Self-Study Findings
Chapter: 4
WASC: March 2011 Pictured Event: NJROTC E C R
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ECR: Home of Academic and Athletic Excellence
Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources
Chapter: 4-A
WASC: March 2011 Pictured Event: ECR Students in Action E C R
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ECR: Home of Academic and Athletic Excellence
Chapter 4A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resource
Focus Group Leaders Lisa De Rubertis ........................................................................... English Jason Kinsella ............................................................................. English
Group Members Dave Fehte ..................................................................... Administration Fernando Delgado ................................................ Business/Technology Cathy Davis ........................................................... Career/Technical Ed. Farrell Buchanan .................................................................... Classified Eric Choi ...................................................................................... English Dara Everett ................................................................................ English Denise Leonard ..................................................... English (transferred) Laura Miller ............................................................... Foreign Language Regina Goad .................................................................. Health/Life Skill Billy Ramirez .................................................................. Health/Life Skill Rahim Hassanali ............................................................................ Math Sue Schuster .................................................................................. Math Cory Haeker ................................................................................. Parent Ian Kogan ............................................................................................ PE Josh Lienhard ..................................................................................... PE Fred Beerstein ............................................................................ Science Liz Forsberg ................................................................................ Science Jake Lin ....................................................................................... Science Connie Highberg ............................................................... Social Studies Paul Delbick ..................................................... Special Ed. (transferred) E C R
Steve Kingery ........................................................................ Special Ed. 110| P a g e
Carlos Chavarria ........................................................................ Student Shelly Badal ............................................................................... Student Naomi McCoy .............................................................. Support Services Carmen Sesma ............................................................ Support Services Doug Blemker .................................................... Visual/Performing Arts Sue Freitag ........................................................ Visual/Performing Arts Galene Martinez ................................................ Visual/Performing Arts
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A1. To what extent does your school have a clearly stated vision or purpose based on its student needs, current educational research, and the belief that all students can achieve high levels? To what extend is the school purpose supported by the governing board and the central administration and further defined by the expected school wide learning results and the academic standards? Summary of Findings: El Camino has a clearly stated vision which was developed collaboratively with input from all stakeholders. Our vision is based on the belief that every student can learn and perform at a high level on both formal standardized tests and informal assessments. All El Camino students are expected to learn beyond the classroom and become productive members of society. The faculty attends conferences and trainings where they learn about current and effective educational practices. They share these with the rest of the faculty and the teachers then apply these best practices when relevant and appropriate. The El Camino Real High School vision was updated and revised by the focus groups based on student needs from data analysis on various standardized assessments, research, and teacher observations. El Camino's purpose is in line with that of Local District 1 and LAUSD whose own Mission Statement supports El Camino’s mission: “The teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential." El Camino's community honed the mission statement to specifically support El Camino's ESLRs and academic standards. As El Camino prepares to become an independent charter school, the school is confident that the governing board will continue to support the current vision, mission, and beliefs and support the school’s efforts to achieve the Expected School‐wide Learning Results for all students.
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Findings El Camino Vision Our vision is that El Camino Real High School students will be: • • • • • • •
Evidence in Support of Findings •
Self‐directed/Self‐reliant Collaborative Complex/Critical Thinkers Ethical Lifelong learners Technologically literate Personally accountable and responsible
• • • •
Vision Statement posted in every room and office Focus groups agendas Student Council Agenda Peer College Counselor Agenda School Site Council Agenda
El Camino Mission Statement •
Our mission was created in a collaborative manner with input from all stakeholders. This statement reflects our commitment to prepare our students to be productive members of the 21st century. The mission of El Camino Real High School is to educate our diverse student body by developing students’ talents and skills so they will succeed in a changing world, value and respect themselves and others, and make a positive contribution to our global society.
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El Camino Mission posted in every room and office Mission Statement Focus groups agendas Student Council Agenda Peer College Counselor Agenda School Site Council Agenda Student Council Charitable projects
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Findings El Camino Beliefs The El Camino Mission Statement is supported by the beliefs that: • •
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All students can learn Students must be prepared to successfully transition from school to post‐secondary education, career preparation, and employment Student success is a team effort shared by students, parents, teachers, administrators, and classified staff Students are valued members of the school community The school community has the responsibility for establishing and maintaining a safe, clean environment conducive to learning
Evidence in Support of Findings • • • • •
El Camino Beliefs posted in every room and office Focus groups agendas Student Council Agenda Peer College Counselor Agenda School Site Council Agenda
ECR ESLRs Our Expected School‐wide Learning Results (ESLRs) were developed to support ECR's Beliefs in the development of every student both academically and as a productive member of society.
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ECR ELSRs posted in every room and office Focus groups agendas Student Council Agenda Peer College Counselor Agenda School Site Council Agenda
In order to succeed in a changing global community, all ECR students will demonstrate: • • • E C R
Literacy, Numeracy, and Appropriate/Effective Communication Skills Critical Thinking and Problem‐ Solving Skills Perseverance to Explore and Achieve Career, Education, and 114| P a g e
Findings • • •
Evidence in Support of Findings
Individual Goals Academic, Personal, and Social Responsibility Respect for Themselves, Others, and the Environment Effective, Appropriate, and Ethical Use of Technology to Support the ESLRs
Research Based Instruction ECR staff members are highly trained individuals who employ the most current research based educational models to maximize student achievement.
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Professional Development Agenda Department Meeting sign in Gifted / GATE / AP / Specialized learning conferences
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Administrative Meeting Agenda, Local District 1 Conference registration and proof of attendance
The Administration is trained monthly on various educational practices (data analysis, teacher evaluation, and teacher training). Regular Professional Development meetings provide an opportunity to train all teachers and to discuss school‐wide performance and our expectations of the school as a whole. Teachers are mandated to attend Gifted education conferences in their subject areas. In department meetings, faculty members hold subject‐specific discussions and analyze the data to inform their teaching.
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Findings
Evidence in Support of Findings
Teachers utilize various educational techniques to maximize student understanding. These techniques include, but are not limited to, differentiated instruction, scaffolding, SDAIE, Cooperative groups, Socratic seminars, and project based learning.
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Teacher lesson plans
District Support
El Camino Real High School is affiliated with Local District 1 (LD1). LD1 is one of eight local districts that comprise LAUSD. The LAUSD superintendent guides the entire school district and reports to the board of education. El Camino is directly supervised and supported by a Principal Leader/Director who himself is supervised by the Local District 1 Superintendent.
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Local District 1 Agenda Literacy Coach Meeting Agenda Teacher Conference attendance approval Field Trips attendance approval
School Governance El Camino is governed by the school site council and by the administrative/leadership team. The school site council meets monthly and has representatives from all stakeholder groups. Day‐to‐day decisions are addressed by the administrative team. The ELAC committee meets approximately once a month and makes decisions about the direction of the English Learners program. All groups are committed to supporting the school’s purpose and to the achievement, by all students, of the Expected School‐wide Learning Results. E C R
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School Site Council agenda ELAC meeting agenda Administrative staff meetings
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Findings Local District 1 Instructional Trainings With the support of LAUSD, Local District 1 used to have regular subject specific teacher trainings with model lesson plans for all core subjects. However, with recent budget cuts, the district has not held these meetings and the ECR staff hopes they will be reinstated.
Evidence in Support of Findings • •
Local District 1 Calendar Local District 1 training agendas
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Local District 1 Calendar Local District 1 training agendas
In addition to the professional trainings for teachers and Instructional Coaches, the district also holds monthly administrative trainings.
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A2. To what extent does the governing board have policies and bylaws that are aligned with the school’s purpose and support the achievement of the Expected Schoolwide Learning Results and academic standards based data driven instructional decisions for the school? To what extent does the governing board delegate implementation of these policies to the professional staff? To what extent does the governing board monitor results regularly and approve the single action plan and its relations to the Local Education Agency plan? Summary of Findings: El Camino Real High School developed the school’s Mission, Vision, Beliefs, and ESLRs collaboratively involving all stakeholders. They are aligned and supported by Los Angeles Unified School District and California State Department of Education. Data analysis is becoming an integral part of directing our rigorous, standards‐based instructional program. El Camino Real High School uses a LEARN style school governance board. This council meets approximately once a month and consists of representatives from all stakeholders. Members include the principal and an assistant principal, two teachers, one classified staff member, three parents and two students. This council addresses the concerns and needs of the school including policy changes and/or adopting new policies when necessary. Since the previous WASC process, many of the subcommittees were dissolved for various reasons including the achievement of WASC goals and the creation of small learning communities (academies). For example, many of the duties of the mid‐range student committee were taken over by individual academies. Budget cuts impacted the Technology Committee since there was no money to purchase any new technology. However, the LEARN Council was maintained. All issues regarding on‐site governance that we had autonomy over were brought before the LEARN Council. The rest of the policy matters were communicated to us from LAUSD and Local District 1 which had to be implemented per our compliance requirements. During the 2010‐2011 school years, El Camino has experienced significant reductions in the budget that resulted in quite severe personnel cuts which has made these meetings difficult. When we convert to a Charter school, El Camino staff and administration will reinstate these committees and continue our on‐site council (LEARN) meetings. E C R
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Findings Policies Supportive of Academic Standards and ESLRs Teachers meet regularly by departments to discuss needs and student performance. Core subject teachers use data from the District Periodic Assessments to determine pace and inform instruction. Teachers also share best practices with one another during these meetings.
Evidence in Support of Findings •
Department meeting agenda
To help students struggling with passing the CAHSEE, El Camino holds the CAHSEE Bootcamp and CAHSEE preparation classes. A certificated teacher instructs students in Math and English afterschool twice a week.
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In order to meet many of our ESLRs not directly related to academics, El Camino provides every Freshman with a student handbook and curriculum guide. The policies in the student handbook are reviewed and revised by the School Site Council.
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CAHSEE Bootcamp schedule CAHSEE Preparation class flier
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ESLRs Student handbook
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Findings
Evidence in Support of Findings •
All seniors are required to complete a service learning project as a graduation requirement. Students participate through their government/economics courses.
Delegation of Policies El Camino Real High School is monitored directly by Local District 1 (LD1). LD1 carries out and enforces LAUSD, State and Federal mandates. El Camino receives curricular and instructional mandates and guidance from LD 1 through professional development and personnel support. Site level delegation includes support from administrators, department chairs, Instructional Coach, and office support personnel.
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Student Information System (SIS) Lesson plans Student projects
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LD1 Memos Professional Development agenda
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Single Action Plan ELAC agenda
Monitoring the Single Action Plan The Single Action Plan is not applicable to El Camino in the same manner compared to the typical LAUSD high school. El Camino has only EL funding remaining and it is a categorical fund. The Single Action Plan is monitored by the administrative team, the EL Coordinator, and ELAC.
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A3. To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected schoolwide learning results and academic standards? To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs? Summary of Findings: El Camino’s leadership and staff annually study the results of the state‐wide standardized assessments. At the beginning of the school year, CST, CELDT and CAHSEE data are analyzed and disaggregated to ensure the needs of every student are being met. The core subject departments, Science, Math, English and History, review district periodic assessment data with their respective administrator to assess their progress in meeting the state standards. Other departments are made aware of this data and trained to assist these students in their core classes within their department. The single school‐wide action plan is monitored by the school site council, the administrative team, and the ELAC committee. Every three years, El Camino conducts a major self‐analysis based on the action plan of the previous WASC report.
Findings
Evidence in Support of Findings
In order to improve CST scores and student learning as written in El Camino’s ESLRs, we offer the following activities: AP courses (22 Courses with 40 sections) for sophomores and upper classmen, Honors and AE classes for all grade levels, College Fair, Economic Summit, Pi Day, CAHSEE Intervention classes for seniors, after school math tutoring, Intervention Coordinator, PALS, BRC, PETs,
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Master Program College Office Records School Calendar CAHSEE Intervention Schedule Tutoring
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Findings This year El Camino worked with the District to create an after school online learning program. Students needing credit recovery can use the computer lab or can do the work from home. Progress is monitored through weekly checks with the program coordinator.
Evidence in Support of Findings •
Coordinator Records
Students needing to make up credits can also take Adult School classes that are offered on campus.
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Adult School Schedule
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Master Program Academy Records
The number of special programs has increased and existing academies have greater student participation. These academies provide closer monitoring of student achievement. Incoming ninth grade students identified by the middle school as needing extra intervention have been able to enroll in a summer program called the summer transition program (Bridges Program). Students were able to enroll in remedial English and math classes to increase their academic skills and prepare them for success in high school. This program is currently on hiatus due to recent budget cuts.
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Summer School Master Program Transition Program Records Cumulative records
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Findings
Evidence in Support of Findings
In an effort to allow more students to have access to Advanced Placement classes, El Camino has offered a summer bridge program to prepare students for these rigorous classes. This program is also suspended due to budget cuts.
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Summer School Master Program
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Tutoring Program Schedule Friends of El Camino Records
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PETs Sign‐In Sheets
In order to meet our identified need for student tutoring and to make up for the lack of District funding, Friends of El Camino has provided funds for tutoring programs. The Peer Education Tutors (PETs) program began this year to provide another avenue to increase student achievement.
In response to parental input, the freshman orientation process was expanded to two meetings, each with a different agenda. Topics covered included academic and behavioral expectations, safe school plan, graduation requirements, specialized academies, and student activities.
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Freshman Orientation Agendas
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Findings
Evidence in Support of Findings
The College Office expanded College Knowledge nights to include ninth and tenth grade sessions to help reach our goal of preparing all students for college eligibility.
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College Office Announcements College Office visitations to 9th grade classes College Office records
Counselors utilize standardized test data and past grades as some of the criteria for placing students into classes.
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School Information System
El Camino’s Instructional Leadership Team includes administration, department chairs, coordinators, counselors, and instructional coaches. This group meets monthly and monitors instructional reform based on our academic needs and discusses budgetary concerns related to these needs. API, AYP, and CAHSEE data are analyzed by staff in professional development and department meetings.
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Professional Development Agendas Department Meeting Agendas
In an effort to maintain high English scores, El Camino decided to continue the Silent Sustained Reading and Writing Across the Curriculum Programs.
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Bell Schedule Instructional Coach Memos to Teachers Student Work Observations
E C R
School Calendar Meeting Agendas
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Findings
Evidence in Support of Findings
Ninth grade students who have been identified as reading below grade level are enrolled in the Developing Readers and Writers (DRW) program with the goal of reaching grade level proficiency by the end of the year.
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Master Program DRW Data
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Master Program Special Education Coordinator
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CAHSEE Class Flier Sign‐In Sheets
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Periodic Assessments www.lausd.net Staff Directory
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Intervention Records
Students in the Special Day Program can enroll in an Algebra Readiness Class in order to gain the skills necessary for success in Algebra I. To ensure that all students progress towards graduation, El Camino offers CAHSEE preparation classes and CAHSEE Boot Camp. Teachers of the core academic subjects have been instructed in the use of periodic assessments and in the use of data analysis to meet the instructional needs of students. The District’s new My Data program has made access to data easier than in the past.
In the last two years, El Camino has added an Intervention Coordinator and a Bridge Coordinator. The Bridge Coordinator works with students with IEPs and both coordinators provide E C R
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Findings
Evidence in Support of Findings
strategic intervention for students in need. In response to student achievement gap data, El Camino has used two programs that target Hispanic and African‐American students. El Camino used a program called The Village to target African‐American students. Students attended assemblies and follow‐up sessions that stressed the importance of an education and taking pride in their accomplishments. El Camino implemented a similar program called La Familia to target Hispanic students. Although an achievement gap still exists, both groups have improved in their test scores.
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Assembly Announcements Descriptions of Programs CST Data
Single School‐Wide Action Plan
The School Site Council in conjunction with the English Learner Advisory council (ELAC) and administration monitor and modify the Single Plan for Student Achievement.
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School Site Council Agenda
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Findings
Evidence in Support of Findings
The only Federal monies we receive are for the EL program. El Camino receives a small budget due to the few EL students at El Camino. About 120 students were enrolled in the Fall Semester. The EL Coordinator holds eight meetings during the year to discuss program and budgetary information with the parent group. Progress towards completing the WASC Action Plan items was monitored by the School Site Council, school subcommittees, and staff. The three‐ year accreditation visiting team evaluated school progress in meeting its goals and determined that no additional recommendations are needed.
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School budget EL Coordinator schedule for parent meetings
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School Site Council Agendas WASC Report WASC Schedule
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A4. To what extent does a qualified staff facilitate achievement of the academic standards and the expected schoolwide learning results through a system of preparation, induction, and ongoing professional development? Summary of Findings: El Camino Real High School has a professional and experienced teaching staff. All teachers are considered highly qualified as judged by NCLB standards and nine are National Board Certified (NBC). All teachers are CLAD certified and employ scaffolding methods to enhance achievement for all students. Teachers participate in at least 21 hours of required professional development per year and many attend additional conferences. When necessary, new teachers receive support and guidance from various sources such as, mentor teachers (NBC teachers), administrators, department chairs and/or veteran teachers.
Findings Professional Development The district provides the school with at least fourteen professional development days. On these days, students are released early and teachers meet in the afternoon; administrators facilitate these meetings. This development time totals 21 hours. Professional development topics in recent years have included articulation with the feeder middle school, analysis of CST data, Best Teaching practices, research‐based findings about education, and Writing Across the Curriculum.
E C R
Evidence in Support of Findings
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District Bulletin/Calendar Professional Development Agendas
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Findings Most years the district has funded an extra twelve hours of professional development time prior to the beginning of the school year. This time takes the form of voluntary “buy back” days and consists of full‐ day or half‐day professional development activities.
Evidence in Support of Findings •
Buy Back Day Agendas
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Conference Attendance Forms Certificates of Completion
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Conference attendance forms
Teachers of Advanced Placement classes are required to attend annual training to stay abreast of the most current testing trends. Although the District no longer funds conference attendance beyond AP training, teachers have continued to attend various conferences and/or workshops. Examples of such participation include Princeton Molecular Biology training by one of our science teachers, Humanitas teacher participation in a philosophy retreat, and attendance at a national journalism conference by one of our CEA teachers.
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Findings
Evidence in Support of Findings • Local District 1 Training Agendas • Local District 1 Calendar
Local District 1, in conjunction with, LAUSD, provides periodic training in the core subjects. For example, LAUSD in collaboration with California State University has developed a reading and writing program for juniors and seniors; Local District 1 provided specific training to implement the program in the classroom.
Highly Qualified Staff
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All teachers at El Camino are highly qualified as judged by NCLB standards. Forty three teachers hold advanced degrees and nine teachers are National Board Certified (NBC).
School Survey
El Camino has a veteran teaching staff. In a survey administered in Spring 2010, 73% of the faculty indicated that they have been at the school at least six years. All academic teachers teach in their credentialed subject area. Six teachers of elective classes teach at least one period out of their credential area, but have received a district waiver due to their expertise and/or professional experience in the subject. E C R
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School Survey
Master Program/School records
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Findings
Evidence in Support of Findings
The Assistant Principal, Student Counseling Services, in collaboration with Department Chairs, organizes the master program to meet the needs of all El Camino students.
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Master Program
All of the teachers at El Camino have received CLAD certification or its equivalent. In the years when El Camino had a group of new teachers, the school held new teacher meetings at least once a month. Administrators and NBC teachers would lead these sessions and topics would include El Camino protocol and traditions, calendar of events including report card schedule, discipline in the classroom, and discussions and demonstration of best teaching practices. We have not hired many new teachers recently. When a new teacher is hired, he/she receives individual support from the instructional coach, NBC teachers, administration, and department colleagues. All new teachers participate in the Beginning Teacher Support and Assistance (BTSA). In addition, new teachers are mentored in their departments by veteran teachers. E C R
• District records • •
New Teacher Meeting agenda School Records
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Findings All teachers hired by LAUSD are processed by the district in a procedure that includes background checks and verification of qualification. The district requires that all new teachers attend a 40‐ hour training session before beginning teaching in the classroom.
Evidence in Support of Findings •
District Records
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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 of Findings: The leadership and staff at El Camino take part in ongoing research and data‐based professional development. The use of data analysis, SDAIE strategies, and small learning communities has been part of recent District emphasis. Teachers meet at least fourteen times per year in large group and small group meetings to engage in discussion of instructional practices. In addition, administrators attend monthly Local District meetings to discuss research‐based best practices. Members of the Instructional Team also attend monthly on‐campus meetings led by the principal. The Instructional Coach also receives district training and trains El Camino teachers based on this information.
Findings
Evidence in Support of Findings
LAUSD provides twenty one hours of professional development time split up over fourteen days throughout the year. Past topics have included data analysis, SDAIE methodologies, writing across the curriculum, special education, and small learning communities. The math, English, social studies, and science departments implement District mandated, standards‐based periodic assessments. They have received professional development on the analysis of data that results from these exams.
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LAUSD Professional Development Schedule Professional Development Agendas
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Periodic Assessment Schedule
El Camino administrators receive research based professional development through monthly Local District One trainings. Recent sessions have focused on using data to drive instruction and using SDAIE methods. E C R
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Local District One Calendar Meeting Agendas
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Findings The instructional coach receives research based professional development from the District to use at the school site and holds training sessions for math teachers based on CST released questions.
Evidence in Support of Findings •
Coaching Logs
The instructional coach assists teachers to align curriculum with state standards, to close the achievement gap for struggling students, and to improve instruction for all students.
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Coaching Logs
Staff members have always been encouraged to attend conferences and training opportunities to increase their ability to meet student learning needs. Due to budget cuts, the District has recently frozen funds for conference attendance with the exception of mandated advanced placement conferences. However, there is a process in place for teaschers to apply to attend conferences and workshops making an exception to this policy. Members of the science department have attended training sponsored by AmGen, Baxter Laboratories, and the National Park Service. Several have also attended and/or presented at the annual District‐sponsored science teachers’ conference.
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Conference Approval Forms
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Certificates of Completion Conference Program
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Findings
Evidence in Support of Findings
The Developing Readers and Writers (DRW) teacher is provided with several professional development opportunities each year. The training focuses on research based strategies to bring low‐level English students up to grade level.
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Meeting Agendas
AVID teachers receive annual training in tutoring strategies, Cornell note taking methods, and organizational skills.
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AVID Training Announcements
Social Studies teachers have received training in creating and implementing the Service Learning requirement for graduating seniors. Many have also been trained to run the International Economic Summit Project. This is an intense program requiring student groups to act as countries involved in international trade and culminates with a report, a project, and economic trade activities, which the entire student body attends.
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Economic Summit Training Teacher lesson plans Student projects/presentations
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Humanitas Records
Most teachers in the Humanitas program have received specialized training through the Los Angeles Educational Partnership in interdisciplinary instruction, developing thematic units, creating and evaluating end‐of‐unit writing prompts, philosophy, science, and art integration. Many of our Humanitas teachers also lead these trainings at various conferences. E C R
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Findings Arts teachers attend conferences including CETA (California Educational Theatre Association) and district offered professional developments. These annual conferences train teachers in production, technical, and acting techniques. The drama teacher heads up professional development for the district and offers many other teachers training in how to run a program.
Evidence in Support of Findings • •
Conference Approval Forms Professional Development Agendas/sign‐in sheets
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A6. To what extent are the human material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected schoolwide learning results? Summary of Findings: El Camino has aligned resources with identified areas of need. Even in the face of dwindling resources, we have managed to maintain strong support for student achievement as evidenced by our increasing API score and high CAHSEE pass rate. All students have textbooks and our science labs are appropriately equipped. Students have opportunities for enrichment and intervention and we are always looking for ways to increase achievement.
Findings Human Resources El Camino has funded positions to provide extra services to support the academic achievement of all students.
E C R
Evidence in Support of Findings • • • • • • • • • • • • • • • • • • •
Intervention Coordinator Bridge Coordinator Testing Coordinator Technology Coordinator Special Education Coordinator Special Education Assistants Instructional Coach Work Experience Coordinator School Psychologist AVID Coordinator Humanitas Coordinator CEA Coordinator AVID Tutors GATE Coordinator Online Learning Coordinator EL Coordinator Bilingual Assistant Campus Security Aides AP Coordinator
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Findings
Evidence in Support of Findings
El Camino Real has a full time college counselor who is available to assist students with all aspects of the college application process. In addition, we have a part‐time College Office assistant. This is essential for our student population.
El Camino has formed partnerships with community organizations and businesses.
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College Counselor College Office Assistant
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Pierce College Los Angeles Film School Fashion Institute of Design and Merchandise Amgen National Resource Conservation Service Engineers Council of San Fernando Valley
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Recent professional development time has been spent on using data analysis to drive instruction.
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Professional development agendas
Material and Physical Resources Funds are allocated according to State and District guidelines.
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ELAC Title II funds
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Perkins Grant Specialized Secondary Grant
El Camino has written and received several grants to provide extra resources to our students including equipment, field trips, and job shadowing opportunities.
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Program
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Findings
Evidence in Support of Findings
After school programs for CAHSEE preparation offer additional support for students. Zero period offerings increased scheduling flexibility in meeting student achievement goals. School facilities are adequate for our instructional and extracurricular programs. The District supports efforts to upgrade and maintain the school. Since the last accreditation report, the tiles were replaced in the main building, new air conditioning was installed in the “S” building, and a new chiller unit was installed for the main building. We currently have projects to add a campus‐wide fire alarm/smoke detector system, to redesign several rooms and outdoor spaces for our small learning academies, to upgrade restrooms, and to seismically retrofit the gym building.
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Tutoring Logs Announcement Fliers
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Master Program
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LAUSD Maintenance and Operations
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Computer Rooms
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Friends of ECR Records
The computers and monitors in three computer labs have been replaced and the computers in an additional lab have had memory upgrades. The Friends of ECR parent group has provided funds to purchase additional nursing days, technology equipment, field trips, support for Academic decathlon, robotics, and provide tutoring programs.
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Findings The number of small learning academies has increased and existing academies have greater student participation.
Evidence in Support of Findings •
LAUSD Bulletin 1600 Report
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LAVA records
El Camino has added an after‐school online credit recovery program.
Areas of Strength 1. El Camino Faculty members are a cohesive unit and cooperate with one another to enhance student achievement. 2. El Camino is characterized by a culture of high expectations and academic excellence. 3. Student leadership / involvement is a valued component of the school. 4. The school’s mission, vision and ESLRs were developed collaboratively with all stakeholders. 5. Community and local businesses support academic programs and academic achievement. 6. Decision making is collaborative and becoming more data driven. 7. Resources from LAUSD and Local District 1 support the vision and the overall program of El Camino.
Areas of Growth 1. There is a need for more data driven professional development to inform instruction. 2. Improved interdisciplinary coordination to enhance the overall academic program is needed. 3. Continue to encourage community and parental participation. 4. Provide more support to freshmen to improve their high school experience and thereby reduce the failure rate. 5. Explore ways such as converting to a Charter School to increase funding sources for various core and desired programs. E C R
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Standards-Based Student Learning: Curriculum
Chapter: 4-B
WASC: March 2011 Pictured Event: Academic Achievement at ECR E C R
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ECR: Home of Academic and Athletic Excellence
Chapter 4 B: Standardsbased Student Learning: Curriculum
Focus Group Leaders Yvonne Halski ...........................................................Assistant Principal Suki Dhillon ................................... Science / Intervention Coordinator
Group Members Kathleen Nicholson .............................................. Business Technology Kris Kinney ............................................................................... Classified Marta Marguiles ...................................................................... Classified Particia Estrin .............................................................................. English Lissa Gregoria .............................................................................. English Ian McFarlin ................................................................................ English Melinda Owen ............................................................................. English Wendy Strickland ........................................................................ English Mariellen Webster ...................................................................... English Frank Wymond ............................................................................ English Rosa Freedman ......................................................... Foreign Language Caroline Jones ........................................................... Foreign Language Steve Kalan .................................................................. Health / Life Skill Steven Burstein ........................................................................... Library Gary Asarch ................................................................................... Math Setareh Bahri ................................................................................. Math E C R
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Hector Lopez ................................................................................. Math Janette Pacitti................................................................................ Math Jackie Keene ................................................................................ Parent Shelly Marshall ................................................................................... PE Annie Darakjian .......................................................................... Science Manisha Chase .......................................................................... Student Myra Dang ................................................................................. Student
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Standards-Based Student Learning: Curriculum B1. To what extent do all students participate in a rigorous, relevant, and coherent standardsbased curriculum that supports the achievement of the academic standards and the expected schoolwide learning results? [Through standardsbased learning (i.e., what is taught and how it is taught), the expected schoolwide learning results are accomplished]. Summary of Findings: El Camino Real High School students participate in a rigorous, relevant, and coherent standards‐based curriculum that supports the achievement of the academic standards and the Expected School‐Wide Learning Results (ESLRs). El Camino achieves these goals by offering numerous courses at varied levels to engage students of all abilities. All core departments meet to develop pacing plans, share best practices and analyze the data from the CST, API, LAUSD Periodic Assessments to inform their teaching. The purpose of these meetings is to improve our curriculum alignment and adherence to the California standards and our Expected School‐wide Learning Results (ESLRs). LAUSD annually requires schools to certify that all courses use state approved texts, all students are issued textbooks, and that the school has adequate equipment for students in science classes. The Assistant Principal of Student Counseling Services (APSCS) works with department chairs to create a master schedule that provides students with equal access to all classes. El Camino has also increased its focus for creating early awareness of both graduation requirements and college entrance requirements to encourage more students to take AP and honors courses. El Camino strives to continue the high participation rate in the AP and honors classes through vertical teaming and college counseling. The introduction of online courses offered through the Los Angeles Virtual Academy (LAVA) program helps students successfully complete their academic program and offers many students a second chance at graduating on time. Other programs include: Humanitas, Special Education inclusion, Advancement Via Individual Determination (AVID), RTI (formerly known as Read 180), English as a Second Language (ESL), Math‐Science Academy, and Careers in Entertainment Academy (CEA). E C R
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Findings English/Language Arts
Evidence in Support of Findings
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Common lesson plans/exams Essays Periodic Assessments District led teacher training CST scores
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Computer lab sign‐up Computer inventory PowerPoint presentations
The English department’s rigorous, relevant, and coherent standards‐based curriculum is founded on District‐ designed units of instruction and periodic benchmark assessments. As a result, the department is consistently implementing the district’s pacing plan, adopted texts, and quarterly assessments; ECR has begun to see improvement in CST scoring. Teachers increasingly incorporate technology into daily lessons to provide students with a relevant 21st Century curriculum. El Camino Real has a computer lab that is used by English teachers. In addition, teachers use PowerPoint and/or document cameras for lesson presentations and daily reading checks. Students are required to use technology for their own presentations for group projects. Students in all English classes are required to write at least one research paper with online research being one criterion. Teachers also use laptop computers to deliver lessons that successfully engage their students. The Read 180 program utilizes computers to develop individual literacy skills. Our full‐time Instructional Coach supports teachers and helps insure that the district curricula are implemented and all English Content Standards are met. Also, she provides professional development to support student achievement.
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PowerPoint presentations Video projects Read 180 curriculum
Professional Development agendas
E C R
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Findings English as a Second Language The teacher of English Language Learner (EL) students works with the bilingual office to make sure she is utilizing instructional techniques, such as, SDAIE strategies, that enable these students to access the full curriculum. All of our teachers have authorization to teach EL students, many of whom are in Sheltered classes which also increase their opportunity to access the curriculum. The District monitors the progress and achievement of English Learners through uniform assessments. Our part‐time English Language Learner Coordinator attends monthly meetings that inform her of the latest Federal, State, and District mandates and policies.
Evidence in Support of Findings
• • • •
Specially Designed Academic Instruction in English (SDAIE) Concept Mapping Student work Graphic organizers
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Local District 1 professional development meetings
Mathematics The department teachers ensure that they provide every possible academic opportunity to maximize higher‐level critical‐thinking skills and experiences that allow students to not just meet but exceed the standards. Algebra 1 and Geometry teachers administer three District assessments per year. The results from these assessments are then analyzed by the individual teachers and in department meetings then adjustments are made to the pacing plans. In addition, Geometry teachers require students justify their responses to a specific question in writing. E C R
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• • • • •
State Content Standards Class Lessons
Periodic Assessments Department meeting agendas Common lesson plans Writing prompts Department exams
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Findings
Evidence in Support of Findings
A key component in fostering curricular development is strategic planning and improvement, specifically in reference to the CAHSEE and CST. To target areas of need teachers have created worksheets addressing areas of student weaknesses. The math department has expanded its available courses that include four honors and three Advanced Placement class sections. This includes allowing 9th grade students to enroll in Algebra 2 if they have already passed the prerequisite courses.
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CAHSEE data Lesson plans CST data
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Master Program
• • • • •
State Content Standards Conference agendas Seminar agendas Department meeting agenda MyData
Science In order to guarantee that all students receive a rigorous, standards‐based instruction, the science department members attend seminars and conferences that help them apply differentiated strategies in the classroom, enhance student performance, and support student endeavors. The department meets to create common curriculum pacing plans and to analyze District Periodic Assessment data for areas of weakness.
The science department offers fourteen Honors classes and eight Advanced Placement (AP) classes some of which have multiple levels. These courses expose students to college‐level curricula and better prepare them for university work. The Honors and AP program meets the needs of highly motivated students and those interested in pursuing a career in science. E C R
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Master Program AP audit
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Findings
Evidence in Support of Findings
Science teachers use a variety of experiences, instructional strategies, and technology to instruct students. In addition, lab equipment has been updated with the following: electrophoresis kits (biotechnology), electronic scales, pH meters, Lab‐Pro computer‐based lab kits for the AP biology course, digital thermometers, and micro‐pipettes.
E C R
Projects Inquiry‐based experiments Discussion groups Lab groups PowerPoint presentations Demonstrations Laboratory inventory
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State Content Standards Course curriculum Master Program
Social Studies The social studies department provides a rigorous and relevant standards‐based curriculum aligned with ECR’s ESLRs and State Content Standards. Courses promote critical thinking through assignments such as research papers, position papers, and student debates. The department designed the curriculum to promote greater student comprehension of text and content. The department course offerings meet the needs of students of all abilities. Department members participate in ongoing professional development to use teaching strategies to better align its curriculum with the changing needs of students. Data analysis of student performance on assessments is a regular practice during department meetings. Currently, Social Studies teachers are working on creating a curriculum based on thematic units.
• • • • • • •
• • • • •
Professional Development agenda Department meeting agenda Periodic Assessment data CST data AP test results
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Findings
Evidence in Support of Findings
Students work in groups to research and present projects to their peers. Technology is an integral part of these presentations. All students are required to write essays and take department assessments which include short answer and open‐ended questions. Service Learning is a district graduation requirement. The department has modified its curriculum to address this need and fosters civic responsibility. Students participate in state‐wide mock elections and the International Economic Summit. The Economic Summit guides students to examine individual economic situations of the Global economy. Through "trading," students create alliances and address global problems. This exercise teaches students how macro‐economic systems operate and what their indicators are. World Languages and Cultures Teachers in this department use common assessments while adhering to the California Foreign Language Standards to ensure that all students have access to a rigorous, relevant, and coherent curriculum. Members of the Department attend conferences and workshops which help them remain current in the field of second language acquisition.
E C R
• • • • •
Group projects PowerPoint presentation Video presentations Computer lab sign‐in Department assessments
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District policy International Economic Summit
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State Content Standards
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Professional Development agendas Conference agendas Workshop agendas
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Findings Gifted students and those interested in mastering a foreign language enroll in Advanced Placement classes. Our students score higher than the national average on the AP examinations. Students with special needs receive effective differentiated instruction that take into account their Individualized Education Programs (IEPs). The department also addresses cultural standards through film, music, art, literature, food, travel, and correspondence. In addition, there are French and Spanish Clubs to which all ECR students have access. The department incorporates technology to enhance learning and keep students engaged. Department members confer on professional development days in order to maintain uniform standards and pacing plans.
Physical Education The Physical Education department offers a standards based program intended to develop skills in specific team and individual sports as well as a life long fitness routine.
Evidence in Support of Findings • •
Master Program Student IEPs
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DVDs / CDs Computer lab sign‐in Skype PowerPoint Document camera
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Department meeting agendas Lesson plans
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State Content Standards
The classes are aligned by grade level, and rotate through a variety of units over the course of the year. Some of these units are volleyball, soccer, and basketball. E C R
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Lesson plans
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Findings
Evidence in Support of Findings
In addition to a well‐rounded curriculum, many scholastic team sports programs are offered for both male and female students. The Physical Education program was rated Excellent in compliance with the Excellence in Athletics program sponsored by the University of Southern California. The program measures safety and compliance in school sports. In addition to regular PE, El Camino offers Adaptive PE for special education students requiring extra intervention as stipulated by their IEPs. Students may also fulfill their PE requirement by joining marching band, drill team, NJROTC, or an athletic team.
Visual Arts The Visual Arts Department provides a wide variety of courses from the introductory level to the AP level. The curriculum is accessible to students of all abilities and supports academic classes. Student Portfolios help students build upon skills as they progress throughout the year(s). The Visual Arts curriculum prepares students for college admission and supports them in pursuing careers in the arts.
E C R
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Athletics list
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USC athletics rating
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Master Program IEPs
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Master program
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Student work Lesson plans Course description
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Findings In addition to traditional assessments, the Visual Arts Department uses a variety of strategies that provides students access to the content standards. These strategies include: rough sketches, original works based on personal experiences, cultural and environmental concerns, and historical styles. Students also use visuals that accompany verbal and written instructions. Projects based on real world applications allow students an opportunity to create something that is relevant. Projects include packaging design, business cards, logos, Children’s books etc. Student works are exhibited annually in the Melody of Words literacy fair and other school events.
Performing Arts All students have access to the performing arts which support the academic curriculum. Students enroll in the program according to their interest and there are various levels which make the program accessible to students of all abilities. Students showcase their talent in City Band & Drill Championships, DTASC Drama Festivals, All State Jazz Competitions, Dick Van Dyke Performance, Disneyland Performance, new local business openings, elementary school performances, Play and Musical Performances, The Big Event, One–Act Play Evening, Vocal and instrumental ensemble performances, Murder Mystery Dinner, Comedy Sportz Nights and Dance Performance. E C R
Evidence in Support of Findings • • •
Student projects Student art exhibits Melody of Words Program
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Master Program State Content Standards
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City events State events Community events School events
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Findings Teachers continue to educate themselves through conferences and workshops to sharpen their skills to reach the maximum number of students.
Evidence in Support of Findings Conference agendas Workshop agendas
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Course Outlines State Content Standards
Wood Working
The wood working program provides students with relevant projects that introduce students to safety instruction, project planning, use of tools and finishing techniques. Course content is aligned with the California State Standards and prepares students for introductory level jobs in many trades. Wood Working, in addition to preparing students for vocational careers, supports English language and mathematics standards.
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Business Technology Business technology courses measure student achievement by performance‐ based evaluations. Most curricular assignments are comprised of concrete, computer‐generated projects that support ISTE's National Education Technology Standards.
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• • •
Writing Across the Curriculum Silent Sustained Reading Safety tests Project Planning and Assembly Student projects
Posted Standards Student Work Course Outline
E C R
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Findings Students in the Introduction to Computers classes are rigorously tested on their knowledge of the Microsoft Office Suite programs Word, PowerPoint, and Excel. Students also demonstrate their knowledge of these programs by creating class presentations, posters, newsletters, essays, cover letters, and various business reports. Class curriculum includes a project to research and develop findings regarding the purchase of various computer systems. Web Development and Internet Publishing students create web pages and entire web sites using current web standards, written in XHTML and CSS. Students in these classes also take tests that require them to apply concepts they have learned in new contexts. New Media students create animations using MIT's Scratch and Carnegie Mellon's Alice programming environments. Animation projects include tutorials (students create a tutorial on how to accomplish a task), stories (students compose a storyboard with a narrative, then teach themselves the programming skills necessary to realize it), and a game which will require almost constant user interaction.
E C R
Evidence in Support of Findings
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Student generated PowerPoint Presentations that incorporate multi‐media Oral Assessments Student Projects
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Student developed websites Lesson plans / rubrics
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Story boards Student created interactive games Programming assessments
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Findings
Evidence in Support of Findings
AP Computer Science students create dozens of object‐oriented programming classes that are part of larger and larger scale applications. They also modify classes and create new classes for the GridWorld case study, and a large‐scale application provided by the College Board. Students in Web Development, New Media, and AP Computer Science work with teacher‐developed curricula reflecting current industry best practices, helping students to be familiar with common "shop standards" in naming conventions, commenting of code, and group coding. Bound text books are used no more than 50% of the time in these courses so that the curriculum can maintain currency. Some of the curricula in these courses allow for individualized pacing and customization.
Family & Consumer Studies El Camino Real High School Family and Consumer Studies courses are both engaging and challenging. Students must apply knowledge and skills in reading, writing, math, science, art and social studies as well as current technology in the context of life management and career preparation. Students are evaluated on performance, competence and acquired skills related to the California Career Technical Education standards established with the help of community members, post‐secondary educators and employers.
E C R
• Programming architecture frame work • Course Syllabus • Analyze, design, code, and test software
• Class Curricula • Texts • Lesson Plans
• • • • • • •
Culinary food labs Meal planning Evaluation of Nutritional guidelines Create site plans & floor plans (Interior Design) Written assessments Oral reports Quizzes
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Findings Health/Life Skills All in coming 9th grade students are required to take one semester of Health and one semester of Life Skills. The curriculum for both subjects adheres to course objectives as mandated by LAUSD, The State of California, and National Health/Life Skills Standards. The department works collectively to create a rigorous curriculum that is engaging with activities for all modalities at various levels. Students are taught to deal with issues that are emotionally difficult and sometimes "awkward", for example, grief, body image, death, and disease. To ensure students feel empowered, classes are structured with group discussions and work is project based. Students are assessed by these means and also by traditional modes of assessments.
Evidence in Support of Findings • • •
NJROTC NJROTC aligns its lessons and expectations to supplement required subjects to meet State Content Standards and El Camino’s ESLRs. The curriculum is reviewed regularly to ensure that it is engaging, relevant and rigorous.
LAUSD Standards State Content Standards National Content Standards
• • • • •
Lesson plans Group work and presentations Classwork/homework Quizzes and tests Socratic Method
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Course curriculum
The NJROTC Physical Training curriculum supplements State Standards in Physical Education. All Cadets are prepared to take the state fitness test. NJROTC Physical Training team does this by participating in daily activities and competing in state‐wide competitions in E C R
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State Content Standards Presidents Fitness Challenge Guidelines
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Findings
Evidence in Support of Findings
running relays, push‐ups, and sit‐ups.
The NJROTC Academic curriculum supplements State Standards in Social Studies and Science. Cadets study Naval History dating from early western civilization through the 1990's. In addition, Nautical Sciences such as Maritime Geography, Oceanography, Meteorology, Astronomy and Physical Sciences supplement the Standards in Science. The NJROTC Military Drill curriculum teaches students discipline and teamwork. They are assessed upon the basic drill card that the ECR NJROTC drill teams use to compete with other schools in statewide competitions. By the end of the year they are proficient in unarmed and armed basic drill
E C R
State Content Standards Lesson Plans Naval Science textbooks
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Basic Unarmed Drill Card Basic Armed Drill Card Cadet Reference Manual Cadet Field Manual
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State Content Standards Approved textbooks
Special Education Special day classes are aligned with the state standards. These students receive rigorous and relevant instruction using state approved textbooks.
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Findings Resource students spend 85 ‐ 100% of their school day in general education classes. These students participate in the learning academies such as, Avid and Humanitas and are provided with all the rigorous instruction within the various academic areas. These students are enrolled in academic classes at all levels which include regular, honors, and AP Classes. All students in the special education programs have goals and objectives to help them achieve academic standards and expected school wide results. These goals and objectives are reviewed annually and modified if necessary. The instructional programs available to our students include, Special Day Program (SLD), Resource Program (RSP), Emotional Disturbed (ED), Inclusion Program and General Education Support. Special Education students are mainstreamed into elective classes, physical education and academic classes per their IEP. RSP students have access to the Learning Center and may be enrolled in a Resource Elective for more intensive support in ELA and Algebra. All RSP students spend the majority of the day enrolled in general education classes.
Career Planning Ninth grade students complete a career interest inventory as part of their Life Skills class. These inventories help students and counselors create an appropriate four‐year plan based on student goals. E C R
Evidence in Support of Findings • • •
Master program Class rosters Student programs
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Teacher logs IEPs Special Education Calendar
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Master Program Class Rosters
• Career inventory
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Findings
Evidence in Support of Findings
The School‐To‐Career committee meets monthly and plans the annual Career Expo. The committee has worked with the Chamber of Commerce and the Rotary Club to provide presenters from a wide array of local businesses. Students meet with the business representatives and fill out a career exploration worksheet.
• • •
Meeting Notes School Calendar Career Expo Information Sheets
El Camino had a program called Road to Your Future in which guest speakers would come in monthly and present information about their careers during lunchtime assemblies. As student interest in this program decreased, the academies began to offer their own guest speaker programs. For instance, the Careers in Entertainment Academy had a documentary filmmaker, a prop master, and an actor speak to the students. The Work Experience Coordinator helps students find jobs and monitors their progress. The coordinator also meets with the students weekly in a classroom setting to discuss career options, skills, and resources.
• • •
Assembly Fliers Academy Records Speaker Logs
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Work Experience Records
Variety of Programs Students have access to over twenty Advanced Placement subjects, many with multiple classes offered. El Camino also has Honors classes in eleven different subjects. Students who are not quite ready for these courses can take Academically Enriched (AE) courses. Students also have access to community college classes through Pierce College, some of which are taught at El Camino. E C R
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Master Program
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Findings El Camino has five interest‐based academies. Students can enroll in the Math/Science Academy, Humanitas, Art and Design Academy, Careers in Entertainment Academy, and AVID. Each of these programs offers a personalized environment that provides extra support for students to reach their goals. To help students meet their personal extracurricular goals, El Camino has almost 80 student‐run clubs on campus. With a few exceptions, they meet during lunch and all have a faculty sponsor. We have clubs that address cultural identity, religion, leadership, community charity, hobbies/interests, career goals, and academics. El Camino offers a wide range of electives to provide all students with a more enriching experience that supports the core subjects. Examples of this are computer science, journalism, woodworking, yearbook, visual and performing arts, culinary arts, graphic design, sewing, and student government.
E C R
Evidence in Support of Findings •
Master Program
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Club List
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Master Program
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B2. Do all students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and schooltocareer goals? Summary of Findings: El Camino Real High School is committed to providing all students access to a rigorous academic program in which they have every opportunity to graduate with a diploma while meeting University of California’s A‐G requirements for admission, which also qualifies them to apply to other universities of their choice. In addition, El Camino is committed to assisting all students to develop and pursue their personal and career goals with a well‐ rounded education. To this end, counselors provide students with class placement forms, feedback from teacher recommendations, GPA, and standardized test scores. They also create Individual Graduation Plans, explain A‐G requirements, and make students aware of college admission information and resources available on campus through the college office. Students needing extra assistance have access to many intervention resources. Throughout high school, all students have the opportunity to explore and discuss career goals and options. Upperclassmen also have access to work experience opportunities. The counseling staff presents the breadth of elective choices and the five academies (Math/Science, Art and Design, AVID, Humanitas, and CEA). Most of our students participate in some form of extracurricular activity, be it sports, music, arts, technology, performing arts, film making, leadership, or activities through one of the almost 80 campus clubs.
E C R
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Findings Counseling/Support Services The counseling staff completes Individualized Graduation Plans with each student twice a year. Students also receive a copy of their unofficial transcript. This information is also made available to the parents /guardians. The counseling staff refers students needing intense intervention to the Intervention Coordinator and MFT (Marriage and Family Therapy) Interns.
Evidence in Support of Findings • • •
Individualized Graduation Plan Unofficial Transcripts Counseling Records
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Counseling Office Records
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Student Handbook at ecrhs.net
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Program Planning Sheets
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Request to See Counselor Forms
Students have access to the online Student Handbook which describes school programs and their requirements.
Program Planning Sheets include courses required by grade level and elective courses available to all students. The counseling staff is available to parents and students to answer questions about graduation requirements and the different programs offered on campus.
E C R
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Findings The counselors and departments articulate with feeder middle schools in order to serve them more effectively. Even before students enter El Camino, counselors travel to local middle schools to inform them of their educational opportunities and to begin programming them for the fall semester of their freshman year. The college counselor provides students with information about college admission, financial aid, and scholarships. She arranges visits from university representatives and hosts evening assemblies for parents and students on a wide range of college‐related topics.
Evidence in Support of Findings • •
School Calendar Programming Sheets
• • •
College Office records College Office Newsletter School calendar
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Meeting agendas Peer Counselor Logs
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Orientation Meeting Agenda
Peer college counselors receive training from the college counselor and assist students and parents with college questions.
At new‐student orientation meetings, parents and students are made aware of the academic, extracurricular, and support programs available at El Camino.
E C R
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Findings Intervention
Evidence in Support of Findings
Students who are having difficulty meeting graduation requirements have access to Student Success Team (SST) intervention. A multi‐ disciplinary team, the SST evaluates students with academic and/or behavioral problems, and identifies effective interventions, strategies, and alternatives needed. SST meetings can involve parents, students, administrators, deans, counselors, the school nurse, and the school psychologist. The Intervention Coordinator meets with students requiring intense intervention. He holds student and parent conferences to discuss the options available to the student and family.
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Student Success Team Notes
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Intervention Coordinator Records
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Deans’ Office Records Intervention Coordinator Records Treatment Center Records
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CAHSEE Class Fliers Student Sign‐In Sheets
The Deans’ Office and Intervention Coordinator work directly with the Tarzana Drug Treatment Center for those students caught with drug paraphernalia. Students can be self referred or be referred by a parent or a staff member. To help students achieve their academic goals, El Camino offers CAHSEE preparation classes. These consist of after‐school classes in the fall and spring semesters. In addition, 12th grade students who have not passed the CAHSEE, must attend the CAHSEE Boot Camp, an intensive math and English review given one E C R
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Findings
Evidence in Support of Findings
week prior to the CAHSEE test.
Many teachers volunteer their time at lunch, nutrition, and after school to provide tutoring for their students. We also have a peer tutoring program that began this year.
• • •
Classrooms Math Tutoring Flier Peer Tutoring Schedule
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Online Learning Records
Online credit recovery courses are offered to those students who are short of graduation requirements or credits.
Special Education El Camino is committed to providing special education students access to all programs and giving them assistance through an IEP that identifies their needs as well as personal and academic goals. Special education students are mainstreamed into elective classes, physical education classes, and academic classes per their IEP. RSP students have access to the Learning Center and may be enrolled in a Resource Elective for more intensive support. All RSP students spend the majority of their day enrolled in general education classes. The DOTS Coordinator assists special education students in learning about career options.
E C R
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IEPs Student Schedules
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DOTS Records
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Findings The Adaptive P.E. program provides physical education and fitness benefits to students unable to participate comfortably in the general program
Evidence in Support of Findings •
Adaptive P.E. Curriculum
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Academy Records
Partnerships In an effort to help students meet a wide variety of academic, career, and personal goals, El Camino has formed partnerships with several organizations. The Fashion Institute of Design and Merchandising works with the Art and Design Academy. AMGEN worked with the biotechnology class. Humanitas works with the Los Angeles Educational Partnership to provide professional development for the teachers. The Los Angeles Film School works with the Careers in Entertainment Academy. The biology program works with the National Park Service and the Robotics team works with local engineers.
E C R
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B3. To what extent are students able to meet all the requirements of graduation upon completion of the high school program? Summary of Findings: El Camino Real (ECR) is committed to graduating all students on time. Our counselors work diligently to keep all students and their parents informed of the necessary requirements. This process begins prior to students even attending their first day of instruction as freshmen. In a response to student records (fail rates) and interviews, ECR discovered that freshmen were having a difficult time transitioning into high school. This drove El Camino’s conversation with feeder middle school. The middle school communicates which skills are taught to their students and El Camino makes them aware of the skill sets students need in order to be successful in high school. This exchange has been highly beneficial to both schools. Our academies, such as, AVID, Humanitas, Math/ Science, and CEA are open to freshmen and they may apply according to their interest; these smaller programs make them more comfortable and motivate them. In addition, they are not locked into the Academies and can move into a different one after a conference with their counselor. El Camino has created a supportive environment over the past several years. The Deans work with students more frequently by counseling them, as is evidenced by a drastic decrease in the suspension and opportunity transfer (transferring to another school) rates. This has helped improve the attendance rate and has kept students in their classes. An Intervention Coordinator's position was created to actively seek out and work with struggling students to keep them on track for graduating on time. With the assistance of the counselors and Deans, a student who has fallen behind in credits is referred to the Adult School, Miguel Leonis Continuation High School, West Valley Occupational Center, or the online credit recovery courses. The Testing Coordinator tracks students who have not passed the CAHSEE, and the effectiveness of this program is reflected in our participation and pass rates. As a result of the efforts of the students, staff, and parents, El Camino is successful at getting students to meet all graduation requirements upon completion of the high school program. El Camino’s 2009 graduation rate was 91.4%. A recent three‐year average shows that 52% of El Camino graduates completed all courses required for UC and/or CSU entrance. This is above the district average of 40% and the state average of 35%. El Camino’s CAHSEE pass rate for tenth grade, first‐time test takers is 90% for both English Language Arts and Mathematics. E C R
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Findings Counseling Services Prior to students entering El Camino, every incoming freshman and his/her parents are made aware of the graduation and A‐G requirements. All students confer with their counselors, at least twice a year. Counselors meet with seniors more frequently, especially if they are having difficulty with requirements for graduating. Counselors not only hold conferences but also have contracts for these students to complete their required coursework. Parents of students who are behind credits are informed in writing, telephone and personal conferences.
All sophomores, juniors and seniors have an Individualized Graduation Plan (IGP). Freshmen make their IGPs in their Life Skills class. Freshmen who are failing two or more courses by the ten and fifteen week progress reports are referred to the Intervention Coordinator who works with these students and their IGPs. To make coursework more accessible to all students and provide flexibility, in the Fall semester of 2010, El Camino began offering on‐line courses via Los Angeles Virtual Academy (LAVA). Through this program students mainly recover credits. E C R
Evidence in Support of Findings
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Counseling office logs
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IGP logs Intervention Coordinator
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LAVA roster
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Findings ECR collaborates with El Camino Real Community Adult School to provide after school courses for students behind in credits or wanting to get ahead. For students aspiring to get the college experience, ECR partners with Pierce Community College to offer classes on campus after school.
Evidence in Support of Findings
E C R
Adult School course offerings
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Pierce College course offerings
Partnerships El Camino partners with Miguel Leonis Continuation High School and West Valley Occupational Center. In extreme cases, students far behind in credits are referred to Miguel or WVOC. These students are then allowed to reenter and graduate with their classmates once they have recovered their credits.
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• •
Miguel Leonis Referral records WVOC referral records
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Findings College Counselor
Evidence in Support of Findings
El Camino’s college counselor meets with all seniors to discuss their post‐ high school goals. Students receive information and guidance to achieve their goals for attending four year universities or two‐year colleges. The college counselor meets students in their Life Skills class to discuss college requirements including the A‐ G requirements. In addition, she holds regular meetings at lunch and after school in which representatives from various universities and other post‐secondary institutions meet with groups of students and potentially their parents. The college counselor begins counseling students from the time they are sophomores and juniors. Some of the routine information is distributed by Peer College Counselors.
• •
College Counselor Agenda Invited University Guest list
CAHSEE Intervention
ECR offers CAHSEE intervention courses for those seniors who are experiencing difficulty passing the test. The classes are offered twice a week prior to each CAHSEE test. Students requiring extra intervention are recommended for the CAHSEE Boot Camp. These students are individually summoned by the Testing Coordinator and Intervention Coordinator to motivate and discuss the logistics of class attendance.
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CAHSEE Intervention rosters Testing coordinator records
E C R
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Findings Special Education Students
Evidence in Support of Findings
Special Education Students are supported as stipulated by their IEPs to meet all requirements for graduation. The Special Education coordinator assists the Special Education administrator in collaboration with the Special Education teachers and aides to meet the needs of their students as stated in their IEPs. In addition, El Camino employs a full time School Psychologist and other itinerant district personnel to support students.
• • • • •
Tutoring Programs Peer tutoring is available to students four days a week (Mondays, Tuesdays, Wednesdays, and Thursdays) in all core academic subjects. In addition, many teachers voluntarily provide tutoring during lunch, nutrition, and after school.
E C R
Counselor logs IGP Student IEPs/ Section 504 plans Paraprofessionals assignments Speech and language development professional visitation log
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PETs schedule and sign‐in sheet Classrooms
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Areas of Strength
1. El Camino provides a variety of AP and Honors courses to meet the needs of all high achieving students. 2. El Camino students are well prepared for post‐secondary goals. 3. El Camino offers a variety of academic courses at various levels ranging from Sheltered to AP. 4. El Camino offers a myriad of electives that are valuable and meet student interests. 5. Special programs such as, Avid, Humanitas, Math/Science Academy, CEA, Art and Design, address the needs of students with specific interests.
Areas of Growth 1. Increase flexibility in the master schedule (zero period and 7th period) to meet the needs of students. 2. Reinstate lost AP classes such as, Music Theory, Statistics, Spanish Literature, and French Language. 3. Offer elective/enrichment courses during summer school. 4. Offer more intervention programs to help students achieve grade level standards.
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Standards-Based Student Learning: Instruction Chapter: 4-C
WASC: March 2011 E C R
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ECR: Home of Academic and Athletic Excellence
Chapter 4C: Standardsbased Student Learning: Instruction
Focus Group Leaders Shukla Sarkar .............................................................................. English Natasha Zwick ............................................................................. English
Focus Members Dean Bennett ..........................................................Assistant Principal Alan Berman ................................... Business/Technology (Transferred) Melissa Charters ................................................... Career/Technical Ed. Shirin Kennedy ........................................................................ Classified Linda Kitay ............................................................................... Classified Gina Lane ................................................................................ Classified Karen Jones ................................................................. English (Retired) Nicole Salottolo ........................................................................... English Randy Van Leeuwen .................................................................... English Norma Brooks ........................................................... Foreign Language Fabiana Cavelaris ...................................................... Foreign Language Jon Beckerman .............................................................. Health/Life Skill Jesus Aguilera ................................................................................ Math Ramon Diaz ................................................................................... Math Keon Lee ........................................................................................ Math Lori Locurto ............................................................. Math (Transferred) E C R
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Michael Tasman ............................................................................ Math Janice Fordham ........................................................................... Parent Kevin Williams .................................................................................... PE Mark Sakaguchi .......................................................................... Science Gail Turner‐Graham ................................................................... Science Michele Greene ................................................................ Social Studies Daniel Pressburger ........................................................... Social Studies Mary Hammond .................................................................... Special Ed. Lisa Huffaker ......................................................................... Special Ed. Lily Liu .................................................................................... Special Ed. Susan Sims ............................................................................. Special Ed. Rijenea Appling ......................................................................... Student Shadi Saadati ............................................................................. Student Doug Coleman ....................................... Support Services (Transferred) Peggy Langdon ............................................. Support Services (Retired) Sandy Rubalcaba ......................................................... Support Services Ken Hoffman ............................... Visual/ Performing Art (Transferred)
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Standards‐Based Student Learning: Instruction C1. To what extent are students involved in challenging learning experiences to achieve the academic standards and the expected schoolwide learning results? Summary of Findings: El Camino Real High School students receive a challenging and enriching learning experience that enables them to achieve the state academic standards and Expected School‐wide Learning Results. Our school offers a variety of classes including Honors, Advanced Placement (AP), English as a Second Language (ESL), Developing Readers and Writers Course (DRWC), also known as Read 180, Special Education, Advancement Via Individual Determination (AVID), Gifted and Talented Education (GATE), and vocational classes (Wood shop, Graphic Design) in addition to the general education course of study. Students of diverse backgrounds and abilities have equal access to a rigorous curriculum. Recently an online credit recovery program, LAVA, was instituted. Intervention programs are in place to ensure that our students achieve the academic standards and Expected School‐wide Learning Results. Before the beginning of every semester, department chairs collaborate with the counseling office to assure that the master schedule meets the needs of all students. Great progress has been made in the integration of special needs students into the mainstream curriculum. Teachers accommodate these students with extra time for completion of tests and homework, modify curriculum as needed, and provide preferential seating. Several classes include Resource teachers who collaborate with the classroom teachers to ensure their students' success. Some classes have aides providing one‐on‐one assistance. Sheltered classes are offered in English, social studies, mathematics, and science to assist English Language Learners (EL) to achieve the content standards and to help them transition into mainstream classes. All certificated staff members hold a CLAD credential or its equivalent, thus all faculty members at ECR have had academic training in SDAIE methods which help improve the instruction for all students. In addition, more students with disabilities are now included in general education classes, with continued support provided by the resource room, four computer labs, and monitoring by resource teachers within a collaborative classroom environment. Special Education classes prepare students to meet the expectations outlined in the Individualized Education Programs (IEP). Students are aware of standards and daily lesson objectives. Our ESLRs, Mission and Vision statements are displayed in poster forms in all classrooms. English, mathematics, science, social studies, health, and foreign language departments use state‐approved textbooks whose contents reflect the California content standards. In compliance with Williams
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legislation, all students are able to take home textbooks from all core classes. Our survey indicates that 100% of students have a textbook they could bring home for mathematics, science, social studies, health, and English classes.
Findings Science Department The Science Department comprises of skilled teachers who provide a rigorous and relevant standards‐ based curriculum. Teachers use professional development time to analyze the LAUSD Secondary Periodic Assessments for Biology and Chemistry. The department meets regularly to outline and examine its goals by analyzing data to guide instruction and pacing. The department chairperson regularly leads seminars at the local universities, CSUN and UCLA. He shares the contents of these seminars with his colleagues at El Camino who, in turn, incorporate the information into their teaching. Science teachers use a variety of strategies, alternative assessments, and analytical projects; many of these are learned at conferences and during professional development to promote student success. Among these are laboratory experiments which are an essential component of studying science. E C R
Evidence in Support of Findings • • • •
California Framework Professional Development Agendas District Periodic Assessment exams/data Department meeting agendas
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Department meeting agendas Conference Agendas Lesson Plans Tests, quizzes Lab reports
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Findings Science teachers effectively use technology during their lessons. Chemistry teachers share their lessons, lecture notes electronically to ensure all students are taught the same standard‐ based curriculum at more or less the same pace. The science department offers varied and rigorous courses that challenge and interest students of all abilities. These courses include: AP classes in four subjects, honors courses in three subjects, many required science courses, and electives such as Robotics, Genetics, Environmental science, and Physiology. The science teachers are highly qualified and bring varied life and professional experiences which provide an educational experience that is both enriching and relevant to our students. Students are regularly engaged in lab experiments and relevant demonstrations.
Physical Education (P.E.) The P.E. Department uses various methods to teach students a variety of physically challenging activities.
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Evidence in Support of Findings • • • • •
E‐pads Vodcasts Web pages Document cameras Wiki Notes
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Master Program Lesson plans
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Lab reports Demonstrations Visual, audio, kinesthetic, collaborative hands‐on activities Technical writing Laboratory experiments
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Lesson plans
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Findings Once a week all students are required to demonstrate cardiovascular endurance. Every three weeks students are taught and expected to master a new activity. These may include, but are not limited to: basketball, tennis, softball, and soccer. The department also takes pride in keeping in touch with changing trends in physical activities that our students enjoy. Two years ago we incorporated "The Wave”, a two‐wheel skateboard that the students thoroughly enjoy. The goal is to teach students that physical activities are both enjoyable and important to leading a healthy life. In addition to challenging our students physically, students need to meet their academic goals as well. Students must earn a minimum GPA to be eligible for athletic teams. All students regularly participate in Sustained Silent Reading, Writing Across the Curriculum, as well as writing letters to our troops (Operation Gratitude). PE teachers and coaches often collaborate with teachers of academic classes to monitor progress of their students.
Evidence in Support of Findings • • •
Daily Running Teacher Guided Lesson plans Equipment
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Writing across the Curriculum Sustained Silent Reading Letters to deployed troops
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Teacher notes
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Master Program
The adaptive P.E. programs accommodate students with special physical needs
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Findings English/Language Arts
Evidence in Support of Findings
The English/Language Arts Department offers students a challenging, learning experience that gives them the opportunity to achieve the academic standards and the Expected School‐wide Learning Results. The teachers review units, model activities, use rubrics, and post samples of benchmark essays and research papers. 9th and 10th grade English classes incorporate district designed lesson plans. 12th grade Expository Composition classes utilize lesson plans and thematic units created by California State University in order to better prepare our students for higher education. At every grade level, students read core works that are culturally relevant, meritorious works of literature. Students write a minimum of three graded essays per course per semester.
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Cooperative group work Frequent class discussions Small group discussions Drafts, peer editing, and revisions Teacher‐ Created Assessments Written Assessments
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Think/ Pair Share/Whole Class Discussion Teacher‐ Created Assessments Projects Periodic Assessment Data Gist statements Graphic Organizers Core Works list
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Findings
Evidence in Support of Findings
Programs such as PowerPoint, Inspiration and others are used in the computer labs and classrooms to promote student interest, ability, and academic rigor. The Developing Readers and Writers Course (DRWC) uses technology such as computers, voice recorders, and other tools to increase literacy for students scoring “basic” and “far below basic” on the California Standards Test. Students in the 11th and 12th grades who have not passed the CAHSEE are placed in intervention courses where they receive extended test preparation in addition to the core curriculum. Members of the English Department teach CAHSEE intervention programs such as Boot Camp, an intensive intervention course during the instructional day one week prior to the CAHSEE in the Spring and in the Fall, and after‐ school preparation programs.
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PowerPoint Presentations
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Webquest and Quizstar for Teachers Webs.com
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Research projects (MLA format) Computer Lab log Exposing all students to high level Textbooks Equipment Lesson plans CAHSEE Boot Camp Rosters CAHSEE Boot Camp Sign‐in
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SDAIE methods Projects Assignments
Differentiated instruction is used to increase students’ understanding of the content standards and Expected School‐wide Learning Results.
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Findings
Evidence in Support of Findings
Students in 9th and 10th grade classes use a readers/writers notebook to provide reading, thinking, and writing practice. Multicultural, high‐interest texts are provided to students in order to increase interest in the subject matter while emphasizing analytical and cognitive skills. Students regularly synthesize material from various sources to write papers. More often than not, there is an oral component to this exercise.
English as a Second Language ESL
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The English as a Second Language (ESL) program at El Camino Real High School consists of one class with a two‐period block. Students receive direct instruction using the Hampton‐Brown Highpoint program. This program provides standards‐based instruction with specialized instructional strategies to meet the needs of each language level in the classroom. To provide students with a challenging learning experience, they are placed at correct instructional levels, based on assessments done when they first enter the classroom using the Diagnostic and Placement Inventory, provided by the Highpoint program. During the semester, they work in small groups and receive direct instruction in language development and communication, concepts and vocabulary, reading strategies and comprehension, literary analysis, critical thinking skills, speaking, listening, viewing, and representing,
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Student Texts Graphic Organizers Anticipation guides Individual/Group projects Models, posters, videos, supplemental texts Oral report Reader’s/Writer's Notebook Research paper
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Read 180 Data DRWC Classroom High Point prepared exams Lesson plans Various modes of teacher created tests Projects (individual) Models, posters, videos Oral presentations/ assessments High Point textbooks/workbook Student portfolios Writing and research project Semantic & scaffolding programs PowerPoint presentations Student Information System (SIS) data 182| P a g e
Findings
Evidence in Support of Findings • • •
and writing. Students are assessed throughout the semester using selection tests for each reading piece, unit tests in standardized format, language acquisition assessments, and writing assessments. Students in this program are highly successful. A third of them progress to 10th grade regular English classes every year. Additionally, students in other grades progress to their grade level in mainstream English classes.
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Mathematics A rigorous, relevant, and standards‐based curriculum drives instruction of mathematics. The results have been impressive: El Camino students continue to improve even with budget and program cuts. El Camino has increased the number of students scoring in the proficient or advanced levels every year since 2006, with 45% of ECR students scoring at proficient or advanced level on the 2010 CST. The teachers consistently analyze data from district Periodic Assessments to inform instruction.
Student portfolio High Point assessments California English Language Development Test (CELDT) data LAUSD student records Counselor Individualized Education Plans (IGP) for students. Master program
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California Framework Department/ Content Area meeting minutes CST data
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Department meeting agendas Periodic Assessment data
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Findings Teachers use technology to enhance their teaching. In addition to graphing calculators, students use Carnegie software to facilitate their learning. One of the teaching techniques includes the use of personal white boards for instant teacher feedback. El Camino counselors are aware of their students’ abilities and place them accordingly. Students struggling in geometry may take Advanced Applied Math while those looking for a greater challenge may take Calculus. AP Calculus students (AB and BC) score far above the national average and the passing rate has been 100% for the last several years. Students participate in various mathematics competitions and fare very well. Teachers oversee these competitions and encourage students to enter these. For example CML, ASM and NAMAC competitions are held on a regular basis. Students seeking a challenging math experience sign up through the PETs program to tutor their peers at lunch time. Math‐Science Academy students participate in Pi Day when they compete to memorize the maximum number of digits in Pi.
Evidence in Support of Findings • • •
Personal White Boards LCD Projectors PowerPoint Presentations
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Counseling office records Master Schedule AP scores
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California Math League (CML) American Scholastic Math(ASM) National American Math Association Competition‐‐10th and 12th grades (NAMAC) Pi Day PETs
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Findings Social Studies
Evidence in Support of Findings
The department uses a variety of teaching strategies designed to help students achieve the content standards and ESLRs. Teachers implement a number of instructional strategies that they learn in professional development and at a variety of conferences sponsored by organizations such as, the Museum of Tolerance, History Alive, and the California Department of Education. Students participate in the Mock Trial program and regularly win awards in competitions. Another highly successful activity is the Economic Summit in which groups of students become experts on various countries. Prior to the event, for seven weeks, students prepare by researching and discussing international trade, finance, and banking issues. At the International Economic Summit groups of students who are “experts” on various countries, showcase that country's characteristics. Students make models, serve food, provide music, and dress up in the country's costumes. This event is presented to the entire school and teachers bring students to experience this wonderful event that serves as a rare exposure to various cultures and fosters understanding.
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Department meeting agendas Lesson plans Conference agendas Professional Development agendas
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Mock Trial briefs Research papers Essays Position papers Student debates Photographs Portfolios Artifacts Invitation/ announcement/agenda
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Findings
Evidence in Support of Findings
Social Studies department uses strategies such as SDAIE, differentiated instruction, graphic organizers, oral presentations, simulations, projects, quizzes, term papers and teacher generated examinations. Since 2008‐09, the department has begun implementing the LAUSD mandated Periodic Assessments. Teachers use data from these assessments to inform their instructional practice. However, prior to the development of these assessments, the social studies department had created and continues to refine its own lessons that are aligned to the standards and ESLRs. The Social Studies department meets regularly to share best practices.
World Languages and Cultures The World Languages department has worked diligently to create a nurturing and academically challenging environment. The department adheres closely to a standards‐based curriculum as designated by the State of California. The standards are implemented at all levels to provide rigorous, relevant, and coherent instruction.
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Lesson plans
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Assessment data Department meeting agendas California Framework Department lessons
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Content Standards
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Findings
Evidence in Support of Findings
Advanced Placement courses are offered for both university credits and to enhance learning. All teachers take current training to remain abreast of research and advances in foreign language acquisition. Differentiated instruction, strict pacing, monitoring and feedback of standards assure all students receive the support they need for academic success. The department meets regularly to share best practices and to continue to track the effective methods that make our students successful.
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During the two years they take a foreign language, students grow to appreciate different cultures and also have the opportunity to validate their own culture through various projects and presentations. These projects include music, food, and celebration of holidays such as, Dia de los Muertos, and special programs on historic days. Students research and learn about artists such as Rivera, Kahlo, Botero and Picasso. In several classes the culminating project is the Family Tree in which the student explores his/her own heritage. In addition to the classroom experience, students participate in school‐wide organizations, French Club, National French Honor Society and Foreign Film Club. Interested students also take an annual trip to France.
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Conference agendas Professional Development agendas AP rosters/scores SDAIE/Scaffolding Repetition/review Department meeting agendas
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Oral presentations/ assessments Posters/graphic organizers Projects/group assignments Family Tree Projects Club list
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Findings
Evidence in Support of Findings
The Expected School‐wide Learning Results (ESLRs) are supported by emphasis on written and oral communication which provides the opportunity for problem solving and critical thinking. Teachers' expectations regarding work habits encourage students to persevere and take responsibility for their own actions.
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Directions Written assessments Quizzes/ exams Letters to parents Daily warm‐up activities Grammar review Master Program A‐G requirements
Teachers help students internalize and master the material by incorporating technology. Students give PowerPoint presentations, use digital and video cameras for projects and work in the computer labs.
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Computer lab sign‐ups Student‐created digital media Audio‐visual Equipment Presentations
World languages are not yet required for graduation, however, our program is very large (48 classes and 9 teachers) as college bound students need two or more years of foreign language for admission; many students also take foreign language even though they are not planning to attend college right away. These highly academic electives promote critical thinking as students progress toward proficiency.
• Master Program
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Findings Health and Life Skills All freshmen are required to take both Life Skills and Health courses. The Health and Life Skills Department provides a challenging learning experience that is relevant and necessary to succeed as adults. Through differentiated instruction and alternative assessments, students receive a rigorous, standards‐based curriculum that is both engaging and useful.
Evidence in Support of Findings
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District guidelines State Health Standards Lesson plans
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Department meeting agendas Lesson plans
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Individual Graduation Plan Student Handbook
Health and Life Skills teachers collaborate during department meetings and share best practices. The department follows state standards to guide instruction. In order to provide much needed support for freshmen, teachers employ a variety of educational strategies that include SDAIE and Concept Mapping, oral and visual presentations, and cooperative group work. These practices ensure all students have access to a rigorous and relevant instructional experience.
Life Skills students are taught that they are accountable for the choices they make, with an emphasis on skills essential to succeed in an academic environment as well as in the workplace. Students are required to create their four‐year high school plan and identify their goals. As a result of these exercises, students become aware of their options and opportunities. E C R
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Findings
Evidence in Support of Findings
The College counselor visits the classes to inform students of the graduation requirements, A‐G requirements, available scholarships, and other opportunities. Students are surveyed to better assess their aptitudes and interests. Class activities teach students interpersonal skills, cultural sensitivity, and conflict resolution.
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College office record Career surveys
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Life Skills curriculum State Content Standards Question and answer sessions Debates Group projects Projects Independent research projects Models, posters, videos Oral presentations/ assessments Posters, audio‐video presentations
The Health course emphasizes the development of concepts, attitudes and skills necessary to make healthy choices. The topics covered are: personal health, consumer and community health, injury prevention and safety, effects of alcohol, tobacco, and other drugs, nutrition, environmental health, family living, individual growth and development, and communicable and chronic diseases. Some aspects of human reproduction and sexually transmitted diseases are also covered.
Visual Arts All students are required by LAUSD to take ten credits of either a Visual Art or Performing Art. Students interested in the arts may choose from a broad array of class offerings that go beyond LAUSD requirements.
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LAUSD requirements State Arts Standards
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Findings
Evidence in Support of Findings
The Visual Arts Department uses a variety of strategies that give students access to the content standards. These strategies include: rough sketches, original works based on: personal experiences, cultural and environmental concerns, and historical styles. Students use visual aids that accompany verbal and written instructions.
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Oral reports Projects (posters, models, videos, pop‐up books) Portfolios for college admission Portfolios for AP credit Group projects
Students' works are exhibited annually in the Melody of Words literacy fair that includes several local LAUSD schools and the community. Students participate in the school‐wide writing program and Sustained Silent Reading. They enter in the annual California State University at Northridge Art exhibit and The Big Event which showcases student art. To maintain a relevancy to the real world, the Visual Arts Department incorporates skills used in the business world.
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Writing Across the Curriculum Essays Packaging design projects Business card design and print Written assessments (Career essay project) Logos, Children's books
Performing Arts The Performing Arts Department provides all students with challenging learning experiences to achieve or exceed the content standards and expected school‐wide learning results.
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State Art Standards ESLRs poster
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Findings Teachers use a variety of instructional strategies to ensure understanding of academic content. Performing Arts students participate in field tournaments, concerts, and parades. Play production stages full length plays in both Fall and Spring semesters; each is a public performance for the community.
Evidence in Support of Findings • • •
Scaffolding Differentiated instruction Written and oral assessments
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Programs Parades/festivals Playbills/brochures
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Master Schedule Drama Competitions/Festivals Photos of sets
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Lesson Plans Course Syllabus Concerts
El Camino offers an array of challenging courses for students with prior dramatic experience who desire to sharpen their fundamental theatrical skills in acting, pantomime, and improvisation. Also, for the less experienced student, El Camino offers training in fundamental skills of theater arts. All students study pantomime, improvisation, voice and diction, interpretive techniques, creation of character, and projection of ideas and emotions. Students also learn set building and other stage craft. Second semester students participate in the production of one‐ act plays.
Choir, Camerata, and Band students also perform several times throughout the year. They have concerts and compete in local festivals.
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Findings Business Technology The Business Technology Department uses tailored lessons which consist of virtual and hands‐on project.
Evidence in Support of Findings
The Introduction to Computers course prepares students with the necessary skills to complete the advanced computer technology courses, while preparing them to integrate technology in their core classes.
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Adobe Flash‐Virtual assessments Interactive video tutorials Online quizzes‐with instant review and student feedback
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PowerPoint Oral Presentations Print/photo Software i.e. Indesign and PhotoShop‐integrates with school newspaper, and Yearbook development Group projects
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Graphic Design, funded by the Regional Occupation Program, is a 180‐hour certified program. Students participate in various industry competitions, in which ECR has taken first place several times.
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Independent research projects Models, posters, videos Audio‐visual presentations Student Logo's, Newsletter
Students gain an understanding of the print industry, internet media, the visual arts, design principles, typography, and color theory. Students must solve a specific problem for the client, creating a design that is original and communicates a message to a designated audience. Students design logos, newsletters and brochures.
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Master program Competition awards Student created projects
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Findings
Evidence in Support of Findings
Students learn to illustrate, scan and manipulate digital images. They use computer applications used in the industry including Adobe Illustrator, Photoshop and InDesign to apply design skills to the projects presented in class.
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Wood Working
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All students taking wood working are required to complete projects that are challenging that support core subject standards and ESLRs. The class includes many different levels of woodworkers. It is designed as a "hands‐on learning" class for both beginning and advanced students. All students gain real world knowledge that is relevant and applicable to careers in woodworking. Students learn basic skills in planning, assembling, and finishing projects. Assignments include cabinet making, display tables, chess/checker boards, intricate art boxes, and pens.
Class Lessons and Observations Student projects Class syllabus Projects
Wood Shop Standards
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Course outline Classroom Projects
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Class syllabus Projects
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Findings
Evidence in Support of Findings
Wood Working participates in the campus‐wide literacy program in which students research and write about specific careers in the woodworking/construction field. In addition, students are also required to write essays and research papers that examine specific and relevant topics.
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Silent Sustained Reading Writing across the Curriculum Teacher Designed Quizzes Student Essays Student created projects
Family & Consumer Studies (FACS) All FACS teachers utilize the State of California Career Technical Education (CTE) standards to plan coursework.
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Lesson Plans
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Student portfolios Designed based instruction Student‐created lesson plans Collaborative learning Groups
Fashion Courses in this CTE career‐pathway offer hands‐on instruction to train students to use industry‐standard equipment to create garments. Students become experts in using sewing machines, sergers and other equipment to produce and alter clothing.
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Findings Students are evaluated according to the effectiveness of the work. The teachers in the fashion program collaborate with Fashion Institute of Design and Merchandising (FIDM) to offer and plan opportunities for students interested in pursuing a career in the field of design and merchandising. This pathway serves as an introduction to careers into the retail industry.
Interior Design Students in the Interior Design course utilize the same techniques as professional interior designers to create storyboards and floor‐plans. Special emphasis is placed on the proper use of measurement, color theory, and employable skills.
Evidence in Support of Findings • •
Field Trips Student Projects
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Class lessons Projects
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Curriculum Classroom Observations C‐CAP Competitions
Culinary Arts
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The Culinary Arts career pathway is a practical, hands‐on course in which students learn both basic culinary arts skills as well as exotic cuisine. Students learn to follow recipes and complicated methods involved in various types of cooking. Students who participate in the Advanced Culinary course receive special skills training from the Career in Culinary Arts Program (C‐CAP). These students are eligible to participate in city‐wide competitions which can lead to scholarships for culinary arts colleges.
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Findings
Evidence in Support of Findings
Family and Consumer Studies classes support the core subjects, such as math and science, as they use measurements and weights to produce a product. English Language Arts skills are supported as students communicate/express their ideas and respond to both oral and written assessments.
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Writing across the Curriculum Sustained Silent Reading Class assessments
NJROTC
The NJROTC instructors believe the mission of the program is to instill in the cadets the value of citizenship, service to the United States, personal responsibility and a sense of accomplishment. The department achieves this by challenging the students physically and mentally. NJROTC integrates concepts and standards from other disciplines. All cadets are physically challenged to meet the P.E. standards to pass the Fitnessgram. Reading and writing skills are developed by studying scientific topics such as oceanography and weaponry. In addition, cadets study current and past military history. In order to value citizenship to the United States, all cadets are required to perform a minimum of twenty hours of community service.
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Course objectives Department meetings Fitnessgram results
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Student volunteer logs
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Findings Computers are available in the classroom to provide students further opportunities to research future goals and to prepare for and take standardized exams
Special Education The department works diligently with every facet of students' education to assist them in achieving state standards in all classes and expected school wide learning results. The instructional programs available to students include: • • • • •
Special day program (SLD) Resource programs (RSP) Emotionally disturbed (ED) Inclusion program General education support. Special education students are mainstreamed into elective classes, PE, and academic classes as per their Individualized Education Plans (IEPs). RSP students have access to the learning center and may be enrolled in a resource elective for more intensive support in English and Algebra. All resource students spend the majority of the day enrolled in general education classes.
Evidence in Support of Findings •
Student projects
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California State Content Standards Master program Teacher logs Class rosters Special education office records Student IEPs
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Findings All special education classed are aligned to State and District standards. General education, English, Mathematics, Science, Life Skills, Health, and Social Studies curricula are implemented in the special day classes.
Evidence in Support of Findings • •
State Content Standards Course descriptions
General education teachers collaborate with the special education department in the implementation of Individualized Education Plans (IEPs) and provide students access to rigorous and relevant instruction.
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IEP Records Lesson Plans
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Findings
Evidence in Support of Findings
ECR has 53 collaborative classes in which a variety of teaching formats, including co‐teaching, parallel teaching, team teaching are used to assist all students in maximizing their potential for success in the classroom. El Camino Real has 31 English collaborative and 22 Math collaborative classes for the resource students which make collaboration of teaching styles and strategies possible. Special Education students participate in LAUSD district designed lessons and assessments. In both mainstreamed and Special Education classrooms, methods such as Socratic Seminars, Readers/Writers notebooks, SDAIE strategies and other team collaborations help the students relate to each other while focusing on the curriculum. Special education students also have access to community college classes on campus and after school online classes for credit recovery. Many students are enrolled in vocation education classes, computer graphic design, and web design.
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Master Program Collaborative class schedule Pierce College course list WVOC course list Online class roster
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C2. To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students emphasize higher order thinking skills, and help them succeed at high levels? Summary of Findings: The faculty at El Camino Real High School continuously searches to provide students with rigorous, relevant enrichment opportunities that go well beyond the traditional textbook and classroom experience. Students can participate in one of our interest‐based academies such as, Math/Science Academy and the Careers in Entertainment Academy. In addition to projects, students stage plays, publish a school newspaper, produce short films, create shows based on poetry, arrange original music and engage in other creative endeavors; all of this is done under faculty guidance and support. Students interact with guest speakers, participate in field trips, attend performances, and collaborate on various events and projects. Students are involved in almost 80 official clubs and organizations that boast more than 1,500 members. In addition, there are over 20 different athletic teams of various levels: Frosh/Soph., JV, and Varsity. These opportunities offer a variety of experiences that help produce more well‐rounded and more confident students. Our highly successful Academic Decathlon team brings in experts from both the school and from outside; the coaches stay with the team well beyond the regular school hours for special instruction as well as for regular study sessions. The faculty strongly believes in enriching the lives of not only our students but the community. All students are strongly encouraged to join one of many charitable organizations at El Camino such as Smile Train, Young Hearts Mended, Taboo, Interact, and Co‐exist. In addition to these experiences, the faculty consistently searches for more partnerships and attempts innovative ways to engage students that go beyond the textbook and the classroom
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Findings English Language Arts The English Department explores a variety of beyond the textbook and classroom experiences to promote higher order thinking skills to help students succeed at higher levels. To make literature more relevant to their students, English teachers often take their fifth and sixth period classes to theatrical productions on campus. English teachers in Humanitas and Art and Design Academy take students on field trips to vocational schools; these experiences emphasize future opportunities and relevance of what they are studying. English teachers regularly take their classes to the library and the computer lab for research and MLA format training. Three English teachers regularly take students to Europe on educational tours in the summer. To encourage students to further their English studies, El Camino Real offers many electives. Students apply newly‐ acquired skill sets as they participate in the school newspaper, The King's Courier; students have also toured the newsrooms and printing facilities of local newspapers. El Camino Journalism students regularly receive awards in national competitions. ECReality, a News video production, promotes investigative, analytical, and critical analysis of school news and current events.
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Evidence in Support of Findings • • • • • •
Shakespeare performance Play production schedule Field trip logs Library sign in Computer lab sign in Summer reading list
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Trips to France and England
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Master Program Counseling office records School newspaper Journalism competition records ECReality website PowerPoint Student videos Field trip logs Awards
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Findings
Evidence in Support of Findings
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Students engage in Socratic Seminars, create projects, and reports that show knowledge of standards and ESLRs. Students’ reports incorporate technology to present their findings, such as, on Victorian England or in "Live with an Author." AP students research the American Dream concept after the AP exam, score original music for poetry, attend the Jane Austen Ball at UCLA, read independently for the summer reading program, write their Personal Statements for UC application, research writers' lives and works for term papers. Several English teachers sponsor charitable organizations such as Smile Train, as a way of encouraging their students to participate in serving the community.
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Independent Research Papers Models, Posters, Audio‐visual presentations Live with an author/poet research papers Oral presentations/ assessments Group projects Use of poetry to create original musical scores (ex: AP Lit: Lord Byron's "She Walks in Beauty") Student documentaries Little Tokyo/link to Manzanar Melody of Words (Community Literacy Fair) Community Service/Club meeting schedule
English as a Second Language (ESL) The English Second Language (ESL) program at El Camino Real High School consists of one class with a two‐period block. Students receive direct instruction using the Hampton‐Brown Highpoint program. This program provides standards‐based instruction with specialized instructional strategies to meet the needs of each language level in the classroom. In order to place students at the correct instructional level, students are assessed when they first enter the classroom using the Diagnostic and Placement Inventory, provided by the Highpoint program. Students are then CONT. placed into group levels – 1A, 1B, 2A, 2B, 3, or 4 – in which they will work throughout the semester. During E C R
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Hampton Brown High Point Application Lesson plans Specialized language acquisition strategies High Point assessments Small group activities Writing samples Student projects Exit tests for the next level
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Findings
Evidence in Support of Findings
the semester, they work in these small groups to receive direct instruction in language developments and communication, concepts and vocabulary, reading strategies and comprehension, literary analysis, critical thinking skills, speaking, listening, viewing, and representing, and writing. When students pass the semester with a C or better, they move on to the next language level.
Mathematics The El Camino Real math department uses many tools that support and help students go beyond the textbook and classroom. Technology is incorporated into math classes when necessary. Teachers use on‐line videos regularly for presenting information. Students use on‐line text books and worksheets. The department believes that appropriate use of technology engages students and makes the material more accessible. Various projects are used as an integral part in all math classes to enrich the curriculum. When appropriate, students are exposed to real world situations to apply their math skills. Economic (personal and national) situations and architecture are two fields that are used to reinforce concepts students learn. Out of class experiences include the measurement of lengths and angles of objects on campus and at home. Differentiated and layered instructions enable all students to experience success in mathematics. E C R
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Internet research Online material
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Web Quest Written assessments Oral reports Individual/group projects Skits, songs, models, posters, videos PowerPoint presentations Audio‐video presentations Math Contests Research projects Pi Day
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Evidence in Support of Findings •
Students use graphing scientific calculators whenever appropriate. These calculators are used to process graphs of equations and help students understand the tendencies of certain types of functions.
Science
The science department strives to create an experience that goes beyond the textbook by enriching the curriculum. To meet all state content standards, teachers use the course textbook as a guideline and a reference book for students to have at home as a learning aid. Technology is regularly used in the classroom to make the information more accessible. Students actively participate in labs in all science classes. In self‐directed groups, students are required to present their research to the class. Speakers are invited to present their research and laboratory experiments to bring real life experiences to the classroom. El Camino offers a Math and Science Academy for students with an aptitude for, and interest in, the sciences. In addition, students may choose from many science electives. Students participate on field trips to local universities, national parks, and Magic Mountain. These events enrich the science experience beyond the classroom and promote higher level thinking while engaging the students in highly enjoyable activities. These enriching and varied experiences allow the teachers to use a wide range of E C R
Graphing scientific calculators
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Course websites Podcasts Document cameras and laptops
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Labs Projects (models, poster boards, Power Point) Persentations
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Speaker logs
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Counseling records
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Field trip logs Physics Day Magic Mountain Ecohelpers Baxter CSUN, UCLA, Moorpark College Short answer assessments Group projects Research essays 205| P a g e
Findings
Evidence in Support of Findings
assessments to check for understanding at different levels than traditional tests.
Social Studies The Social Studies Department enhances student experience beyond the textbook and classroom. Students are engaged in projects that make them go beyond the traditional historical topics and content standards. Projects include student created videos, debates, a 5‐minute radio show, Mock Trials, Model UN, Urban Planning and role‐playing based on historical events. To be more proactive in the political process and appreciate the government systems, students are required to write to public officials regarding important social issues and encouraged to work for political candidates. Eighty to a hundred students work as poll workers for each election. The Social Studies Department incorporates technology in the curriculum while meeting the ESLRs to engage students. All Social Studies students are required to research topics on the internet for essays and presentations. While teachers use PowerPoint presentations for day to day information, students are required to work in groups and create their own PowerPoint presentations as well. E C R
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Student debates Oral reports Group projects Posters Oral presentations/ assessments Mock Trial briefs Model UN Role playing Poll worker logs
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Computer lab sign‐in PowerPoint presentations Audio‐video presentations Research papers
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Findings
Evidence in Support of Findings
To provide real world applications, guest speakers are regularly invited to speak and hold discussions with students. Speakers in the past have included individuals from Brooks Institute, FIDM, Westwood College, The Art Institute, and Le Cordon Bleu. Students also research the stock market, prepare individual investment portfolios, and present their gains and losses. The culminating project for all seniors is the International Economic Summit. This project includes research the culture, history and economics of a chosen country. The Social Studies Department is proud of the community service experiences in which El Camino students participate. Although LAUSD mandates that all students fulfill a service‐learning requirement prior to graduation, our students take this farther than the minimum requirement. There are over a dozen community/cultural clubs that work directly with various charitable organizations.
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Guest speaker logs Student investment portfolios Service Learning records Service Learning coordinator records Economic Summit photos/artifacts
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Community service records/lesson plans Club List
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Master Program Lesson plans School calendar
For students seeking a greater challenge may take one or more Advanced Placement courses. El Camino offers seven AP courses in Social Studies. To assist these students, teachers regularly hold AP review sessions after school and lunch. Plus teachers hold mock AP examinations in the Spring to better prepare the students. E C R
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Findings In the past, social studies students would take field trips to the Van Nuys Courthouse, Museum of Tolerance, Ethnic LA, USC Economic Summit, and the Getty Museum to experience history in forms other than as described in texts. However, due to budget cuts and policy mandates, Social Studies students now only attend Ethnic LA, Peterson Automobile Museum and Law Day. During Law Day, students participate in a mock trial at the County Court House and have the opportunity to interact with judges and law enforcement personnel.
World Languages & Cultures This department works diligently to provide opportunities for students to experience content beyond the traditional textbook. The cultures for both Spanish and French speaking countries are presented to students in a variety of ways. Students from Spanish and French speaking homes play an integral part in bringing relevance to the course. Based on the knowledge of their food, music, traditions, personal experiences, oral traditions, customs, and holidays these students effectively transport the class well beyond the textbooks.
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Evidence in Support of Findings •
Field trip records
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Lesson plans Group projects
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Models, posters Food Share time (bringing personal things)
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Findings The World Languages and Cultures department involves students in a number of culturally relevant events on campus such as, Dia de los Muertos, Cinco de Mayo, Food tasting etc. Students do projects on famous artists such as Rivera, Kahlo, Botero, Picasso etc. Additionally, projects include music and musical instruments typical of the culture being studied. Spanish and French clubs offer access to culturally relevant experiences to all students, not just those enrolled in these classes. There is educational travel opportunity to France once a year. Both students and teachers use technology in the classroom as they present projects as well as lessons via PowerPoint. Students also create digital camera projects, and use the computer labs on campus. All teachers use audio/visual media which go beyond the textbook to engage students
Evidence in Support of Findings • • • • •
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Correspondence Photographs Computer lab records/ logs
Health & Life Skills
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Computer lab records/logs Audio‐video presentations
Students correspond with French teens by letter, email, and social networking in French. Students also use VOIP (an application like Skype) in class and in club to speak to French teens in real time.
All Freshmen are required to take Health and Life Skills. Teachers in this Department provide an enriching curriculum that challenges and engages students. Resources include recent reading materials from periodicals and the internet.
Dia de los Muertos, Cinquo de Mayo, Food tasting ( school calendar of events) Student projects Foreign Film Club Holiday awareness Teacher itinerary
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Counselor records Lesson plans In‐class selection of current periodicals
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Findings Critical thinking is emphasized with regard to reliability of news reports and analysis of current events. Students also do research projects. These skills are transferred to the students’ core subjects as well. Teachers bring in speakers who are experts in the field and this is a great resource for the students. Teachers have compiled an extensive list of speakers and use their expertise effectively. In the Life Skills class, students are required to monitor their four‐ year high school plan and create a career pathway. Students learn basic banking and managing checking and savings accounts. In addition, students participate in research projects that teach them to make fiscally responsible decisions.
Evidence in Support of Findings • • • •
Peer discussions/observations Research projects Individual and group projects Presentations (oral, models, posters, videos)
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Posters Schedule Lesson plans Speaker logs
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Student work Simulated checkbooks
Physical Education Department The P.E. department uses standards‐ based instruction for all students that goes beyond the physical aspects of mastering a sport. P.E. classes rotate and introduce new activities every six weeks. P.E. teachers attend conferences to learn new, effective techniques to engage students. All students are taught the benefits of making healthy life style choices. Teachers also promote character building and self‐esteem.
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Course outlines Outdoor activities Conference agendas Professional Development agendas Student (group/team) research projects Student presentations
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Findings
Evidence in Support of Findings
El Camino Real has over twenty competitive sports teams, most of which have varsity and junior varsity levels. Some sports have separate Frosh‐Soph levels. Teams travel off campus and host other teams for competitive matches. The coaches instruct students in ethics, sportsmanship, and they emphasize effective interpersonal skills.
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Visual Arts The Visual Arts Department uses a variety of instructional strategies engage and challenge students to go beyond the traditional textbook. Student work from the ceramics, drawing, photo, painting, film/television and digital imaging classes is placed in a designated Visual Arts display case on a regular basis near a main entrance/exit point. As a motivation for all students, an art gallery of student work is set up during Back to School Night and Open House. Exceptional student work is displayed at community events.
To engage and motivate students, Film and Television students participate in industry competitions, run a website and utilize YouTube. AP students maintain portfolios.
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Sports list Sports schedule Lesson plans
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Lesson plans
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Oral presentations/assessments Models, posters, videos Class (personal/group) projects Display cases
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CIF Records Back to School Night Parent Conference Night Open House
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Displays of student work The Big Event Art exhibit Otis College Scholastic Art Awards CSUN (Fall/Winter) Art Show Audio‐video presentations Student Portfolios YouTube
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Findings Some typical visual arts learning experiences that do not involve textbooks and attempt to answer the student's needs and interests are:
Evidence in Support of Findings • • • •
Student work Lesson plans Writing across the Curriculum Melody of Words
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design posters and advertisements to promote school activities like drama productions design packaging to sell products illustrate personal stories without text attend and critique/share current art exhibitions create travel posters that promote cultures outside the United States Illustrate a children's story that teaches a lesson on values on children should learn design/illustrate a postage stamp that commemorates an event or person design a foreign postage stamp that commemorates something important from another culture read a current event article and create an illustration that depicts what the article is saying find a passage from literature that describes a character and create a illustration based on the description professional artist and post‐secondary art colleges are frequently invited to share with our art classes student artwork is displayed at school and in the community
Students enhance their visual and artistic interpretive kills through observational drawings of their environment, self‐portraiture, and still life.
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Findings Performing Arts
Evidence in Support of Findings
In addition to classroom instruction and activities the El Camino Performing Arts programs challenge their students to achieve their maximum potential by showcasing their talent at special school and community events. This process may include set design and construction, costume design, advertisement and promotion, and fiscal management of events.
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City Band and Drill Championships New local business openings Elementary school performances Open House and Back to School Night School concerts and plays DTASC Festivals The Big Event All State Jazz Competitions Dick Van Dyke Performance Disneyland Performance Murder Mystery Dinner Comedy Sportz Nights
The Performing Arts department develops performances that require tremendous dedication by the staff, students and parent groups. For example, the sets that are built for plays/drama require both expertise and time commitment from the parent group and the faculty advisor. Music and Choir teachers practice well beyond the school day for community performances and competitions. Teachers and students spend hundreds of hours rehearsing and making sets and costumes for school plays and for drama competitions.
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Field trip logs Fall and Spring Plays Shakespeare Festival and other Drama competitions
Business Technology
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The Business Technology department continues to expand its use of technology in the classroom to enhance student learning beyond the textbook by incorporating projectors, cameras and online lessons. Instructors and students alike keep up with the latest in technological development by supplementing textbook readings with resources from the Web, to non
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Student Created gaming programs & Websites Web Based research projects Awards won for Web Development Wall street Simulations Online‐ review/quiz resources Moodle: a content management system for staff and students to share resources
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Findings
Evidence in Support of Findings
conventional reference material including Internet Publications, Community Business Journals and Professional Magazines.
From Keyboarding to AP Computer Science courses, students use web‐ based tools to create projects, do research and other assignments. Students also create original solutions to real‐world and non‐academic problems using animation and object‐ oriented programming in New Media and AP Computer Science using web and teacher‐supplied (non‐text) resources. In web development, students create sites following content standards using XHTML and CSS resources which are found on the Web. Thus students do not depend only on textbooks and are able to keep up with the latest in Web development.
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Teacher lesson plans
Wood Working The wood working program provides students with several relevant projects. Under a partnership with NJROTC, the students build wooden airplanes. Students, as they are building the airplane, learn aviation terminology. While working on large personal projects, students research careers which use the skills learned in this course.
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ALICE‐Open source application created by the Carnigie Foundation Student projects Class presentations/ demonstrations Models Group projects Oral presentations / assessments
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Student work Lesson plans LAC training
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Findings Students also work with LAPD to build wooden toys for needy children during the Christmas Holidays. Students produced over 100 toys for children in the community. Students enrolled in Wood Working support the core subjects by participating in the school‐wide literacy program. In addition, students learn to use their math skills in a more practical application.
Evidence in Support of Findings • • • •
Family & Consumer Science
This department offers a host of enriching experiences that relate to students' lives and demonstrate practical applications of their skills.
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E C R
Field trip logs
Students in Culinary Arts courses engage in menu planning and food laboratory experiences; students also participate in FHA‐Hero competitions (cake decorating, salad preparation, and table setting) and perform well.
In addition to the traditional curriculum, in the Careers with Children course, students create a layette project; students also plan and prepare nutritious meals for young children.
Student work Writing across the Curriculum Student drawings Student models
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Student presentations Student portfolios Student projects
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Student projects
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Findings In the Parenting Course students participate in a project called Ready or Not Tot in which they simulate parenting with a newborn infant model. They "care" for this model and gain an understanding of the challenges of parenting in real life. Our fashion and clothing classes teach students to make quilt blocks, sketching, mood boards which visually display the mood and feel of a piece. They also take part in the annual fashion show on campus and make costumes for school plays. Students contribute to charitable causes, such as, Pajama Project which supplies needy children with new pajamas and books to read at bed time. They also participate in clothing recycling projects. Interior design students create color theory collage, decorate the ultimate teenage bedroom, make floor plans, and design Children's bedrooms. Students also do a Famous artist project.
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Evidence in Support of Findings • •
Student parenting project Student project
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Student work Projects Student Presentations Documentation of charitable contributions
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Floor plans Student projects
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Findings Naval Science‐NJROTC
Evidence in Support of Findings
The NJROTC department provides students with a varied instructional experience that goes far beyond the traditional textbook. Students take part in projects, discussions and debates. They lead activities, which include student P.E drills, video reviews, manual count of arms and military formations. Former cadets and recruiters work with our students to inform them about job opportunities and higher education options that are available to NJROTC students. Students have opportunities to take part in community projects, field trips, and other real world experiences. NJROTC students attend the Navy‐ sponsored field meets, basic leadership courses and the leadership academy to get a better understanding of life in the Navy. Other field trips include visits to the USS Midway, UCLA, as well as Damage Control and Fire Fighting School. Experienced student cadets lead these events.
NJROTC students are active community members. Students march in a variety of community parades, and are invited to local elementary and middle schools to celebrate special events. The students are also the color guard for the community based Veterans of Foreign Wars, and Military Order of World Wars. Students also volunteer their services during campus CONT. E C R
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Projects Student drills Video reviews Oral presentations/ assessments Presentations Models, posters, videos Group projects Speaker logs
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Community service logs/hours Field trip logs
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School calendar/schedule Cadets perform Pass in Review Personal inspection Armed and unarmed drill School calendar
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Findings
Evidence in Support of Findings
events such as Back to School Night, Open House, athletics, graduation, NJROTC Blood Drive, and many others. NJROTC students are required to complete a student portfolio. As a culminating assignment, students organize a spring awards banquet to acknowledge Joint Unit Management System (JUMS) records, their service to the community, NJROTC achievements, physical fitness results, and academic accomplishments. AMI (Annual Military Inspection): Each year, one active duty Naval Officer must evaluate our NJROTC unit according to a Chief of Naval Education and Training Instruction (CNET) checklist. This includes: • Formal interview where the students demonstrate the NJROTC unit goals and areas that are in need of improvement. • An inspection of the students (uniform and appearance). • Performances from the drill team, color guard, and unarmed drill team.
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Student portfolios Team exhibitions Award ceremony Command briefing Space inspection
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Equipment inspection Instructors provide performance evaluations with area manager with evaluators’ assessment.
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Findings Special Education Special education uses a variety of strategies and resources to engage students in higher level thinking skills to help them succeed. The department employs SDAIE, differentiated instruction, alternative curriculum, graphic organizers, kinesthetic activities, role playing, and cooperative learning. Students research topics that interest them and extend what they are learning in school. They read books outside the texts and write reports on them. They also write essays for the school‐wide literacy program. Students have access to: the computer lab, DOTS, West Valley Occupational Center (WVOC), and Pierce Community College. Students also participate in community activities through the social studies department, and Service Learning Project. Students receive additional support through more intensive instruction, resource collaborative teaching in English and mathematics classes, and resource electives.
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Evidence in Support of Findings • • • • • •
Daily/ long term lesson plans Individualized Education Plans(IEPs) Computer lab sign in Library sign in DOTS logs RSP class rosters
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Findings Support Personnel A full time College Counselor provides all the support students need in entering four‐year universities and two‐year colleges. The college office holds several conferences, grade‐specific meetings, parent meetings, and it is open every day to support students regarding college admission requirements, scholarships, financial aid, and other related topics. The Work Experience and DOTS coordinators help students earn work experience credits and provide job/internship opportunities for students. These opportunities are available through partnerships with local community colleges, businesses, the West Valley Occupational Center, and the Regional Occupational Program Center (ROP). These job/internship opportunities are available in a variety of fields that include: Architecture, Engineering, Business Education, Graphic Design, Home Economics, Industrial classes, and automotive programs. Students who are on track for entering a four‐year college are encouraged to participate in college enrichment programs. They are also encouraged to take community college courses after‐school and on Saturdays, offered by Pierce College. The College Office invites a number of guest speakers from the various colleges and universities to meet with students. E C R
Evidence in Support of Findings • • • • • •
College Office records College Office calendar Work Experience Coordinator records Career Fair records Job board Work Experience Website job postings
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Pierce College enrollment Speaker log
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Areas of Strength
1. El Camino teachers are highly qualified and dedicated to their profession. 2. Teachers volunteer their time outside of class: tutoring, bringing in resources such as grants and speakers. 3. The staff and administration have high expectations of students. 4. Teachers use a variety of instructional strategies and assessments. 5. Teachers encourage students to be creative through project‐based assignments. 6. Core departments implement common pacing plans and assessments.
Areas of Growth 1. Improve the use of technology in the classroom. 2. Explore programs to provide more real life applications and beyond the classroom opportunities such as, Internships. 3. Explore the use of more inter‐departmental teachings such as, Humanitas and AVID. 4. Increase Vertical Teaming to prepare students for the next level. 5. Use data to ensure that the Master Program meets student needs.
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Standards-based Student Learning: Assessment and Accountability Chapter: 4-D
WASC: March 2011 E C R
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ECR: Home of Academic and Athletic Excellence
Chapter 4D: Standardsbased Student Learning: Assessment and Accountability
Focus Group Leaders Dave Hussey .............................................................Assistant Principal Cameron Maury ......................................................................... English
Focus Members Jim Pulliam ........................................................ Business / Technology Jeff Edmonds ........................................................................... Classified Derek Elizondo ........................................................................ Classified Heidi Crocker‐Maury ................................................................... English Kotaro Mukasa ............................................................................ English Donald Tseng ............................................................................... English Daniel Kim ................................................................. Foreign Language Sylvia Neuah ............................................................... Foreign language John Dalsass .................................................................................. Math Shirley Hargrove .......................................................................... Parent Michael Consoletti ........................................................................ ROTC Gary Goodeliunas ....................................................................... Science James Delarme ................................................................. Social Studies Vince Orlando .................................................................. Social Studies
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Mark Pomerantz .............................................................. Social Studies Dave Roberson ................................................................. Social Studies Glenn Short ................................................................ Special Education John Wasser ............................................................... Special Education Jacob Burman ............................................................................ Student Morgan Hawes .......................................................................... Student Richard Yi .................................................................... Support Services Slyvia Yi ........................................................................ Support Services Shelly Mark...................................................... Visual / Performing Arts
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D1. To what extent does the school use a professionally acceptable assessment process to collect, disaggregated, analyze and report student performance data to the parents and other stakeholders of the community? Summary of Findings: El Camino Real High School (ECR) uses professionally acceptable assessment processes to collect, disaggregate, analyze, and disseminate student performance data to all stakeholders. State and district‐mandated tests, including the California State Standards Test (CST), California High School Exit Exam (CAHSEE), and the California English Language Development Test (CELDT), are administered, and the results are made available to faculty members, students, parents or guardians, and the community. The faculty as a whole disaggregates and analyzes the data during Pupil Free Days in the fall, and continues the process during Professional Development Days throughout the school year.
El Camino regularly reports student progress to the parents, to the community and to the students: 1. Most teachers post their grades on‐line (on teachers' websites, Making the Grade, or ISIS). 2. Students and parents may view their current report cards and attendance any time by signing on to LAUSD's Family Module program. 3. For students with disabilities, there are initial, annual, and three‐year IEPs and exit IEPs. 4. Senior letters and progress reports are mailed to parents to inform them of their child’s progress towards graduation. 5. The electronic marquee in front of the school communicates information to the community about ECR's programs and achievements. 6. All teachers have e‐mail and voice mail accounts to receive messages from parents. 7. Every five weeks, parents receive Progress Reports/ Report Cards. 8. Teachers and parents communicate through personal conferences, phone conferences, and e‐mail. 9. The District informs the community of school data through the School Accountability Report Card (SARC). 10. Teachers notify counselors if a student has been absent for three consecutive days. 11. 504 meetings and SST (Student Success Team) meetings are held regularly. 12. Parents are informed of report cards, absences, and important events via ConnectEd (automated phone service). E C R
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Findings Assessment Data Provided to Students El Camino students and their parents are notified of their performance on State and District assessments. CST results of the school are announced through various media. An individual student's score is placed in his /her cumulative records. Students must pass the California High School Exit Examination (CAHSEE) in order to graduate. Parents are notified of their student's scores for both CST and CAHSEE. Students receive scores and data after District Periodic Assessments in the core subjects as part of their classroom exercise. The counselors give students their Individual Graduation Plan. AP scores are mailed to students in the summer and PSAT scores distributed to students through the college office
Performance Data Provided to Faculty Overall performance on state and district assessments (AYP, API, CELDT and CAHSEE) is discussed and analyzed in general staff meetings in terms of student performance by demographics. This is followed by department meetings where instructors analyze student performance data from MyData. This site is managed by LAUSD, and data is disaggregated for teacher use; teachers also use data from the periodic assessments. Findings from these department meetings are used to create a road map for pacing plans, E C R
Evidence in Support of Findings • • • • • • • • • •
CST Data LAUSD Periodic Assessment Data PA announcements Parent newsletter CAMEO PSAT AP Diagnostic Results Counselor records CHASEE results ISIS
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Professional Development Agenda CST Data CAHSEE Data Fitness Gram Data CELDT Data Advanced Placement Exam results LAUSD Periodic Assessment Data Department meeting agenda
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Findings
Evidence in Support of Findings
curricular adjustments, and teaching practices: all aspects that influence instruction. Due to the small number of students enrolled in EL classes (155), the administrator and EL teacher meet to discuss the growth of these students.
Performance Data Provided to Counselors El Camino Counselors receive student performance data on all standardized tests (CAHSEE, CST, CELDT and AP). In addition, they access student grades after each grading period. They use the data to counsel students, adjust their Individualized Graduation Plans and place students in appropriate classes to ensure their success. During counseling department meetings, members make decisions about specific cases.
Student Performance Data Provided to Parents El Camino real High School reports student progress to parents every five weeks. In addition, a web based application allows students and their families to check grades, attendance, and individual assignments at any time. School‐wide results for the CSTs are published in the local newspapers and on the internet. Student performance records are maintained in student cumulative records to which parents have access. ECR publishes school wide results in the Parent Newsletter. Parents are notified of the overall progress of the school during Back to School Night and Open E C R
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Professional Development Agenda CST Data CAHSEE Data Fitness Gram Data CELDT Data LAUSD Periodic Assessment Data Department meeting agenda IGP PSAT results Advanced Placement Exam results SIS Grades
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Family Module LA Times, Daily News LAUSD.net, ecrhs.net Cameo LAUSD Periodic Assessments Back to School Night Open House
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Findings
Evidence in Support of Findings
House. Parents may request CONT. parent‐teacher or parent‐counselor conferences at any time.
Performance Data Provided to Community CST, API, and AYP results are published in newspapers and on the internet. CAHSEE results are also available from these sources. This data is available on the California Department of Education website. LAUSD sends a year‐end report to each household detailing El Camino Real High School's data through the School Accountability Report Card.
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LA Times, Daily News LAUSD.net, ecrhs.net, cde.gov School marquee SARC Report
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D2. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? To what extent do students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student? Summary of Findings: Teachers at El Camino Real High School use various assessment strategies to evaluate student learning. Teachers use the data from these findings to inform their teaching to maximize learning for all students. Test data from LAUSD (MyData) and the State of California are analyzed, discussed and reviewed by faculty and staff to enhance the school’s instructional program and each department’s program. Through this process critical areas of academic need are identified and departments and individual teachers take steps to ensure progress in these areas. Based on LAUSD preiodic assessments, many departments have developed curriculum or pacing guides, in order to better align instruction with California academic standards and the school ESLRs. Teachers use in‐class and District‐mandated assessments to drive their instruction. Analysis of student performance data demonstrates that students at El Camino are making progress toward achievement of the academic standards and the ESLRs. However, as some subgroups are not performing at their target levels, El Camino continues to modify the teaching/ learning process to better serve the needs of all our students.
Findings Mathematics
Evidence in Support of Findings
The Math department begins every year by reviewing CST, CAHSEE and AP data. These standardized assessments allow department members to monitor the progress of their students. District Periodic Assessments give teachers access to more current data which allows them to inform their teaching.
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CST data CAHSEE data Periodic Assessment data AP Results
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Classwork, Homework, uizzes and tests
In addition to standardized tests, the math department uses many informal assessments such as, classwork and quizzes. E C R
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Findings
Evidence in Support of Findings
Department tests provide standardization of both content and pacing The department takes pride in voluntarily offering tutoring before school, after school, nutrition and lunch for those students in need of extra support.
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Department tests Classroom Observations
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UCLA diagnostic assessment Department final
The Math department also administers a diagnostic assessment. The test is sent to UCLA for analysis. The department ends every semester with common final examinations, to ensure that all students master the necessary concepts to move to the next level. Science Science teachers meet by subject specific groups at the start of each year to create a common pacing plan based on the previous year’s LAUSD Periodic Assessments. CST data is also used to validate the pacing plan. Classroom assessments are done in various modes which give students multiple opportunities to master the concepts and succeed in meeting State Content Standards.
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CST/CAHSEE data Periodic Assessment data AP results
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Class quizzes and unit exams Laboratory Work Group projects/science experiments Oral and visual presentations Research essays
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Lesson plans Research essays
Most Biology and Chemistry teachers use the department Periodic Assessment Project as a method for re‐teaching. Students analyze their own results and thereby actively relearn/review specific concepts. E C R
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Findings Social Studies
Evidence in Support of Findings
Social Studies teachers employ a variety of assessments to evaluate student understanding and performance. Some of these are teacher‐created assessments which include: classwork, homework, quizzes, chapter tests, and unit tests. These assessments provide timely feedback to the students. Students are assessed through written responses both in essay form and as short answers. In addition, assignments are linked to assessments such as, research essays, presentations (PowerPoint, video and oral), individual and group projects. Teachers also use other methods such as, Socratic Circle, Jigsaw activities, and peer activities to assess their students. Students are given review time for more authentic assessment.
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Teacher created assessments Student work
During 2008‐2009, LAUSD started using Periodic Assessments for Social Studies. Teachers use data from these tests to better prepare students for the CST. Students are also given the opportunity for self evaluation.
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Periodic Assessment data CST data
World Languages and Cultures A variety of oral and written assessments are used in foreign language classes daily. These assessments appeal to all styles of learning including kinetic, auditory, and sensory learners. E C R
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Evidence in Support of Findings
ESL The English as a Second Language (ESL) program at El Camino Real High School consists of one class with a two‐period block. Students receive direct instruction using the Hampton Brown Highpoint program. This program provides standards‐based instruction with specialized instructional strategies to meet the needs of each language level in the classroom. In order to place students at the correct instructional level, students are assessed when they first enter the classroom using the Diagnostic and Placement Inventory, provided by the Highpoint program. Students are then placed into group levels – 1A, 1B, 2A, 2B, 3, or 4 – in which they will work throughout the semester. During the semester, they work in these small groups to receive direct instruction in language developments and communication, concepts and vocabulary, reading strategies and comprehension, literary analysis, critical thinking skills, speaking, listening, viewing, and representing, and writing. Students are assessed throughout the semester using selection tests for each reading selection, unit tests in standardized format, language acquisition assessments, and writing assessments. When students pass the semester with a C or better, they move on to the next language level. E C R
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Highpoint textbook Diagnostic and Placement Inventory Lesson Plans Selection Tests Master Program
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Evidence in Support of Findings
English
Teachers in the English department use a variety of assessment strategies to evaluate student learning. Students and teachers use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student. While re‐ teaching and modification of teaching occurs regularly, we often find that the whose comprehension students improves are the motivated students. This is particularly true with essay writing. Many English teachers break down the process for students at all levels, do practice activities, and even write essays together as a class. Most students will eventually grasp the concept of essay structure, but those who struggle receive continued support. We continue to address that problem every year with more motivational strategies, more practice, and more individual attention, even as our class size increases.
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Multiple‐choice tests Timed essays Short analytical responses PowerPoint presentations Original compositions (poetry, songs, art) Speeches Peer‐evaluation Self‐evaluation
Health and Life Skills Teachers use classwork, homework, quizzes, tests and projects to assess student performance. All Health assessments are aligned to the National and California State Content Standards. Student performance is used to adjust and modify the curriculum to re‐teach students when necessary.
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Class Lessons and Observations State Content Standards
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Evidence in Support of Findings
Cooperative group learning is an integral aspect of these courses in order to provide students peer support with difficult concepts. Both pre‐assessments and class discussions are used to prepare students for upcoming lessons.
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Pre‐assessments Peer to peer review Class lessons
NJROTC NJROTC uses a variety of assessments to monitor the progress of the cadets. The results of these formative and summative assessments are used to provide feedback to promote the overall growth of the cadets. The academic curriculum supplements state standards in Social Studies, Science, Mathematics, and English. The instructors evaluate progress in these areas in many ways including teacher created assignments, projects, quizzes, and tests.
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Classroom assessment NJROTC Curriculum Classroom assignments
Cadets are also evaluated in the physical education and military drill components of the curriculum. In P.E., students must meet state standards and must ultimately pass the FitnessGram test. To evaluate military drill, the instructors use the basic drill card that is used in statewide competitions.
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Physical Education Activities FitnessGram Test Drill card
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Evidence in Support of Findings
NJROTC cadets must also complete ten hours of community service each semester through NJROTC organized events.
Physical Education The PE Department uses a variety of methods to evaluate student learning. Both written and physical assessments are used with pre‐tests and post‐tests to evaluate student performance. Class evaluations and student performance on the FitnessGram guide instruction and teachers modify lessons based on these data. Students on a daily basis participate in stretching, upper body strength and abdominal exercises. Once a week all students are assessed on their cardiovascular endurance. Students requiring extra support are graded on improving their individual time. All students take written tests on safety, rules and general knowledge of the sport during their rotation. Group participation is an integral component of every PE class.
Visual Arts The Visual Arts department serves students of all grades levels, skills and abilities. We take pride in working closely with Special Education, EL, and Gifted students all in the same classroom. E C R
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Community Service Logs
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Lesson plans Class assessments FitnessGram results
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Daily warm‐ups Cardiovascular endurance test Weight training test Skills test
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Master Program
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Evidence in Support of Findings
The department employs non‐ traditional assessment strategies to evaluate student learning for this diverse population. Based on performance, teachers modify the assessment to a student's ability and degree of improvement. The department discusses and modifies the curriculum as necessary.
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Variety of student projects One‐on‐one guidance Department agendas
Performing Arts In conjunction with conventional evaluations, students direct plays and/or scenes, write original scripts, and perform and produce a variety of plays and musicals. Most of these activities are cooperative, group assignments. Several of these assignments are used in various competitions in which students participate.
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Student performances Student work
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Student performances Classroom observation Student performances
Choir students are evaluated on a daily basis on classroom performance and periodically on larger performances. Corrective feedback occurs immediately in both cases.
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Evidence in Support of Findings
Marching band students are directed and assessed by the instructor and their peers. Drum majors and section leaders cooperatively teach and assess student performances and rehearsals. Outside judges evaluate the band during six competitions in which Marching band participates. El Camino also hosts a competition which involves the students in organizing the event. The instructor also uses this activity to evaluate students.
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Competition Schedule Competition Program
In each of the performing arts, teachers modify the teaching/learning process by assessing student ability in either performance or production and redirect them to achieve success. Students follow the criteria set by the instructor which reflect the standards for conduct and performance.
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Classroom observations
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Student projects Online quizzes (instant student feedback) Models Net‐Op Group projects Objective / hands on examinations
Business Technology Teachers use varied assessment data to analyze and modify instruction. Strategies include collaborative projects, hands‐on examinations, oral presentations, and data driven instruction. Teachers modify instruction by using guided / modeled lessons utilizing technology to re‐enforce student learning. Weekly traditional, online, and modeled quizzes are used as a measure of concept mastery. E C R
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Findings Wood Working
Evidence in Support of Findings
The Woodworking Program employs a variety of assessments. The majority of the projects are hands‐on and have practical applications and are assessed by the instructor accordingly.
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Teacher observation Student work Lesson plans Writing across the Curriculum Student drawings Student projects
Students are assessed at various stages of learning as they plan, assemble, and finish projects. Some of these projects are: cabinet making, display tables, game boards for chess, art boxes, and pens. Students are also assessed in their ability to think critically as they create projects in partnership with NJROTC, make toys for needy children in partnership with LAPD. Students make decisions regarding the appropriateness of the products they make for each need. Students are also assessed as they respond in writing for one of their assignments is a research paper in the field of wood working. They participate in the school‐wide literacy program, Writing across the Curriculum. Assessment of all projects and assignments are modified to fit the field of woodworking and to enhance the teaching/learning process of the students.
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Findings Family & Consumer Studies (FACS) The FACS department utilizes a variety of assessment strategies to evaluate learning. A typical FACS class may contain students of varying abilities and ages. Authentic assessments in the FACS courses include: Foods lab exercises, restaurant projects, Ready‐or‐Not Tot infant simulation, pre‐school lesson plans, fashion illustrations, custom apparel construction, fashion mood boards, interior design storyboards and floor plans. Other assessments include safety tests, chapter tests, student presentations (including PowerPoint), class notebooks and portfolios. Teachers modify their lessons for students with different needs; such as students with Limited English Proficiency, special needs students and gifted students. Teachers use data from class assessments to modify and re‐teach concepts as necessary.
Special Education Special education uses a variety of assessment strategies and resources to engage students in higher level thinking skills to help them succeed. CST data and Periodic Assessments are used to evaluate students' progress, their strengths and areas of need. Students are required to research topics that interest them and extend what they are E C R
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Lesson plans Class projects Class assessments Portfolios Student notebooks State Content Standards
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Class assessments and lessons
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Findings learning in school; they read books outside the texts and write reports on them. In addition, students have access to: the computer lab, DOTS hours at West Valley Regional Occupational Center (WVOC), Pierce Community College, community activities and Service Learning Project through the Social Studies department. A select few students, as per their IEP, are on the Alternate Curriculum and receive extra assistance from an Inclusion Specialist. Students receive additional support through more intensive instruction in the Learning Lab, resource collaborative teaching in English and CONT. mathematics classes, and resource elective classes. Peer assistance and self evaluation are helpful in assessing student progress.
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Computer lab sign in Library sign in CST Data Periodic Assessments Peer assistance Self evaluation RSP class rosters
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