugo and to shareimportant news items or events.Daily Bulletin and Announcements: We created a Daily Bulletin every day, posted it on thewebsite, and distributed to teachers to post in classrooms. The Daily Bulletin wassometimes also e-mailed to staff.Monday Memo/Verdugo Update: A Monday Memo was issued to teachers and staff on(mostly) a weekly basis. The Monday Memo included reminders, updates, important newsitems, calendar, and more. I also created a quarterly newsletter, the Verdugo Update, where203

student’s and teacher’s stories were highlighted as well as events and other school news.The Verdugo Update was distributed and posted on the website.Glee Club and Community: The new Glee Club was established in November, 2011. GleeClub performed throughout the community on a regular basis including severalperformances during the holiday season at events such as the Bolton Hall Tree Lighting andChamber of Commerce Holiday Dinner. The group sand for the Music Center EducationCouncil Luncheon and was interviewed/featured on NBC. The group performed at severalelementary schools and hosted a summer Glee Camp for local elementary and middleschool students.4 th of July Parade and 75 th Anniversary: Also in the area of PR, would have to be these twobig events. For the 4 th of July Parade, Dr. Trimis was asked to be the Co-Grand Marshall. Onthe classic car also sat with our student body president and senior class president. Also inthe parade were our Army JROTC Color Guard, Band and Color Guard, Cheer Squad, GleeClub Float, and Student of the Month Float. The event was another way to get Verdugo’skids out in front of the public in a positive way. The 75 th Anniversary weekend was plannedfor months by a dedicated group of alumni and staff. In the end, we had an extendedHomecoming Parade, a morning event with several VIPs and alumni guest speakersincluding our city councilman, two former principals, our school board member, and thedeputy superintendent. After the morning event, we had a luncheon on the football field,and then a golf tournament at the Verdugo Hills Golf Course. Months before the event, weraised 75 th Anniversary Banners in the community and one alumni/teacher designed anddistributed 75 th Anniversary patches which many of our teams are wearing this year.Establishing a Presence/Supporting StudentsPresence on Campus and at Student Events, Arts, Athletics: The principal looks forward tosupervision every day at lunch and getting to know our students. He intentionally turnedtown off-campus meeting invitations and requests to join various committees so I could beon campus more. It was a personal goal of his to be available for special events and supportstudents whenever possible including sporting events, concerts, and special occasions. Hetook thousands of photos and would attend events including District contests,tournaments, and outside competitions and got to know students on a first name basis. Healso co-directed the Spring musical, South Pacific, and coached the singers and cast. Thisyear, in addition to directing the Glee Club, he is teaching an AP Music Theory class, a jazzchoir class, and a social media photography class, all in an independent study modality.Don/Dona of the Month: We established a student of the month program. Students arenominated buy their teachers and selected by a committee to be a Don/Dona of the Month.There are four students selected each month, one from each SLC and the Magnet. Studentnames are posted on the marquee and photos are posted in the Don of the Month display204

case in the main hallway and on our Facebook page and website. Students are also invitedto ride on a “Verdugo Hills Student of the Month” float in the Sunland/Tujunga 4 th of JulyParade.EnrollmentNorm Day Enrollment: Possibly due to the increased visibility of the school, our officialenrollment on Norm day was about 180 students above what was expected. The Districtpredicted we would have 1559 students and we had 1739. This translates in to additionalfunds for the school and additional staff and teachers.New Programs/Plans to Increase Enrollment: At the start of this year, principals receivedinformation that the District was opening up some new magnet centers and what theapplication process was. Several parents were vocal that the community was verysupportive of the arts and wanted more opportunities for arts programs in the area. Theidea of submitting the proposal was voted on and approved by the Governance Council. Theschool board approved the proposal and Verdugo’s Visual and Perfo0rming Arts Magnetwas added to the list of magnet options for next year (starting with 9 th grade and adding anew ninth grade class each year). The new magnet will eventually add 400 more studentsto the student body at Verdugo. With additional students comes more flexibility withstaffing and the opportunity for a more comprehensive curricular program.Student Achievement and DataFocus on Data, Testing, Test-Prep, and API: When the principal first came to Verdugo, hediscussed the school data with the staff. We had been making great gains in the AcademicPerformance Index over the years, a 30 point gain just the year before. An InstructionalCabinet was formed to support both departments and SLCs, serve as an advisory body tothe school, and help move the instructional agenda forward. We discussed at length theneed to “do something more” to improve our student outcomes and continue our upwardmovement. We discussed all we could do to help improve our CST and CAHSEE results anddeveloped a Test Prep program. The Test Prep program was approved by the GovernanceCouncil and ran for 6, thirty minute-long sessions before CAHSEE (twice a week) and 3,thirty-minute sessions before CSTs. In addition to the Test Prep, I gave a “problem of theday” during announcements for several weeks before the tests and had a “count-down” inthe Main Office. I also mentioned the tests regularly in school-home communications suchas the weekly phone call. When we got the results this year, our API went up another 7points (from 741 to 748) and in general, the CST and CAHSEE scores also went up.205

2012-13This is turning out to be a hectic year. We had an amazing 75 th Anniversary Event, awonderful Fall Sports season with three team earning league titles (water polo, football,girls volleyball), are in final preparations for our WASC Accreditation visit (Feb. 24-27), andaround the corner have CAHSEE, CSTs, and AP tests. This is not to mention the usual schoolactivities, Fall play and Spring Musical, Prom and other senior activities and more. Also inthe mix is a plan to look at autonomy options (such as local design plans and ESBM),prepare for the new VAPA Magnet (finalize course sequence, staffing, and programs),create and present the course matrix for the new year, create the budget for the new year,and complete District and local professional development workshops. In the spring is alsowhen we propose/vote on new programs, bell schedules, etc. for the new year. We are inYear 4 of Program Improvement, so the Single Plan for Student Achievement needs toreflect our plans to meet student needs reflected in our test data and the revised SPSA isalso due this Spring. So there is a lot to do just this year. It is helpful to have a 6-year plansince this is the WASC cycle.Year 1 (2013-14)Next Steps/6 Year Plan• Continue to work with local school governance and LAUSD leadership to supportclassroom instruction and improve student achievement alongside arts, athletics,and community involvement.• Implement new VAPA Academy including integrated arts instruction, careerpaths/21 st century skills, and cutting edge arts instruction (100 ninth graders).Support Multimedia magnet and all SLCs in the SLC structure that is at Verdugo.• Increase API by 52 points (from 748 to 800). Increase CAHSEE and CST scores for allsub-groups. Meet requirements for Safe Harbor-Year 1 to start to exit ProgramImprovement.• Develop/Implement Year 1 of new FFA Program (Equestrian/Veterinary Sciences).• Continue to improve professional learning opportunities for teachers and staff andstep-up PD for transition to the Common Core and new assessments.• Continue to support SLCs and support structures for students and staff includingpeer/staff mentoring, peer counseling, and student interventions.• Increase opportunities for online learning and blended learning for students. Utilizenew technologies for staff development and communication.• Continue to support and involve all groups of students, especially English Learnersand students with disabilities.206

Year 2 (2014-15)• Continue to work with local school governance and LAUSD leadership to supportclassroom instruction and improve student achievement alongside arts, athletics,and community involvement.• Implement Year 2 of VAPA Magnet (100 ninth gr., 100 tenth grade).• Implement Year 2 of FFA Program including veterinary medicine, equestriantraining, agriculture, and life sciences.• Increase API by 10 points (from 800 to 810). Increase test scores for all sub-groups.Meet requirements for Safe Harbor-Year 2 to exit Program Improvement.• Continue to support SLCs and support structures for students and staff includingpeer/staff mentoring, peer counseling, and student interventions.• Prepare/support teachers and staff for Common Core implementation throughoutthe year and new Common Core assessments (set to replace CSTs in the spring).• Continue to increase opportunities for online learning and blended learning forstudents. Continue to improve/upgrade technology on campus. Utilize newtechnologies for staff development and communication.• Campus improvements as funded and as possible including classroom and athleticsfacilities.• Continue to support and involve all groups of students, especially English Learnersand students with disabilities.Year 3 (2015-16)• Continue to work with local school governance and LAUSD leadership to supportclassroom instruction and improve student achievement alongside arts, athletics,and community involvement.• Implement Year 3 of VAPA Magnet (100 ninth gr., 100 tenth gr., 100 eleventh gr.).Juniors in VAPA will complete Junior Recital/Art Show and Job-shadows.• Implement Year 3 of FFA Program including veterinary medicine, equestriantraining, agriculture, and life sciences.• Continue to support SLCs and support structures for students and staff includingpeer/staff mentoring, peer counseling, and student interventions.• Increase API by 20 points (from 810 to 830). Increase test scores for all sub-groups.• Prepare/support teachers and staff for Common Core implementation throughoutthe year and new Common Core assessments (set to replace CSTs in the Spring).• Continue to offer opportunities for online learning and blended learning forstudents. Continue to improve/upgrade technology. Utilize new technologies forstaff.207

• Campus improvements as funded and as possible including classroom and athleticsfacilities.• Continue to support and involve all groups of students, especially English Learnersand students with disabilities.Year 4 (2016-17)• Continue to work with local school governance and LAUSD leadership to supportclassroom instruction and improve student achievement alongside arts, athletics,and community involvement.• Implement Year 4 of VAPA Magnet (100 x 4 grades = 400). Seniors in VAPA willcomplete Senior Recital/Art Show, Internships, and Senior Portfolio.• Implement Year 4 of FFA Program including veterinary medicine, equestriantraining, agriculture, and life sciences.• Continue to support SLCs and support structures for students and staff includingpeer/staff mentoring, peer counseling, and student interventions.• Increase API by 20 points (from 830 to 850). Increase test scores for all sub-groups.• Continue to support teachers and staff for Common Core implementationthroughout the year and new Common Core assessments.• Continue to offer opportunities for online learning and blended learning forstudents. Continue to improve/upgrade technology. Utilize new technologies forstaff.• Campus improvements as funded and as possible including classroom and athleticsfacilities.• Continue to support and involve all groups of students, especially English Learnersand students with disabilities.Year 5 (2017-18)• Continue to work with local school governance and LAUSD leadership to supportclassroom instruction and improve student achievement alongside arts, athletics,and community involvement.• Implement Year 5 of VAPA Magnet (100 x 4 grades = 400).• Implement Year 5 of FFA Program including veterinary medicine, equestriantraining, agriculture, and life sciences.• Increase API by 10 points (from 850 to 860). Increase test scores for all sub-groups.• Continue to support SLCs and support structures for students and staff includingpeer/staff mentoring, peer counseling, and student interventions.• Continue to support teachers and staff for Common Core implementationthroughout the year and new Common Core assessments.208

• Continue to offer opportunities for online learning and blended learning forstudents. Continue to improve/upgrade technology. Utilize new technologies forstaff.• Campus improvements as funded and as possible including classroom and athleticsfacilities.• Continue to support and involve all groups of students, especially English Learnersand students with disabilities.Year 6 (2018-19)• Continue to work with local school governance and LAUSD leadership to supportclassroom instruction and improve student achievement alongside arts, athletics,and community involvement.• Implement Year 6 of VAPA Magnet (100 x 4 grades = 400).• Implement Year 6 of FFA Program.• Continue to support SLCs and support structures for students and staff includingpeer/staff mentoring, peer counseling, and student interventions.• Increase API by 10 points (from 860 to 870). Increase test scores for all sub-groups.• Continue to support teachers and staff for Common Core implementationthroughout the year and Common Core Assessments.• Continue to offer opportunities for online learning and blended learning forstudents. Continue to improve/upgrade technology. Utilize new technologies forstaff.• Campus improvements as funded and as possible including classroom and athleticsfacilities.• Continue to support and involve all groups of students, especially English Learnersand students with disabilities.•209