Verdugo Hills High School WASC Self-Study Page 1

More documents

Recommendations

Info

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
Page 1 and 2: Verdugo Hills High School WASC/CDE
Page 5: Verdugo Hills High School WASC/CDE
Page 27: Verdugo Hills High School WASC/CDE
Page 79 and 80:
Verdugo Hills High School WASC/CDE
Page 81 and 82:
Page 83 and 84:
Page 85:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
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

Create successful ePaper yourself

Delete template?

Save as template?