Verdugo Hills High School WASC Self-Study Page 1

More documents

Recommendations

Info

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
Page 1 and 2:
Verdugo Hills High School WASC/CDE
Page 3 and 4:
Page 5:
Page 8 and 9:
Page 10 and 11:
Page 12 and 13:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 27 and 28:
Page 29:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52: Verdugo Hills High School WASC/CDE
Page 85: Verdugo Hills High School WASC/CDE
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Goal:SPSA 2010-11AccountabilityOutc
Page 197 and 198:
Goal:SPSA 2010-11Accountability Out
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
PARENT INVOLVEMENT POLICYVerdugo Hi
Page 205 and 206:
SCHOOL-PARENT COMPACTStudent/Parent
Page 208 and 209:
AppendicesSchool Performance MeterG
Page 210 and 211:
student’s and teacher’s stories
Page 212 and 213:
2012-13This is turning out to be a
Page 214 and 215:
• Campus improvements as funded a
show all

Verdugo Hills High School WASC Self-Study Page 1

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?