Santa Monica High School Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

Transcription

1 Santa Monica High School Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A1. a) To what extent does the school have a clearly stated vision or purpose based on its student needs, current educational research, and the belief that all students can achieve at high levels? b) Is the school s purpose supported by the governing board and central administration and further defined by student objectives and the academic standards? Summary: Santa Monica High School (Samohi) has a clearly stated mission that is based on student needs, current educational research and the belief that all students can achieve at high levels. Samohi will offer every student experiences to grow creatively, ethically and academically. The school s motto which contains the words Sincerity, Maturity, Honor and Service precedes the mission statement. These are the attributes that define the character that the students are expected to attain as they journey through their high school experience. Samohi understands the needs of all its students and is committed to their academic, social and personal success. As such, the school s mission makes an unqualified commitment to every student having access to the experiences that allow them to improve creatively, ethically and academically. Further, the school community continues to analyze the most current and relevant research that informs all decisions that support improved student performance. For example, the Instructional Planning Committee (IPC), the school s leadership group which includes department chairs, house principals, teacher leaders and the principal grappled with the challenge of implementing an academic support period during the regular instructional day. While this was primarily aimed at helping struggling students, the concept also included academically high performing pupils. The common thread of these discussions was based on the belief that students access knowledge and information in many different ways but all can achieve at high levels. The Board of Education and the central administration support the mission of the school, as they attempt to provide the necessary elements to achieve district-wide coherence in the way our students experience our educational programs. For example, during the last two years, we have focused our work in terms of Pathways. Pathways are simply a way to Chapter 4 Self-Study Findings Page 1

2 bring together the work of all schools who feed into Samohi in order to improve our instructional impact. Samohi has two larger feeder middle schools, Lincoln and John Adams. Also, students from Santa Monica Alternative School House (SMASH), a K-8 choice school attend Samohi. Both middle schools have their feeder elementary schools that comprise the Lincoln Pathway and the John Adams Pathway. This approach allows teachers from each pathway to collaborate and improve instructional practice in a manner that could not happen if the schools did not communicate with each other. In addition, Santa Monica High School further defines its mission through clearly articulated Student Objectives (Expected School-wide Learning Results ESLRs). The school community felt strongly about using more common nomenclature to describe goals for our students. Samohi wanted to make sure that the Student Objectives were relevant, lasting and easily accessible to everyone in the school community. Findings Mission The following Mission Statement was developed and refined in the Spring and Fall of 2010 by the Samohi staff via its Instructional Planning Committee (IPC) and WASC focus groups. Mission Statement IPC Meeting Agendas Focus Groups Meetings Student-designed Posters Samohi s mission statement is: Sincerity Maturity Honor Service Samohi will offer every student experiences to grow creatively, ethically and academically. Chapter 4 Self-Study Findings Page 2

3 Student Objectives The following Student Objectives were developed and refined in the Spring and Fall of 2010 by the Samohi staff via its Instructional Planning Committee (IPC) and WASC focus groups. Student Objectives Student Objectives Posters Focus group meeting notes Samohi s website Academically productive students who: Read, write, speak and listen effectively Think critically and independently Identify and use all available resources, including technology, to manage, research and synthesize knowledge Develop the habits necessary to meet the challenges of the 21 st Century Ethical students who: Deal honorably with other human beings and the environment Work democratically and collaboratively to improve school, community and society Creative students who: Are inspired, impassioned and motivated Express a unique and perceptive vision Chapter 4 Self-Study Findings Page 3

4 Santa Monica High School Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A2. To what extent does the governing board: a) have policies and bylaws that are aligned with the school s purpose and support the achievement of the student objectives and academic standards based on data-driven instructional decisions for the school? b) delegate implementation of these policies to the professional staff? c) monitor results regularly and approve the single school-wide action plan and its relationship to the Local Educational Agency plan? Summary: Santa Monica-Malibu Unified School District s policies and procedures are clear relative to student achievement and the allocation of funds. Its governing board reviews Samohi s Single Plan for Student Achievement. The Board is committed to working with Samohi to align policies and bylaws with the school s mission for the achievement of standards and student objectives. SMMUSD s central office staff provides district-wide support for instruction and curriculum development; the district director of testing and assessment generates reports and assists in the disaggregation of data for all district schools; and the Chief Academic Officer provides ongoing support to the schools in the form of professional development, resource procurement and coherent instructional guidance. Findings SMMUSD Board of Education The Board of Education of the Santa Monica-Malibu Unified School District is comprised of seven members. The citizens of Santa Monica and Malibu elect board members for a four year term and their terms are staggered so that their charge has the necessary level of continuity. The board of education is charged with creating and monitoring policies that support and promote the purpose of the schools in the district. The board of education relies heavily in the central office professional staff to make sure their policies and recommendations are followed up and implemented as necessary. The school board bases its actions on the commitment to academic achievement of all students. SMMUSD Mission Statement SMMUSD instructional policies Board meetings Chapter 4 Self-Study Findings Page 4

5 The Mission of the SMMUSD is: Extraordinary achievement for all while simultaneously closing the achievement gap. This statement is quite clear in its commitment to the achievement of every student and the actions of the governing board reflect this position. Data Analysis The professional staff of the district supports schools by gathering and analyzing important student performance data, which serves as a significant reference point for planning and implementing instruction. Based on this information, at the beginning of every school year, teachers, and staff review summative and formative data from the previous year including, CST data, AP scores, GPA trends, common assessments, CAHSEE, etc. This analysis of student performance informs specific teacher, course, program, House and department targets established for the year. The Instructional Planning Committee (IPC), represented by department chairs, house principals, teacher leaders, and the principal, analyze the most current student data on a regular basis in order to inform classroom practice. In addition, throughout the school year, departments and houses continue to use pertinent data to refine or adjust instructional and curricular plans. Single Plan for Student Achievement The Santa Monica-Malibu Unified School District requires that Samohi s Single Plan for Student Achievement (SPSA) be updated annually for district review. The plan provides evidence of analysis of student achievement data. This plan, with specific student needs in mind, directly informs decisions made by Samohi s IPC, administrative team and the School Site Council involving allocation of funding and other resources. CST results CAHSEE results AP Exam participation and results Common assessments GPA trends Department meeting agendas and notes IPC agendas and notes House meeting agendas and notes SPSA Plans CST Results CAHSEE Results AP Exam participation and results Common Assessments GPA Trends IPC agendas and notes School Site Council agendas and minutes Chapter 4 Self-Study Findings Page 5

6 Santa Monica High School Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A3. To what extent based on student achievement data do the school leadership and staff make decisions and initiate activities that focus on all students achieving the student objectives and academic standards? To what extent do the school leadership and staff annually monitor and refine the single school-wide action plan based on analysis of data to ensure alignment with student needs? Summary: Samohi faculty and staff are committed to the academic achievement of every student. Achievement data is reviewed as soon as it becomes available and analyzed to inform the instructional practice. These data include CST data, local common assessments, AP test results, attendance, discipline, student engagement, etc. The central piece regarding instructional approach is mastery of content standards and adherence to the student objectives. The discussion of data happens regularly as evidenced by agendas and notes from department and House meetings. Departments spend time analyzes the data, looking at student performance by grade and subject levels. This information then translates into specific instructional strategies that leverage strengths and minimize weak areas, but always focused on state standards. In order to produce cross-curricular strategies that synergize with departmental work, Houses also review and study data. Additionally, the IPC meets on a regular basis to analyze school-wide data and generate specific, broad strategies to support student achievement. The development of the Single Plan for Student Achievement relies heavily on the information, data and input from members of the IPC to make sure it is properly aligned with student needs. The refinement and monitoring of the plan is under School Site Council, representing a broader group of the school community. Findings Single Plan for Student Achievement (SPSA) The SPSA is updated annually and provides evidence of analysis of student achievement data including CST, CAHSEE and GPA. This plan directly informs decisions made by the leadership at Samohi and the School Site Council, which involves the allocation of funding and other resources. SPSA plans CST results CAHSEE results AP exam participation and results Common Assessments GPA Trends Chapter 4 Self-Study Findings Page 6

7 School Site Council Samohi s School Site Council (SSC) is an important decision-making body, which consists of the principal, teachers, parents and student representatives. The council meets once a month during the school year to evaluate goals, programs, strategies and expenditures relative to student achievement. In addition to the distribution of categorical funds, the SSC is also charged with the distribution of the Equity Fund. The Equity Fund is a special district allocation that comes from moneys raised by parents to supplement existing programs. The SMMUSD has a policy, which states that 15% of expenditures of funds raised for this purpose must go into an Equity Fund, which is later distributed to schools based on a student need weighted formula. Samohi, being almost a third of the school district gets a significant amount of money the Equity Fund collects. Instructional Planning Committee (IPC) The IPC is comprised of the principal, house principals, department chairs and teacher leaders. This group meets monthly to discuss school-wide instructional and student support issues. Last year, for example, the IPC spent a great deal of time looking at practical and sustainable ways to help struggling students. This was done through the review of relevant literature, analysis of data and an evaluation of best practices. This process allowed Samohi to develop a common understanding of its challenges and helped in promoting a sense of commitment toward improving professional practices. School Site Council meeting agendas and minutes Equity Fund allocations Equity Fund project applications Equity Fund project evaluations IPC meeting agendas and notes Chapter 4 Self-Study Findings Page 7

8 Data At the beginning of each year, the principal reviews data with the entire faculty in order to identify general student performance trends. This information is further and more deeply analyzed at the House and Department levels in order to understand strengths and challenges, and to guide instruction for the year. Department meeting agendas House meeting agendas CST data AP data CAHSEE data GPA data Annual SPSA plans Chapter 4 Self-Study Findings Page 8

9 Santa Monica High School Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A4. To what extent does a qualified staff facilitate achievement of the academic standards and the student objectives through a system of preparation, induction and ongoing professional development? Summary: One hundred percent of Samohi s faculty are credentialed or certified to teach their respective courses. The district office is committed to partner with Samohi to provide teacher induction, preparation and training. The BTSA program supports teachers in becoming successful practitioners. Many times, Samohi s own National Board Certified (NBC) teachers mentor teachers as part of their NBC required time. In addition, House teacher leaders provide professional support to new and beginning teachers who are hired to teach at Samohi. Findings Employment Policies and Practices All prospective and current teachers must meet No Child Left Behind (NCLB) requirements in order to teach at the Santa Monica-Malibu Unified School District. In addition, school administration is very diligent in providing teachers the support necessary to ensure that student needs are met. Induction of New Staff Teachers new to Samohi are supported at different levels. Once officially processed by the Human Resources Office, new teachers are assigned to one of the five Houses at Samohi. The house principal and teacher leader meets with new teachers in order to welcome them and make sure all needed information, access and materials are provided. After an initial introduction to the school, House, department, and other staff, the teacher leader works closely with the new teacher providing ongoing support and guidance with instructional and curricular practices. Staff profile data District guidelines Teacher leader activities Department chair responsibilities New teacher meetings Chapter 4 Self-Study Findings Page 9

10 Beginning Teacher Support and Assessment (BTSA) BTSA records The two-year Beginning Teacher Support and Assessment Program has been a prominent feature of SMMUSD and Samohi s support for new teachers for many years. The program provides each participating teacher with a support provider who offers guidance and feedback relative to classroom management, assessment, lesson planning and instructional strategies. In the school year, eight new teachers and seven BTSA mentors are paired up to work together on the Samohi campus. Chapter 4 Self-Study Findings Page 10

11 Santa Monica High School Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A5. To what extent are leadership and staff involved in ongoing research or databased correlated professional development that focuses on identified student learning needs? Summary: Samohi s faculty regularly reviews available research and data to inform professional development options. For example, before teachers in core departments plan out specific course content and/or instructional strategies, a very thorough examination and analysis of pertinent data takes place. On an ongoing basis, the teachers look at CST data and local common assessments to figure out where gaps in student knowledge exist. This allows the teachers to discuss best practices and identify professional development needs. In addition, the Santa Monica-Malibu Unified School District provides continuous growth opportunities to support the school s efforts, despite the dim reality of reduced resources. For example, the district recently procured a professional development grant that focuses on developing Instructional Leadership Teams (ILT) in every school. These school-based ILTs are trained in Learning Walks, Lesson Link and Academic Conferences and their job is to help teachers use these strategies to improve our instructional practice. Samohi has taken full advantage of this opportunity and is disseminating their knowledge through core departments and Houses. Findings Collection/Analysis of Performance Data Department assessments and CST data allow teachers to collect and analyze important standards-based performance data. Current practice has each department analyzing published data at the beginning of the school year and using the findings to guide instruction throughout the year. Staff survey results and findings from classroom observations conducted in the spring and fall of 2010 indicate that a majority of teachers analyze and use assessment data to make decisions and changes in their curricular and instructional approaches. Math placement tests CST data AP performance data CAHSEE data Teacher survey (#43, 44) Classroom observations GPA data Chapter 4 Self-Study Findings Page 11

12 Staff Access to Achievement Information Student achievement information is available to all faculty members through various means. All schools in the district have access to Data Director, a data warehouse and retrieval program that allows teachers and staff to view analyze and save all available student data (performance, attendance, grades, classification, academic history, discipline, etc.). At Samohi, a large portion of teacher collaboration is based largely on assessment data and the specific needs these data indicate. CST, GPA, and six week progress reports are the most frequently referenced data in the determination of student needs and academic/social/personal intervention. Professional Development at the House Level In addition to the department level data analysis and subsequent instructional strategies, Houses regularly drill down on the information in order to design the approach that best fits the students of a particular House. This is the process by which the analysis of data is personalized to fit specific students or student groups. For example, teachers will know if the departmentally proposed pace is the most appropriate fit for their students. Teachers follow the agreed upon strategies but have the flexibility to adjust to best student needs. The power of the House structure is most evident in this scenario because House teachers are able to share important, specific information about specific students performance, which positively leverages schoolwide instructional strategies. House meetings Data Director GPA data House and School-wide s Six week progress reports House meetings GPA data Attendance data CST performance data Chapter 4 Self-Study Findings Page 12

13 Santa Monica High School Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A6. To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the programs to support students in accomplishing the academic standards and the student objectives? Summary: Santa Monica High School and the Santa Monica-Malibu Unified School District work together to allocate resources to ensure that all students are able to learn in a safe, supportive environment that supports well-being and achievement. Because of the serious economic condition in the State of California, districts and schools have been allowed to leverage their funding so as to make sure schools continue to provide their core services. As such, the California legislature temporarily merged categorical funding into tiers to allow funds to be used as needed. Although school fund allocations have been considerably reduced, Samohi continues to do what it can to maintain the level of service students need to accomplish academic standards and student objectives. Findings Human Resources Administrative staff responsibilities include clearly defined roles designed to ensure effective use of staff resources. Each House principal, under the direction of the principal, works directly with their own teachers, advisors, House assistant, student outreach specialist, students, and parents while also assuming responsibility for one or two departments. The Dean of Students has school-wide responsibilities that support academic, operational and student activities. All administrators have additional roles that are clearly stipulated in the Administrative Responsibilities chart. The district develops staffing allocations which meet state requirements and are based on student enrollment. At times, specific positions are created at the site level to respond to identified student needs. This year Samohi added an additional bilingual college counselor to provide access for all students. Administrative Responsibilities chart Faculty Staff Handbook Student Binder Reminder (handbook/agenda planner) Chapter 4 Self-Study Findings Page 13

14 Financial Resources The state s fiscal crisis has forced all schools and offices across the district to make drastic reductions. Samohi has been forced to prioritize all expenditures to make sure missioncritical expenses are honored and continue to maintain a high quality level of instruction. The reduction of funds has forced the school to restrict professional development opportunities, purchase of technology and other equipment. Samohi teachers and staff have been understanding and supportive and have found creative ways to continue to provide excellent instruction during tough fiscal times. School budget District budget Course offerings Tutoring Co-Curricular student activities including athletics Chapter 4 Self-Study Findings Page 14

15 Santa Monica High School Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources Strengths There is a commitment on the part of faculty to use data as an important professional tool of their practice. The House structure provides support for beginning teachers. The House structure allows practical and immediate day-to-day support for students and teachers because of proximity to House classrooms. Samohi s organization supports a very active and diverse campus. Growth Areas Pursue further internalization and commitment to Student Objectives by the school community. Pursue additional and alternative funding to support professional development opportunities for teachers. Expand peer observation and collaboration to improve instructional practice. Expand access to technology on campus for the purpose of enhancing instruction. Chapter 4 Self-Study Findings Page 15

16 Santa Monica High School Standards-Based Student Learning: Curriculum B1: To what extent do all students participate in a rigorous, relevant, and coherent standards based curriculum that supports the achievement of the academic-based curriculum and expected school-wide learning results? Summary: Students at Santa Monica High School participate in a rigorous, relevant, and coherent curriculum, which supports the achievement of the academic standards and our Student Objectives (formerly known as ESLRs). A challenging course of study is available to all students through a sequence of college-prep, honors and advanced placement classes across disciplines. Support in the form of weekly collaboration time provides staff with the regular opportunities to work on curricular coherence through systematic level articulation, vertical planning, and alignment with state standards. Staff has echoed the sentiment that more time for collaboration is still needed in order to enhance the curriculum even further. While the curriculum at Samohi clearly prepares students for college and work place success, career and technical/business offerings have been reduced due to budget cuts. These cuts have also affected the expansion of technology on campus. In addition, many of our students and parents remain vaguely familiar with our newly created Student Objectives. A consistent school-wide plan to infuse Student Objectives into everything the school does is being developed. An important curricular feature at Samohi is the House System which was created in 2004 in order to provide a more personalized educational experience, support student transition from middle to high school and provide more collaboration time for teachers. Most students in ninth and tenth grade are enrolled in courses taught by their House teachers. Over 85% of ninth graders have four of their six classes with their House teachers. This provides opportunities for House teachers to plan interdisciplinary lessons and collaborate on common strategies that work with identified struggling students. The House system is a hybrid system, a combination of small learning communities and a comprehensive high school. For example, due to the limited number of advanced placement courses and teachers, eleventh and twelfth grade students take classes across campus and across Houses. Concerns have been raised regarding the lack of diversity in advanced classes. While the percentage of underrepresented students in advanced classes has increased slightly over the years, it still does not reflect the diverse student population of Santa Monica High School. Unfortunately, the Summer Bridge Program, a popular program designed to increase the enrollment of minority students in advanced classes, was eliminated due to budget cuts. Despite budget constraints, Santa Monica High School is committed to finding ways to continue to encourage underrepresented to join and succeed in advanced level classes. Concerns have also been raised recently regarding students taking social studies courses off campus. While the number of students taking U.S. History and World History at Samohi has decreased the number of students taking these courses at Santa Monica College and online has increased. Courses taught outside of the school are not required to have content that aligns with Chapter 4 Self-Study Findings Page 16

17 California Standards and thus do not necessarily prepare students for state mandated testing. Many students take these courses outside of Samohi in order to free up time during the school day. Some students are unable fit to all or their needed electives into a six or seven period day. Due to budget restraints, the number of summer school course offerings has been limited to remedial courses. The Santa Monica-Malibu Education Foundation offers a few fee based get ahead courses during the summer. Findings Advancement Via Individual Determination(AVID) Curriculum Course catalog Course syllabi The AVID curriculum includes a writing curriculum, college and career information, and strategies for success. Tutorials include collaborative study groups, writing groups, and Socratic seminars. Cornell note taking is stressed in all facets of the program. The required AVID courses include AVID Freshman Seminar, AVID 10, AVID 11 and AVID 12. AVID s only summer school offering is World History AVID. Career/Technical Education Curriculum ROP offers courses both during the school day and after school that assist students in gaining the skills necessary for employment and/or basic training in many different fields of work. ROP offers courses that introduce students to over fourteen different career strands. Students can choose from strands like Auto Technician, Digital Design, Photography, Technical Theater, and Marketing, among others. English Curriculum Santa Monica High School s English curriculum is literature based and anchored by the California Standards and the Advanced Placement Guidelines. All classes emphasize reading, writing, listening, speaking and grammar. The English Department offers a wide range of course options designed to meet the interests of all students. Course catalog Master schedule Course syllabi Enrollment numbers Course catalog Master schedule Course syllabi Classroom observations Examination of student work CAHSEE/CST/AP performance data Student interviews Chapter 4 Self-Study Findings Page 17

18 College Prep English is available for all students in grades Grade 12 students can choose from English department electives which include African American Literature, Chicano Literature, Shakespearian Literature, Women s Literature, Folktales and Mythology, Bible Literature, and California Literature. Sheltered English courses are available for students in grades The Sheltered English curriculum is based on the California Standards and designed to support English Language Learners. Honors English and Advanced Placement English Courses. Honors courses are offered in grades 9 and 10. These courses assist students in preparation for Advanced Placement courses in grades 11 and 12. Over 50% of eleventh grade students take English 11AP. Summer school offerings include English 9 A/B, English 10 A/B, English 11 A/B, and an English 12 Elective A/B for credit recovery purposes only. ELD Curriculum The ELD curriculum is designed to help English learners develop language skills including basic vocabulary, listening, speaking, and writing. Courses are offered to assist English language development, social studies, math, and science. Course catalog CELDT test data CAHSEE test data English language learners are assessed and assigned to appropriate classes. Each student's needs are unique, so each student's progress and schedule may look different. Students are routinely assessed and transitioned into courses that match their development in English. Courses include: English 9SE, 10SE and 11SE World History SE and US History SE Geometry SE Biology SE and Chemistry SE Beginning ELD, Intermediate ELD Beginning Reading Advanced Composition Chapter 4 Self-Study Findings Page 18

19 Immersion Curriculum Course catalog The Spanish Immersion program at Santa Monica High School is a continuation of the dual language program that begins at the Edison Language Academy. The high school program varies from the elementary model in that it functions within the larger, Samohi educational program. Immersion students enroll in classes taught in Spanish as the primary language. Students are taught in both languages throughout the day. The Two-way Bilingual Immersion Program strives to promote bilingualism and biliteracy, academic achievement, and positive cross-cultural attitudes and behaviors in all students. Courses are offered in Social Studies and Math. Courses include: World History IM US History IM Economics IM Government IM Algebra IM Geometry IM Algebra 2 IM Spanish SS (1-6) Math Curriculum The Math Department Curriculum is based on the California Mathematics Framework and follows the California Standards. The Advanced Placement Courses follow the AP guidelines as well. A minimum of two years of mathematics was required for graduation with two semester credits to be taken in grades Beginning with the class of 2007, students had to pass three (3) years of mathematics in grades However, students are still encouraged to take as many math courses as possible while attending Samohi. Course catalog Master schedule Course syllabi CAHSEE/CST/AP student performance data Classroom observations Examination of student work Chapter 4 Self-Study Findings Page 19

20 For students who are not yet ready for Algebra, are enrolled into an Essential Mathematics course. After passing Essentials, students have the skills necessary to be successful in Algebra. Samohi s college prep sequence includes Algebra, Geometry, Algebra II, and Pre-Calculus. These courses prepare students for admission to the University of California and other four-year universities. For those who want to continue their studies in mathematics, the math department offers Calculus, and Statistics. Honors and Advanced Placement courses include Geometry HP, Algebra 2 HP, Pre-Calculus HP, Calculus AB AP, Calculus BC AP, and Statistics AP. Summer school offerings are for credit recovery only. Typical summer school courses include Essential A/B, Algebra A/B, Geometry A/B and Algebra II A/B. Modern and Classical Languages Curriculum Santa Monica High School s Modern and Classical Languages department follows California State Frameworks and the California State Standards. Classes focus on reading, writing, listening and speaking to help student acquire and master their new language. Basic to Advanced courses are available in most languages. Course catalog Course syllabi Classroom observations Examination of student work AP scores Courses include: Spanish 1-4, Spanish for Spanish speakers 1-6, Spanish 5AP and Spanish 6AP Latin 1-4 French 1-5 Japanese 1-4 and Japanese AP Chinese 1-3 Chapter 4 Self-Study Findings Page 20

21 Physical Education Curriculum Samohi s physical education curriculum follows the State Standards. Students are required to take four semesters of Physical Education (P.E.) during high school at Samohi. This includes mandatory P.E. in ninth grade, then two additional semesters of elective P.E. Some courses found in the Performing Arts may satisfy the P.E. requirements. They include Color Guard, Marching Band, and in some pre-approved instances, Independent Study. Course catalog Course syllabi Student physical fitness data Classroom observations Courses Include: Ninth grade P.E. Tenth grade elective P.E. Yoga Weightlifting Dance Students may take a team sport for physical education credit also. Team sports are scheduled period 6 and involve interscholastic competition. Team Sports include: Fall: Cross Country (boys and girls), Football, Tennis (girls), Volleyball (girls), Water Polo (boys), Pep Squad Winter: Basketball (boys and girls), Soccer (boys and girls), Water Polo (girls), Wrestling Spring: Softball (girls), Track (boys and girls), Baseball (boys), Volleyball (boys), Golf (co-ed), Swimming (boys and girls), Tennis (boys) Summer school offerings include Elective P.E. Chapter 4 Self-Study Findings Page 21

22 Science Curriculum The science curriculum is based on the California Standards and the Advanced Placement guidelines. All courses focus on critical thinking, problem solving and real world application. Sciences with a lab component require students to investigate and experiment various scientific questions. A minimum of two years of science is required for graduation (one year of life science and one year of physical science). College Prep courses include Biology, Chemistry, Design Engineering, Marine Biology, Physics, and Physiology. Course catalog Course syllabi CST/AP student performance data Classroom observations Examination of student work Honors Course offerings include Biology HP and Chemistry HP. AP courses include AP Biology, AP Chemistry and AP Physics. Health is a semester course based on the California Health Framework and is offered each semester for students who do not pass Freshman Seminar. Summer school offerings are for credit recovery only and include Health, Biology and Chemistry. Social Studies Curriculum The social studies curriculum includes courses that are based on the California State Framework and California Standards. With the addition of Freshman Seminar to our social studies curriculum, students are required to take four years of social studies before graduation. All ninth grade students are required to take Freshman Seminar. Freshman Seminar is a course designed to teach students the skills and habits needed to be successful in high school and in life. The Freshman Seminar curriculum came from collaboration between Samohi teachers and the Facing History and Ourselves organization. The focus of this course is to teach students research skills, issue analysis, and critical thinking. Course catalog Master schedule Course syllabi DBQ essay results CST/AP student performance data Classroom observations Examination of student work Student interviews Chapter 4 Self-Study Findings Page 22

23 Freshman Seminar also has a Health component which meets the district and state graduation requirement. Students who do not pass Freshman Seminar must take a Health course. Courses include: World History U.S. History Economics Government College Prep offerings include World History, U.S. History, Economics and Government. Samohi offers Psychology as a college prep elective. Advanced Placement course offerings include U.S. History AP, Psychology AP, Economics AP and Government AP. Summer School Offerings are for credit recovery and include World History A/B, U.S. History A/B, Economics and Government. The Educational Foundation offers a fee based World History A/B and U.S. History A/B. Special Education Curriculum The curriculum within the Special Education department follows the California Standards and California State Frameworks in core content areas. Students who are mainstreamed into the general education classes receive support in their classrooms and also in the resource rooms where teachers and paraprofessionals are available to provide specialized academic instruction. Accommodations include those designed to facilitate each individual s learning process, paraeducator support and Tutorial classes. Course catalog Course syllabi CST/AP student performance data Classroom observations Examination of student work IEP documentation Special Education Information Systems (SEIS) Students who receive specialized academic instruction have access to the core curriculum through plans based Chapter 4 Self-Study Findings Page 23

24 upon individual learning needs as delineated in the student s IEP. Special Education teachers use standardsaligned textbooks and supplemental materials as well. Performing Arts Curriculum The Performing Arts Department provides opportunities for expression through standards-based curricula designed to teach skills and expose students to a range of artistic forms of expression. The Performing Arts Department provides a varied course selection that offers students of all ability levels the opportunity to express themselves creatively through performance. Courses are listed below: Acting 1, Acting 2 Concert Choir, Madrigal Ensemble, Chamber Singers, Women s Chorus, and High School Chorale Concert Band 1-3, Marching Band, Color Guard 1-4, Wind Ensemble, Jazz Bands 1-2 Beginning Strings, Orchestra, Philharmonic Orchestra, Symphonic Orchestra, Concert Orchestra and Chamber Orchestra Guitar Piano Professional Dance Visual Arts Curriculum The art department provides a range of standard based courses that give students opportunities to pursue varied interests in the arts. Courses are listed below: Drawing 1-2 Painting 1-2 Photography 1-2 Art Foundations Ceramics 1-2 AP Art Last year s only summer school offering was the Educational Foundation s fee based Ceramics 1 course. Course catalog Master schedule Course syllabi Classroom observations Examination of student work Competitions Theater productions Band concerts Orchestra concerts Chorale concerts Film festival Student interviews Performance data Dance Showcase Course catalog Master schedule Course syllabi Classroom observations Student work samples Chapter 4 Self-Study Findings Page 24

25 Articulation Articulation is common practice for teachers in all departments to participate in vertical planning based on student performance data and benchmark assessments. Departments meet in teams about once a month during late start Wednesdays to ensure that its curriculum continues to be rigorous, coherent and relevant. Department and grade level teams evaluate each course and its curriculum. Advisors communicate with middle school counselors from the local feeder schools, Lincoln Middle School, John Adams Middle School and Santa Monica Alternative School House to help students transition smoothly to high school. District pathway meeting summaries Late start meeting schedules Department meeting summaries Focus group meeting summaries AVID, Tutorial college field trips IEP transition meeting notes In addition, advisors organize a Get to Know Samohi night at both of the local feeder schools. During this meeting, advisors cover important information regarding transitioning to Samohi. These presentations are followed by a question and answer session. During the spring months Samohi hosts transition IEP meetings for eighth grade students from local feeder schools to ensure the transition to the high school is as seamless as possible. During these meetings, students are scheduled for classes, high school goals and expectations are discussed, and in many instances, students get to meet their new Teacher of Record. Samohi has a dual enrollment agreement with Santa Monica College and offers a selection of courses open to both high school and college students on our campus. Samohi staff maintains contact with representatives from various colleges and universities to strengthen articulation protocols. Many teachers in core content areas feel a need for renewed focus on articulation with the local feeder schools. Articulation with teachers at feeder schools is Chapter 4 Self-Study Findings Page 25

26 critical to students success. Faculty members agree that, despite the current budget crisis, resources must be allocated for release time that allows teachers to continue this essential vertical planning work. Common Assessments Common Assessments are an important part of the curriculum at Samohi. Core departments use the results from either Benchmark Exams or Semester Final Exams to help guide instruction. Most departments use Data Director to help disaggregate the results of common assessments and make decisions regarding what content needs re-teaching, the effectiveness of certain teaching techniques and curricular planning. Focus group meeting summaries Department meeting summaries Common assessment data The English Department administers common assessments in the form of essays for all English courses. The data from these Common Assessments is used to help adjust writing instruction throughout the year. The Science Department has common assessments in the form of semester finals in Biology P, Biology HP, Chemistry P, Chemistry HP, and Physics. The Social Studies Department administers common assessments in the form of common semester finals in U.S. History and World History. The Math Department administers common district-wide assessments in the form of semester finals in Algebra I, Geometry P, Geometry HP, Algebra II P and Algebra II HP. The Modern and Classical Languages Department administers common assessments in the form of semester finals in Spanish 1-4, Spanish for Spanish Speakers 1-4 and Japanese 1. Chapter 4 Self-Study Findings Page 26

27 House Courses The House System allows for increased personalization in a school of 3,000 students. Each House has its own set of teachers and students. This allows more opportunities for collaboration amongst teachers and for more opportunities for students to make curricular connections. For the most part, students take courses taught by their House teachers for the first two years. The following are considered House courses: English: English 9P, English 9HP, English 10, and English 10 HP Social Studies: Freshman Seminar and World History Science: Biology, Biology HP, Chemistry, and Chemistry HP Math: Algebra Essentials, Algebra, Geometry, and Geometry HP Intervention: Ninth Grade Tutorial Student Awareness of Standards and Student Objectives Though the Samohi s curriculum may be based on state standards and informed by the Student Objectives, many of our students remain unaware of the specific standards being addressed in a given lesson and are becoming acquainted with the Student Objectives. Master schedule Course catalog House meeting notes Focus group meeting notes Student surveys Chapter 4 Self-Study Findings Page 27

28 Santa Monica High School Standards-Based Student Learning: Curriculum B2: To what extent do all students have access to the school s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic and career goals? Summary: All students have personal learning plans (4-year plans) that are viewed as flexible blue prints that allow them to meet or exceed all academic standards and results in the achievement of the Student Objectives. All parents are encouraged to be involved in their children s academic planning process through parent organizations and school-based meetings (group and individual). There is a wealth of information available to students and their families for making informed choices and plans. Students plans and programs are regularly revisited and changes are made reflecting a student s current interests, goals, and needs. Students have many resources available to them in order to assist them with career and goals exploration. Samohi s open enrollment policy allows all students to access the entire program. As a result of student data showing low enrollment of underrepresented students in Honors and Advanced Placement classes, the district enacted this policy to increase access to advanced level classes. Students may enroll in Honors or Advanced courses as long as they have passed the prerequisite. Students who do not receive a grade of A, B, or C in the appropriate prerequisite course can request a waiver in order to enroll. Concerns have been raised about the lack of support for students who attempt advanced courses without the proper content foundation. Our Instructional Planning Committee has been researching ways to provide a systematic support system for these students and those who are struggling with basic skills during the school day. Findings Providing Access for All Students Samohi has an open enrollment policy that allows any student to take any Honors, Advanced Placement course that he or she is interested in taking. The House system provides a better support and attention for each student. Course catalog Master schedule Course syllabi Student surveys Student interviews Teacher surveys Parent surveys The athletic program offers a wide array of sports teams for students to participate in and feel part of the school-wide community. Chapter 4 Self-Study Findings Page 28

29 Supporting Access for All Students College Counselors help students select colleges and the application process. They are separate from the House advisors who help students with their courses at Santa Monica High School. Students have support programs in place to help them prepare for and undertake challenging coursework at Samohi. They include: Advancement Via Individual Determination (AVID): Comprehensive student support program involving college preparation. Students create and regularly monitor and modify their learning plan to prepare them for their academic goals. Tutoring: All teachers hold office hours and tutor their current students. In addition, Xinachtli tutoring is provided two times per week, staffed by UCLA tutors and peer advisors. Also, Peer tutoring by Samohi students is offered twice a week as well. Furthermore, volunteers support students during the instructional day. Houses offer tutoring classes both during the school day, such as POP, as well as after school programs. (Night Owl, Xinachtli) ELD Program: offers sheltered classes, in core disciplines, that use specific strategies; provides intensive English instruction so ELLs can have access to college prep core curriculum; appropriate ELD student level is determined annually. ROP Program: offers courses in real world training for students who would like to enter the job market right after graduation. This program offers practical experience Course catalog Master schedule Student survey Student home group summary Parent home group summary Student interviews Freshmen Seminar 4-year meeting agendas/notes Peer Tutoring tracking sheets Xinatchli tracking sheets Night Owl Athletic tutoring tracking sheets ROP internships Automated messages log Course catalog Ed Foundation summer classes ROP course syllabi ELL performance data including CELDT Blue Bulletins Viking Voice Samohi This Week AVID national website AVID syllabi POP meeting notes Pinnacle website instructions and access Parent group meeting agendas and notes SST calendar dates and log Ed Foundation publications Communication: Daily Blue Bulletin, Samohi This Week, Bilingual (English/Spanish) Viking Voice parent newsletter. Chapter 4 Self-Study Findings Page 29

30 Pinnacle: Students and parents have on-line grade access to monitor student progress and check for upcoming assignments. Parent Groups: PTSA, AAPSSSG, and ELAC hold special events and meet monthly to provide strategies and information to parents to better support their child. Additional interventions: Student Success Team (SST), House intervention meetings Open course selection for all students. Get Ahead Courses are offered through the Education Foundation 4 Year Plan: Freshman Year In the fall, counselors visit all Freshman Seminar classes and make a presentation that covers what courses are needed for high school graduation, college admissions and other vocational opportunities. Freshman Seminar requires students to develop a 4 year plan for learning. The Bridges software program, a college and career exploration problem, is also introduced during freshman year. This program assists students in choosing both college and career paths. In the spring, each advisor meets with over one hundred and fifty families and students to make a personal learning plan and choose courses for next year, which includes career planning information. 4 Year Plan Update: Sophomore Year Tenth grade: In the fall, advisors visit World history classes and review high school and college requirements once more. In the spring, advisors meet with all of their students and families to plan for junior year. Major topics this year include testing, Advanced Placement classes and preparing the college resume Career fair Freshman Seminar course syllabi Bridges software Student home group Focus group minutes 4 Year plan meeting notes Advisor student meeting log Chapter 4 Self-Study Findings Page 30