chapter i student/community profile data · chapter i student/community profile data edison high...
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Chapter I
Student/Community Profile Data
Edison High School, built in 1906, sits at the edge of downtown Fresno, just west of Highway 99 in
the section of town known as the Westside of Fresno. EHS is part of Fresno Unified School
District, the 4th largest district in the state of California, serving approximately 73,000 students. The
surrounding area of Southwest Fresno is richly diverse in culture, and includes historic China Town,
but it is also a section of town plagued by high rates of unemployment and poverty. However,
Edison High is a source of community pride, and an integral part of Southwest Fresno, serving as a
beacon of hope to the families and students it serves. Edison strives to offer a comprehensive
educational program that can level the playing field for all students and provide equal opportunities
for academic success and post-secondary endeavors. In addition, the Edison Tigers are known
throughout the Valley for their long tradition of successful athletics with a legacy of scholar athletes,
many of whom have gone on to play sports professionally after college.
Edison, one of eight comprehensive high schools in FUSD, is rich in student diversity. Edison is
home to just over 2,500 students who come from the neighborhood surrounding the school, as well
as from every part of the city of Fresno. Approximately half of the student body have chosen to
apply and attend through the Computech magnet program. This blend of magnet and neighborhood
students is a vital part of what makes the Edison school community unique and diverse.
Edison High School provides a wealth of academic programs to meet the needs of the school and
the community. Edison continues to offer the most Advanced Placement courses within Fresno
Unified School District. Newsweek magazine has recognized Edison as one of the country’s top
high schools based on its Advanced Placement program. In 2014-15, 32% of the student population
was enrolled in at least one AP class. Most students enrolled in AP courses take the related AP
Exam. During the 2014-15 school year, 883 students took 1,636 exams, with 48% earning a
qualifying score of 3, 4, or 5. In 2015-16, 962 students took 1,776 AP exams, and 46% of students
earned a qualifying score of 3 or higher. Currently, almost half of the student population is enrolled
in at least one AP class.
In addition to a comprehensive Advanced Placement program, Edison is a STEM focused school
that encourages students to take math and science classes during all four years of high school. EHS
offers four STEM Pathways: Green Energy and Technology Academy; Engineering; Biomedical
Science and Technology; and Computer Science. Edison increased student enrollment in the
Pathway Programs from 956 students in 2013-14 to 1,225 in 2015-16. The development of career-
themed pathways has encouraged the offerings of instructional experiences that go beyond the
classroom. Each of the pathways plans field trips and community experiences that are critical for
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providing students with important background knowledge, helping students see the application of
learning in the real world, and exposing them to the expectations of life beyond high school.
Pathway courses are modeled after the nationally recognized Project Lead the Way and they offer
students an opportunity to develop the critical thinking skills necessary for college and career
readiness.
Green Energy and Technology Academy (GETA), in its seventh year of implementation, is a
program in partnership with California Department of Education (California Partnership Academy)
and PG&E. This is a three-year program (10th-12th grade) offering rigorous classes in electronics,
lab safety, and photovoltaic energy.
The Engineering pathway is in its sixth year of implementation and continues to boast very
dedicated and active freshman, sophomore, junior, and senior cohorts. The pathway consists of a
sequence of four engineering courses–one offered each year of high school.
The Biomedical Science pathway is in its fifth year of implementation in all grades, and consists of a
sequence of four biomedical courses–one offered each year of high school. Students enrolled in the
Biomed pathway are likely to complete eight science courses or more before graduating.
In the fall of 2014 Computer Programming and Application Development Program courses were
offered for the class of 2018. The Computer Programming and Application Development
program now has freshman, sophomore, and junior cohorts. The goal of this pathway is to help the
students become creators of technology and to improve their skills for designing, logical reasoning,
problem solving, and collaborating.
The Center for Advanced Research and Technology (CART) provides a state-of-the-art research and
technology facility where students design and complete projects in collaboration with partners from
the local, national, and international business communities. Eleventh and twelfth grade students are
bused to CART where they attend a half-day of classes in one of the laboratories where they are
taught by teams of instructors from both the education and business fields. Approximately 8% of
Edison 11th and 12th grade students are enrolled at CART.
The Fresno Regional Occupational Program (ROP) is career technical education that empowers
students to make meaningful career choices by providing opportunities to explore their interests,
develop career skills, and reinforce academics. Edison has one ROP Course, Athletic Training, and
approximately 3% of Edison 11th and 12th grade students enroll in ROP.
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Edison High School offers co-curricular opportunities that include student government, yearbook,
Academic Decathlon, ACE Mentoring, California Scholarship Federation, First Robotics,
Leadership Spirit Club, Folklorico, Latinos for Excellence, Black Student Union, Forensics Team,
Future Homemakers of America/Home Economics Related Opportunities (FHA HERO), Youth
Leadership Institute, Drama, Community Service, Math Team, Model United Nations, Mock Trial,
and many other interest-specific clubs. Varsity sports are offered through the California
Interscholastic Federation. Edison students have enjoyed great competitive success in our academic
and extra-curricular programs.
School Mission
Mission: At Edison High School, we believe that students will learn in a safe, attractive, and orderly
environment the academic skills, knowledge, and values necessary to enable them to be successful,
responsible members of society who are college and career ready.
Edison Tigers School-wide Outcomes…WE Think, Act, Know, Go
WE Think: All Tigers will demonstrate intellectual curiosity, critical thinking, and problem solving
by accessing appropriate tools, persevering through complex tasks, synthesizing information,
providing sound evidence, and skillfully revising their work.
WE Act: All Tigers will demonstrate global citizenship by actively participating in the four A’s:
Academics, Arts, Athletics, and Activities.
WE Know: All Tigers will demonstrate high achievement of content knowledge at rigorous and
challenging levels while pursuing academic and vocational goals. They will be able to locate, select,
synthesize, critique, and use knowledge to generate artifacts.
WE Go: All Tigers will demonstrate self-advocacy and the competencies of Think, Act, & Know in
order to achieve post-secondary goals.
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Student Demographic Data
Edison serves a diverse population of 9.8% White, 10.4% Asian, 17.0% African American, 59.9%
Hispanic, and 2.7% who label themselves as “other” students. The student population has increased
gradually by 355 students from 2011 through 2015. Edison’s African American student enrollment is
higher than any other high school in the district and is also higher than the state average. The
Hispanic student population represents the largest student subgroup and has increased over the past
five years, while all other subgroups continue to show a decline, except students who label
themselves as “other.” During the school year 2015-2016, 100% of the student population qualified
for free or reduced lunch. In 2016-17, food services added more food options, filtered water
stations, and mobile food trucks.
Campus Improvements
In February of 2013, the grand opening of the two-story academic building, with 26 classrooms, a
117-student capacity lecture hall, four Career Technical Education (CTE) classrooms, a computer
lab that seats 60, and a brand new functional skills classroom set the standard for state-of-the-art
educational facilities. The entire campus was also painted to match the color combination of the new
building. In the fall of 2014, the addition of the parking lot restructures improved the flow of car
traffic before and after school. Parking lot space was also added to the baseball and softball facilities.
CBEDS Student Enrollment
School Summary 2011-2012 % 2012-2013 % 2013-2014 % 2014-2015 % 2015-2016 %
White 200 9.10% 210 9.30% 217 9.00% 220 8.90% 251 9.80%
Hispanic 1,177 53.50% 1,245 55.40% 1,330 57.50% 1,477 60.00% 1,531 59.90%
African American 448 20% 427 19% 410 18% 423 17.10% 435 17.00%
Asian 331 15.10% 318 14.10% 304 13.10% 286 11.60% 267 10.40%
Other 43 0.20% 46 0.20% 43 1.80% 69 2.80% 69 2.70%
School Total 2,198 100% 2,246 100% 2,310 100.00% 2,461 100% 2,553 100.00%
District Summary 2011-2012 2012-2013 2013-2014 2014-15 2015-2016
White 9,382 12.60% 8,823 11.90% 8,471 11.50% 7,924 10.70% 7,544 10.20%
Hispanic 47,039 63.40% 47,653 64.60% 48,091 65.50% 48,904 66.45% 49,341 67.10%
African American 7,326 9.90% 6,906 9.30% 6,563 8.90% 6,562 8.90% 6,393 8.70%
Asian 8,983 12.10% 8,644 11.70% 8,393 11.40% 8,170 11.10% 7,973 10.80%
Other 1,487 0.20% 1,665 2.20% 1,831 2.40% 1,010 1.30% 2,188 2.90%
School Total 74,235 100% 73,689 100.00% 73,353 100.00% 73,543 100.00% 73,460 100.00%
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In 2015, the bus drop-off and pick-up area was restructured and moved from an off campus space
to a location on campus, creating a better condition for school bus supervision and safety. Also in
2015, additional improvements included the opening of a new aquatics facility, equipped with a new
pool and swim gym. In addition, a new air conditioning system was installed in the main gymnasium.
Edison, in partnership with the City of Fresno, allows its aquatics facility to benefit the surrounding
community by opening the pool to the public during the hot summer months. Many neighborhood
children come to Edison to enjoy playing in the pool and cooling off. In 2015-16, Edison improved
the lighting on campus and upgraded video surveillance cameras with the intent to improve visibility
during night events, and to help deter vandalism. In 2016-17, water stations equipped with a
filtration system were included on campus, providing students access to healthy drinking water.
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Suspensions
During the 2015-16 school year, suspension rates per hundred increased slightly from the 2013-14
and 2014-15 school years. African American students are disproportionately suspended at higher
rates than all other students, with the number of instances per hundred students doubling during the
years 2013 (16 per hundred students) to 2015 (31 per hundred students). Overall, Edison High
School has the lowest suspension rates, suspending less students than other large comprehensive
high schools within Fresno Unified.
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The number of students expelled during both the 2014-15 and 2015-16 school years was two per
year, indicating a slight increase over the one student expelled in 2013-14.
In 2015-16, Edison was one of three high schools to pilot restorative practices as alternative way of
managing student discipline, and fostering and strengthening student-teacher relationships that
become strained due to student discipline issues. This approach is intended to improve relationships
and behaviors for all students, with an emphasis on the whole student. “The fundamental premise of
restorative practices is that people are happier, more cooperative and productive, and more likely to
make positive changes when those in positions of authority do things with them, rather
than to them or for them” (IIRP, 2017). As a restorative school, Edison makes every effort to repair
and restore relationships back to the heart of teaching and learning. It does not remove
consequences, but rather focuses on how to move forward and improve behavior in the future. The
processes and structures currently in use support both faculty members and students. In addition,
restorative practices enable Edison students to access additional support staff, specifically trained in
restorative strategies, to handle student discipline. All faculty members are participating in on-going
professional development focused on restorative practices.
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Attendance
Edison attendance rates show a consistent increase from 2012 to 2015 and are consistently higher
than all high schools in our district. The district’s use of the Attention to Attendance data system to
streamline the Student Attendance Review Board process has yielded higher rates of attendance for
all high schools, including Edison High School, as parents are routinely notified by mail that they
must attend biweekly attendance meetings to address their student’s attendance issues. FUSD
implemented School Messenger, an automated calling system that is set up to call, within the first 30
minutes of the day, the homes of students who have not shown up to school. A second call is sent
to parents in the afternoon if a student has missed more than class one period. In addition, an
attendance case manager monitors student attendance and meets with parents and students to
discuss and manage concerns that affect daily school attendance.
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School Climate
The School Climate Survey is an annual measurement of a variety of indicators. Teachers, students,
and parents participate yearly, providing valuable feedback regarding student and parent
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engagement, as well as their overall satisfaction with the school. The chart shows the response
summary for the years 2014-2015 and 2015-2016 from teachers, students, and parents by four
domains: Climate of Support for Academic Learning, Sense of Belonging, Knowledge & Fairness of
Discipline, Rules & Norms and Safety. The Climate of Support for Academic Learning domain
shows a drop of 2.8% in 2015 for students who felt that a climate of support for academic learning
exists at Edison, as opposed to an increase 4.9% for staff in the same category. Overall in each
domain, students showed a slight decrease of favorability compared to staff, which showed gains in
all domains. In the Safety Domain an increase of 4.7%, from 41.9% in 2014-15 to 46.6% in 2015-16,
of teachers felt safe at Edison High School, which is a significant gain compared to other high
schools in the district. In 2015-16, Edison made a conscientious effort to build a school culture of
positive relationships. With this effort came the creation of staff potlucks, an increased number of
school rallies, and teacher participation in rallies.
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Faculty
Certificated Faculty by EthnicityYear Hispanic White African American Asian Other or No ResponseTotal
2013-2014 19 54 6 8 0 87
2014-2015 22 57 9 10 2 100
2015-2016 25 58 10 7 6 106
2016-2017 29 60 8 8 5 110
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Edison has seen an increase in teaching staff over the last several years. In 2012-2013 the staff
consisted of 88 teachers, with an average of thirteen years of teaching experience. In 2014-2015 the
number of certified employees increased to 100, with an average of 11 years of teaching experience.
Thirteen of the 100 teachers had less than two years of teaching experience during 2014-2015 school
year. Currently, in 2016-2017 Edison has increased certified staff members to 108, with the
administrative staff consisting of the principal and five vice principals. In Pupil Personnel Services,
Edison has a Head Counselor and seven Academic Counselors. Edison houses a fulltime Student
Assistance Program (SAP) counselor, a School Psychologist, a Restorative Practice counselor,
support staff and a teacher to manage the restorative center. There are also 87 classified staff
members that provide clerical, safety, nutrition, outreach, and instructional support services to the
school community.
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Student Outcomes
In 2013-14 the federal government approved a waiver from No Child Left Behind (NCLB) for
Fresno Unified School District and seven other California school districts. The California Office to
Reform Education, or CORE Waiver, delineated steps for locally developed plans to prepare all
students for college and career, concentrate support on the students most in need, and strengthen
effective teaching and leadership. The CORE Waiver changed the accountability system to improve
student achievement. The NCLB accountability regulations required school districts to measure
student achievement using Academic Performance Index (API) and Annual Yearly Progress (AYP)
indicators. CORE Waiver offered an alternative accountability model called the School Quality
Improvement System which is grounded in the work of educational reform researcher Michael
Fullan, Ph.D. (California Office to Reform Education, Local Educational Agencies’ Request for
Waiver under Section 9401 of the Elementary and Secondary Education Act of 1965; August 5,
2013, U.S. Department of Education Washington, DC 20202).
During this time, not only was Fresno Unified transitioning from NCLB to CORE, but state testing
was being reformed to align with Common Core State Standards (CCSS). Prior to the last visit by
WASC in 2013, the California Standardized Testing (CST) was the state assessment administered to
all Fresno Unified students. The State of California was beginning the transition from the CST to
Smarter Balanced Assessment Consortium (SBAC), also known as the California Assessment of
Student Performance and Progress (CAASPP). The CAASPP was adopted to line up to Common
Core State Standards, and was expected to be in full implementation in all classrooms by 2013-14.
As printed in the initial WASC report in 2013, Edison demonstrated steady improvements in API
scores, rising 71 points from 2009 (697) to 2013 (768).
California English Language Development Test (CELDT)
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Re-designation Rates 2012-2016
The number of students labeled as English Language Learners at Edison High decreased between
2012 and 2014. In 2015, the number of English Language Learners grew to equal the number in
2012. Students are initially identified as English Learners based on a home language survey upon
enrollment in Fresno Unified School District. Prior to 2015-2016, students qualified for re-
designation based on their performance on the CELDT and the ELA portion of the California State
Standards Test (CST). The criteria for re-designation changed in 2015-16 to include the Degrees of
Reading Power test (DRP) because the CST was no longer used for re-designation. The district goal
for re-designation is 12% per year. In the past five years, Edison has come close, especially in 2014-
2015 (11.93%), but has not reached the district goal of 12.0%.
2011-2012 275 15 5.50% 10.60%
2012-2013 251 29 11.60% 11.10%
2013-2014 243 24 9.88% 10.30%
2014-2015 243 29 11.93% 5.20%
2015-2016 275 29 10.50% 18.10%
Year TestedEdison English
Learner Totals
Edison Total
Re-designated
Re-designation
Rate (%)
Fresno Unified Re-
designation Rate
(%)
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From 2012 to 2015, there was a steady increase of students passing the California High School Exit
Exam on the first attempt on both math and ELA portions of the test, with the exception of math
during the year 2012-2013. Beginning with the Class of 2006, students in California public schools
were required to pass the California High School Exit Examination (CAHSEE) to demonstrate
competency in grade-level skills in reading, writing, and mathematics to earn a high school diploma.
The design of the CAHSEE was based on content standards in English-Language Arts and
mathematics that were adopted by the State Board of Education (SBE) in 2003. In 2010, the SBE
adopted the Common Core State Standards in ELA and mathematics.
Due to the change in academic standards, Senate Bill 172 (Liu) was signed by the governor to
suspend the administration of the CAHSEE and the requirement that students pass the CAHSEE to
receive a high school diploma for the 2015–16, 2016–17, and 2017–18 school years. The law
required that schools grant a diploma to any pupil who completed grade twelve in the 2003–04
school year, or any subsequent school year, and met all applicable graduation requirements other
than the passage of the CAHSEE. The law further required the State Superintendent of Public
Instruction to convene an advisory panel to provide recommendations to the Superintendent on the
continuation of the high school exit examination and on alternative pathways to satisfy the high
school graduation requirements pursuant to Education Code sections 51224.5 and 51225.3. The law
became effective on January 1, 2016.
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The California Assessment of Student Performance and Progress (CAASPP) includes online and
paper-based summative assessments. The Online Summative Assessments Smarter Balanced are
comprehensive, grade-level, year end assessments of learning that measure progress toward college
and career readiness. Each test, ELA/literacy and mathematics is administered within a selected
testing window available at 80 percent of the instructional year for grade eleven, and is comprised of
two parts: a computer adaptive test, and a performance task.
Edison eleventh graders showed a decrease of 4.5 percentage points in the number of students
scoring proficient in ELA from 2014 to 2015. All student subgroups showed a decrease in ELA
proficiency with the African American subgroup showing a minimal decreasing of 0.2% from 2014
to 2015. Edison students showed an upward trend in Math with a 3.8 percent increase from 2014 to
2015. All subgroups showed slight increases in math from 2014 to 2015, except the African
American subgroup, which demonstrated a significant increase of 8.2 percent. The English Learner
and Asian subgroups did not show an increase in math. The 2014-15 school year was the first that
students did not take the CST because state testing was transitioning to the SBAC, which was only
administered to eleventh graders. Note: in year one of testing, 2014-15, Edison did not meet the
participation rate for the SBAC (84.1%), however in year two, 2015-16, the participation rate was
met (96.1%).
The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA
and mathematics. The tests capitalize on the strengths of computer adaptive testing—efficient and
precise measurement across the full range of achievement and timely turnaround of results.
Advanced Placement
The total student population at Edison High School has grown by approximately 400 students in the
past five years. The total number of students enrolled in Advanced Placement (AP) classes has also
seen an increase. In May of 2014, 745 students took a total of 1,391 AP exams in 24 subject areas,
with 50.9% of the AP exams taken earning a qualifying score of 3 or higher. Furthermore, in 2014,
87 students were AP Scholars, 37 were AP Scholars with Honors, 46 were AP Scholars with
Distinction and 9 students were AP National Scholars. In 2015, 883 students took a total of 1,636
AP exams in 24 subject areas with 48% of the exams taken earning a qualifying score of 3 or higher.
In 2016, Fresno Unified School District, for the first time, paid fees for every AP test taken, which
totaled 1,776 at Edison.
Edison High boasts the most AP course offerings in the Central Valley. We offer 24 courses, and
currently 50% of our student body is enrolled in at least one AP course. Students are awarded
special recognition for completing AP courses upon graduation: students receive an Edison AP
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Diploma with a special seal indicating they have taken four or five AP courses; students receive an
Edison AP Certificate with a seal and certificate indicating they have taken six or seven AP courses;
and students receive an Edison AP Medal with a seal and a medallion indicating they have taken
eight or more AP courses. The AP program is an open enrollment program. In 2016-17, an AP
Instructional Coordinator position was added to oversee the management of Edison’s Advanced
Placement Program.
Total
Population
Total Seat
Enrollment
Total Test
Takers
Total Exams
Taken
2012 2198 1020 727 1274
2013 2246 1651 722 1253
2014 2355 1589 745 1391
2015 2486 1763 883 1636
2016 2596 1902 962 1776
Edison High School AP Pass Rates
2012 2013 2014 2015 2016
Total AP Students 727 722 745 883 962
Number of Exams 1,274 1,253 1,391 1,637 1,776
AP Students with Scores 3+ 385 374 379 430 444
% of Total AP Students with 3+ 53% 41.80% 50.90% 48.70% 46.20%
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Graduation Rates
Graduation Rates (%)
100%
97.20%
90% 94.71%
92.31%
80% 86.09% 86.74%
70%
Graduation
60% Rate %
50%
2012 2013 2014 2015 2016
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Students are enrolled in a six-period day and receive five Carnegie Credits per semester, per course
with a grade of D or better. Edison High School has the highest graduation rate at 97.20% in 2016,
compared to other large comprehensive high schools in the district. Note: CAHSEE is no longer a
part of the graduation requirement for Fresno Unified School District.
UC A-G Completion rates
SAT & ACT
Total Students A-G Completion Percent Completed
2012 443 246 55%
2013 437 305 69%
2014 516 314 66%
2015 525 418 79%
SAT tests taken ACT test taken
2011 179 282
2012 312 250
2013 329 220
2014 368 144
2015 413 179
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PSAT Participation
College Application
The Edison counseling department strategically targets students by need and ensures they apply and
take advantage of all opportunities for which they are eligible. All students who are eligible for fee
waivers for exams and applications are guided through the application and registration process when
appropriate. Counselors meet one-on-one with seniors to assist and record their college application
choices. All students, excluding students participating in the Special Day Class Special Ed program,
are placed in course sequences to complete CSU/UC A-G requirements for college. From 2013-14
to 2014-15 Edison posted a 13% increase in A-G completion rate. Students are only taken out of
such courses if requested by parent after extensive review of the student’s goals and academic
Freshmen Sophomores Juniors
Fall 2011 0 537 381
Fall 2012 0 555 375
Fall 2013 0 564 530
Fall 2014 0 575 533
Fall 2015 0 669 393
Fall 2016 706 602 567
4-year Colleges 2-year Institutions
Work, Military &
Technical Instruction
Fall 2012467 333 52
Fall 2013412 279 30
Fall 20141,491 795 198
Fall 20151,557 830 207
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options. In 2015, 60% of Edison students matriculated to a four-year college, equating to over three
times the amount of students in 2012 and 2013.
Academic Interventions
Edison High School is committed to addressing the academic needs of all students. The chart shows
a small, but steady decline in those students who have below a 2.00 GPA. Monitoring students’
academic grades is an on-going effort by teachers, administrators, parents, and students. Edison
High School supports students to earn passing grades through a system of monitoring, goal setting,
recognizing achievement, in-classroom assistance in challenging courses, tutorial opportunities,
guidance, classroom engagement, and response to intervention. In Accountable Communities,
teachers review student work and create instructional lesson plans that address academic
interventions and support for struggling students.
Students are encouraged to participate in the afterschool program, which has credentialed teachers
and college tutors to assist with academic support for specific subject areas. Students are monitored
and attendance is taken daily to ensure students are accountable for attending. Edison also employs
an intervention counselor to manage students on a case-by-case basis who struggle academically.
EHS continues with the Social and Emotional Center, which opened in the fall of 2011, to help
support emotionally disturbed and Special Ed students, both emotionally and academically. This
center houses one credentialed teacher and three Special Ed paraprofessionals who work one-on-
one with students or in small groups, or support them in their regular class setting to develop
academic strategies and/or social and emotional supportive behaviors.
Struggling EL students are identified and managed by a teacher team of four to help support their
academic success. Also, EHS offers after school tutorial assistance that is specifically designed for
EL students who have a GPA of below a 2.00. The teacher team also communicates with EL
families to keep them informed about the support systems in place to help EL students. In addition,
2012-13 29% 15.30% 28.30% At least one F
2013-14 30.70% 16.10% 29.70% At least two or more F's
2014-15 28.80% 15.10% 25.80% GPA of less than 2.00
2015-16 27.30% 14.30% 25.40%
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an intervention counselor meets with EL students to support re-designation efforts, test preparation,
and social/emotional well-being.
Chapter II
Significant School Changes and Developments
Description of any Significant Changes and/or Developments
Increased Student Enrollment
The most significant change with the greatest impact has been the increase of student enrollment at
Edison High School. In 2013-14 the student population was 2,310, and currently the student
population is at 2,553, which is an increase of 243 students. The increase in student enrollment was
due to the new development of Gaston Middle School, which opened its doors to approximately
829 neighborhood students in 2014-15. Prior to that school year, over 50% of neighborhood
students were bused to other middle schools.
The increase in student enrollment for the 2015-16 school year required Edison to make some
significant changes to accommodate new students. All classrooms were in use, making additional
available classrooms critical for the first day of school. Additional portables were added, providing
eight new classrooms. More staff members were also necessary, and with more ninth graders on
campus, Edison implemented support structures and processes for managing student discipline.
Staffing increased from 87 teachers in 2013-14 to 110 teachers in 2016-17, which is an increase of 23
new faculty members. This increase in faculty created a new dynamic on campus. A new campus
culture director replaced the prior activities director, who had been at Edison for over 30 years. The
way activities were organized and managed changed significantly. Eight of the 23 new teachers were
added to the science department; they possessed an average of less than two years of teaching
experience. In the Foreign Language department, a Hmong course was added, which required
adding an instructor who could teach the Hmong language. Currently in 2016-17, Edison’s athletic
director of over 10 years was promoted to a district position and was replaced with an Edison social
science teacher who was promoted to the position. There has been an increased number of
identified Special Education students at Edison, which has had an impact on self-contained class
sizes. Special Education student numbers are predicted to increase in 2017-18 as well. There was an
additional Emotional/Disturbed (ED) para-professional added to help support students with social
emotional needs. In addition to new teachers, Edison has hired one more vice principal since 2013-
14, which brings the administrative team to five vice principals and one principal. An additional
counselor was also added to the counseling team to help manage the larger student population.
There were significant impacts on discipline that were also associated with the increase in student
enrollment. Edison experienced a rise of students with five or more days of suspension from nine
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students in 2013-14 to 21 students during the 2014-15 school year. The overall suspension rate in
2014-15 was 5%, a slight decline from 6% in 2013-14. To combat the issues related to student
discipline, Edison decided to pilot a restorative practices approach to manage student discipline
issues. In order to operate as a restorative practices site, striving to meet the academic, social
emotional, and behavioral needs of students, additional hiring of restorative personnel was needed
to manage support services for students. The Re-Engagement Center that opened during the 2015-
16 school year is staffed with a teacher, a restorative counselor, and one classified staff member who
are all trained in restorative practice methods. They supervise students and handle day-to-day
student discipline referrals. In order to facilitate and help students and teachers understand the
referral process, the Edison administration team, in collaboration with teachers and the Culture and
Climate Team, identified levels of misbehaviors and specified which of the three levels constituted a
referral to the Re-Engagement Center. Restorative practices consider the impact of student
behaviors have on students feeling safe and welcomed in their school community. This occurs when
the classroom environment teaches and demonstrates the four Emotional Intelligence skills of Self-
Awareness, Self-Management, Social Awareness, and Relationship Management. During 2015-16,
which was year one of restorative practices implementation, as well as the same year former Gaston
students began attending Edison for the first time, Edison experienced the most students suspended
since 2013-14. In 2015-16, 148 students were suspended, as compared to 135 in 2013-14.
Suspension data doesn’t collect information regarding discipline referral by grade level, however
administrators noticed many of the student discipline issues involved ninth graders. Edison
increased the number of safety assistants to help maintain student safety throughout the day until
6:00 p.m. daily.
Class meetings are also now included as a means of support in the classroom and across the school.
Approximately once a month, Edison is on a special bell schedule to include an extra 45 minutes
during 4th period to allow for a class meeting time. The focus of class meetings is on subject matter
related to relationship building, effective communication, student interactions, participation, and
reflection of important relevant topics in order to prepare students for college and career.
The transition to high school for many freshmen students is complex. Students experience new
classmates, new courses, new teachers and new expectations, all of which can be points of anxiety
for incoming freshmen. Another strategic move that came about due to the increase in overall
student population, was the addition of an intervention counselor to handle struggling 9th and 10th
graders. The intervention counselor identifies students that are at risk of failing and sets up support
services to help students stay on track to graduate. In 2015-16, Edison also implemented the Peer
Tutor program in partnership with Gaston Middle School, which placed juniors and seniors with
Gaston eight graders to serve as mentors. This was, and continues to be, an explicit move to
acclimate incoming middle school students to the expectations of high school in order to help make
the transition to Edison High School smoother.
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Curriculum and Instruction
After receiving feedback from the WASC committee, reviewing the critical areas for follow up, and
continuing the conversation around curriculum and instruction that Edison had already began
exploring, the administrative team and the faculty worked to make great strides in this area. In 2014-
15, the ILT immediately planned and organized professional learning (PL) centered on building
student engagement and assessment strategies, as well as improving instructional planning. Edison
implemented a co-teaching model for general education courses with high populations of Special
Education (SPED) students. Special Education teachers were teamed up with general education
teachers in support of Resource Specialist Program (RSP) students. Additionally, SPED teachers are
included in subject-alike accountable communities with the purpose of providing insight on how to
service RSP students enrolled in general education classes. SPED teachers attend district trainings to
provide continued growth and development of using the co-teaching model. Currently, Edison is in
the third year of using the co-teaching model.
Three years ago the Computer Science pathway was introduced to students. The Computer Science
Pathway engages students in:
• Exploring the rapidly changing fields of information technologies
• Emphasizing computer programming and software development
• Focusing on building the habits of mind of programmers
• Building a foundational understanding of the logic used in programming
• STEM (Science, Technology, Engineering, Mathematics)
The implementation of Innovative Professional Learning (iPL) organized by the district office has
been in place since 2014-15 and offers training for teachers on their day-to-day instructional
practices, content knowledge related to the Common Core State Standards, literacy integration
(reading, writing, listening, and speaking) into daily lessons, and process of how to write and deliver
high quality common assignments and lesson activities. On days when teachers are off site at iPL
trainings, Professional Learning Updraft System (PLUS) teachers, who are classroom teachers on
special assignment, deliver classroom instruction in response to formative assessments results
already discussed with the PLUS teacher. This unique approach creates opportunity for immediate
response to student learning and maintains consistency in terms of the sense of urgency on student
achievement. PLUS teachers take ownership of student learning and are viewed as co-teachers by
students in the classroom. This type of systematic approach of improving student learning was a
change for Edison teachers and students, however, Edison continues to find multiple means to
effectively utilize PLUS teachers in the classroom.
In 2015-16, Edison began an explicit focus on bringing people together in an organized manner with
the intent of emphasizing coordinated and focused efforts on team building and tasks related to
teaching and learning. The entire Edison team realizes the importance of teacher collaboration, team
work, and a trustful, working relationship with colleagues. Accountable Community meeting times
emphasized fostering opportunities for teachers to build working relationships to create a culture of
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learning in which teachers learn from, and build capacity in each other. Many factors went into
setting the ground work to create a culture for learning. Communication from Department Chairs
and the ILT emphasized the importance of dedicating time to team building and “getting to know
you” activities every time teachers meet together.
The Instructional Leadership Team (ILT) made changes in the delivery of PL for faculty in 2015-16.
Teacher-led workshops were introduced, providing opportunities for teachers to facilitate learning
on various educational topics of interest for teachers. The ILT, through feedback from teachers and
the recommendations from WASC, determined that topics should contain learning related to WASC
critical areas for follow-up. Workshops focused on learning and developing engagement strategies
for various instructional activities such as Cooperative Structures, Mathematical Practices, Checking
for Understanding, Classroom Literacy (reading, writing, speaking, and listening), Effective
Classroom Environments, Technology, and Critical Thinking.
Also in 2015-16, the district began an initiative of building continuity across the system in regards to
supervision and evaluation. To specifically address instructional observations, a new instructional
practice guide (IPG) was implemented at each school site. Classroom observations at Edison had
not been approached this way before. Prior to the IPG, sites developed their own observation tool
to observe classroom instruction and to calibrate best practices for instruction. The IPG exists today
as a tool for calibration purposes by all sites district-wide, creating a common language around
classroom walk-throughs. The IPG addresses five focus areas:
1. Culture for Learning
2. Challenging Content
3. Ownership
4. Addressing student needs
5. Improving everyday demonstrating understanding
Furthermore, in 2015-16 ILT organized a school-wide, professional reading opportunity that was
structured to allow staff to have discussions about the book Mindset written by Carol Dweck. The
book Mindset spoke to the belief that having a growth mindset approach, teachers can help students
improve in school. According to Dweck, the power in believing you can improve, increases your
feelings of success and fulfillment. Moreover, in terms of significant changes in 2015-16, the ILT, in
collaboration with accountable communities, dedicated time to defining and establishing a system of
assessing student learning during instruction. A special committee of teachers were tasked by ILT to
delve into the work of exploring how Edison could establish a consistent school-wide understanding
of the effective use of checking for understanding (CFU) strategies. Edison’s focus on incorporating
formative assessments to improve instructional practice is critical in fostering a culture for learning
that uses student data to drive classroom decision making. Currently in 2016-17, Edison teachers
have agreed that on-going frequent use of formative assessments is considered best practice and will
include implementation of CFU strategies during instructional planning. The ILT team plans on
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developing processes that help gather data that will inform whether our newly developed system is
effective or not in improving CFU strategies.
Finally, beginning during the current 2016-17 school year, Edison ELA and Math teachers are
experiencing new curriculum adoption, creating system-wide additional learning for teachers and
administrators within the district. Edison is in the midst of learning how to effectively plan,
implement, and monitor the success of the new curriculum adoption. Teachers are provided district
training on how to incorporate the curriculum, and administrators attend monthly training regarding
effective strategies for monitoring full implementation of a guaranteed and viable curriculum.
State Testing/Common Core State Standards
Right after our last WASC evaluation in 2013, Edison began transitioning into full implementation
of Common Core State Standards (CCSS) and new state testing. CCSS has created a shift in
instructional practices that includes focusing on elements such as student discourse,
student collaboration, and listening, speaking, reading, and writing skills. As a site, making
adjustments to account for the CCSS standards has created new expectation for teachers to learn the
significant elements that CCSS underscored in order to understand the impact relative to lesson
planning and student learning. The CCSS instructional shifts in Math and ELA focused on the
following:
In ELA:
• Complexity: Regular practice with complex text and its academic language
• Knowledge: Building knowledge through content-rich nonfiction
• Evidence: Reading, writing, and speaking grounded in evidence from text
In Math:
• Greater focus on fewer topics
• Coherence: Linking topics and thinking across grades
• Rigor: Pursue conceptual understanding, procedural skills and fluency, and
application with equal intensity
Furthermore, with CCSS came testing reform: discontinuing the California State Testing (CST) and adopting the California Assessment of Student Performance and Progress (CAASPP). Students, prior to CCSS implementation, had become accustomed to taking the CST, which was a hand-written, “fill in the bubble” test. However, the CAASPP, which is all done online, requires students to have basic to proficient computer skills in order to navigate the computer interface of the test. As a result of discussions in Accountable Communities, teachers determined that students needed stronger technology skills in order to be competent in navigation of the test. The ILT decided to place an emphasis on how to build technology skills for students and teachers through teacher led, PL workshops. Moreover, administering CAASPP taught Edison teachers and staff the value of efficiently managing over 500 tablets for testing students and required development of effective
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school-wide processes for managing tablet deployment, collection, and maintenance. This type of task was not present during the CST. Administering state-wide, high stakes testing like the CST required specific bell schedules to manage all the testers in grades 9th-11th. The CAASPP only requires the junior class to test, which is a considerably smaller testing group of students than for the CST, however, the technology factor has taken some adjusting and much learning in terms of efficiency, organization, and technology maintenance.
Regional Approach to Collaboration with feeder schools
Since the last WASC visit, Edison has engaged in regional work with all its feeder schools. The
Edison region includes seven elementary schools, two middle schools, and Edison High School.
Beginning in 2015-16, all ten schools, K-12, collaborated on developing a common formative
assessment focused on literacy. As a result of much teacher planning and collaboration, a regional
school-wide write was organized. Teacher leadership within the region from grades K-12 were
involved in the organization and development of a regional school-wide write with a common
writing prompt and common rubric to assess student writing. This experience provided insight into
the writing abilities of our students within our region. The goal was to work collaboratively from a
regional approach to examine student literacy and establish goals after reviewing the data. Teachers
came together in collaboration to grade student essays and engaged in discussions regarding
calibrating student writing pieces and making meaning of the writing rubric. Furthermore, as a result
of this experience, Edison professional learning communities (PLC) were asked to create lesson
activities that addressed literacy development for all students.
Chapter III
Ongoing School Improvement
The contributors responsible for overseeing the progress of the 2016-17 WASC Mid-Cycle Report
include:
a. Administration Team, a group made up of the Principal, Vice Principals, Career
Education Coordinator, and Head Counselor which meets weekly
b. Instructional Leadership Team, a group made up of lead teachers from each department,
Vice Principal overseeing curriculum and instruction, and the Principal which meets bi-
weekly
c. Department Chairs, a group composed of a department chair from each subject area, Vice
Principal overseeing department work, and Principal which meets monthly
d. Department/Vertical Articulation Teams, a group made up of teachers from the same
department which meets once a month
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e. Accountable Community Teams, a group composed of teachers from each curricular
area and their respective Vice Principal for administrative support which meets weekly
f. School Site Council (SSC), a group composed of parents, students, and faculty members
In 2013-14, Edison High School was granted a 6-year term with a midterm review as a result of the
WASC visiting committee recommendations. In preparation for the WASC Mid-Cycle visit, the
report was reviewed in each of the above stakeholder groups, and feedback from those groups is
reflected in this mid-cycle report.
Since the last WASC visit in 2013, each critical area for follow-up identified by the committee has
been reviewed as part of the annual SPSA development process, which involves students, parents,
and staff on the School Site Council. Development of the SPSA is a collaborative effort involving a
thorough analysis of data regarding overall academic performance. Data such as student
performance indicators, and data related to particular programs or action steps, is reviewed to ensure
that identified actions are having intended results. The questions and data points raised by SSC
during this review are shared with the above stakeholder groups and individuals have an opportunity
to provide input. This results in an updated SPSA, which is voted on by School Site Council and
shared with staff annually.
The WASC Mid-Cycle Report was an opportunity for Edison to reflect on the last three years and
examine progress towards established academic goals. Initially in the fall of 2016 when we started
this task, we met as an administration team to gather and analyze data and discuss elements of the
report, including report format. Work continued throughout the fall semester and into the early part
of the spring semester to update the data tables presented in our 2013-14 WASC report and to
compose the analysis and necessary commentary of that data. The actual writing of the document
was coordinated by a vice principal and an English teacher, with assistance from the principal. The
collaborative process was simple: once all the information was updated from the 2013 WASC report,
each chapter of the mid-cycle report was first drafted by the vice principal, then, the draft was
brought to stakeholder groups for review and feedback. The qualitative and quantitative data gleaned
from the stakeholder groups was insightful, critical, and necessary in writing this comprehensive
report. Each drafted chapter, once reviewed by stakeholders, was updated to include stakeholder
input, and then provided to the English teacher to edit the final draft. The English teacher
volunteered to make all the final revisions, specifically focusing on grammatical and structural
corrections. The final draft of this report will be available to all staff, published on the Edison
website for public access, and distributed to our Instructional Superintendent in the central office.
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Chapter IV
Progress on Critical Areas for Follow Up/School-wide Action Plan
Critical Area for Follow Up #1: Explore creative ways to enhance the current Link Crew
program to improve assistance to 9th grade students in their transition into high school; the
program should offer social and academic leadership throughout the school year.
Over the course of the last three years, an increased number of students have been getting involved
at Edison. In 2014-15 the Campus Culture Director (CCD) position became vacant, which resulted
in the hiring of a new teacher to replace the former director, who had over 25 years of service at
Edison. The new hire brought leadership, vision, and a contagious energy for student leadership to
Edison. The manner in which students enjoy football games and sporting events has changed.
School rallies are energetic with school spirit on full display, light shows are electrifying, and student
and teacher engagement is common throughout rally activities. The number of students attending
Edison’s three major school dances (Winter Formal, Sadie’s, and Prom) has increased each year
since 2014-15. The number of students interested in taking a leadership class has also increased since
the last WASC visitation. Students are learning, thriving, and demonstrating extraordinary school
spirit. The role of the CCD is critical in building a positive school climate, especially for incoming
ninth graders who are dealing with the transition from middle school to high school. Prior to the
year 2014, all Link Leaders were also leadership students, which didn’t reflect the diverse student
population of Edison. Further, the recruitment of leadership students only to join Link Crew was
impacting the academic performance of leadership students since more often than not, they have
very full schedules. Even though leadership students continue to participate in Link Crew, starting in
2014-15, there were school-wide recruitment efforts that included teacher recommendation on the
Link Leader application. The end result helped to ease the burden on the leadership students as well
as show accurate representation of the diversity of the student body. The number of link leaders was
greater in 2014-15 than in previous years. The Link Crew program has increased the number of
teachers involved in the Link Crew program from one in 2014-15 to six teachers in 2016-17. Ninth
grade students are attached to a Link Leader, who they are paired with all year, and the Link Leaders
and the ninth grade students are connected to a staff Link Leader. Link Crew Leaders have shown
progress in organizing social events for ninth grade students. Link Leaders organize monthly
celebrations for ninth graders, such as tailgating and face painting during football games. Link
Leaders have a caseload of students to manage all year long. Right before each grading period, Link
Leaders send each student on their caseload a copy of their schedule along with a word of
encouragement to motivate students concentrate and focus on their grades. During the entire week
before finals, Link Leaders host an activity called “Cookies and Cram”. Ninth grade students are
invited to this study session where Link Leaders help with tutoring and provide cookies as they
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prepare for semester finals. Lunch time activities are provided monthly with the intent of getting 9th
graders involved. Link Leaders incorporate the use of social media and technology such as Remind
101 to communicate often about school activities and arrange breakout sessions throughout the
year.
Link Leaders are more visibly involved in building and modeling academic skills for school success
since the last WASC visitation. Link Leaders have led classroom presentations during “PLUS week”
and have taught lessons on topics from time management to learning how to set goals and
understand obstacles. Ninth grade English, math, and science classes have Professional Learning
Updraft System teachers (PLUS)–classroom teachers on special assignment–who work with the
regular classroom teachers as an intervention in response to formative assessments. The English,
math, and science classroom teachers are given one day, every two weeks, to meet together in
Literacy Design Collaboration around the guidelines of CCSS. They design mini-tasks focused on
literacy across content areas while during this “PLUS week”, the PLUS teachers teach diagnostic
lessons to the classes.
Link Leaders have also led classroom activities during Class Meetings, which are conducted during a
special bell schedule and are designed to support restorative practices in the classroom and across
the school. This time focuses on subjects such as building relationships, effective communication,
student interactions, participation, and reflection in order to prepare students for college and career.
These are intended to support classroom climate, not to be isolated events.
Link Crew is very instrumental in shaping school culture. The program is demonstrating progress
and moving in the right direction. Edison will continue to monitor Link Crew’s growth and impact
on incoming freshmen in order to make the transition to high school smoother and more positive.
In the Single Plan for Student Achievement, Edison included action #10 that includes Link Crew as
a means of building teacher-student relationships. Edison High School will build community and
relational capacity in all teachers and staff in order to promote student-teacher relationships,
student-to-student relationships, and staff-to-staff relationships through professional learning, 9th
grade activities like Link Crew and transitional events, and school-wide recognition like student of
the month, academic all-stars, academic growth, etc. In June 2017, there will be a 5% increase of
students who agree or strongly agree that there is an adult at my school who really cares about me
from 56.68% to 61.7%.
Critical Area for Follow Up #2: Explore, Identify and formalize a school-wide system of
checking for understanding of non-volunteers, such as explicit Direct Instruction (EDI).
In 2014-15 the Edison administrative team realized, through careful analysis of classroom
observation data and feedback from the Instructional Leadership Team (ILT), that implementing
effective checking for understanding (CFU) strategies was critical for thoroughly and accurately
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assessing whether or not each student is learning during classroom instruction; WASC came to the
same conclusion after their visit three years ago. Also in 2014-15, Edison was experiencing reform
specifically in adherence to state requirements of fully implementing CCSS and transitioning to
CAASPP, the new state assessment that assesses student proficiency in ELA & Math. Edison
accepted and understood the impact the new shifts could have on the system in relation to state
standards and standardized testing. However, classroom observation data indicated that utilizing
CFU strategies as a formative assessment tool needed school-wide clarity and support for teachers in
addressing this concern. Most of the professional learning, especially at the beginning of the school
year, involved topics such as the types and use of effective CFU strategies, the use of higher order
thinking questions, student engagement strategies, and how to align AC work and instruction that
prepare students for the type of thinking required by CCSS and CAASPP. The purpose was to begin
the discussion around assessment, provide examples of CFU strategies, and have ACs reflect on
their use of frequent formative assessments for lesson planning.
In 2015-16, PL efforts continued to build understanding of how to effectively assess student
learning. Classroom observation data along with ILT feedback and district official walk through data
indicated much growth was still required. The way most teachers implemented CFU was basically
accomplished through whole class questioning, or there was inconsistency from observer to
observer as to what effective CFU strategies looked like in a lesson. There was work still left to do.
ILT was exact in their approach to addressing CFU strategies and decided to establish a committee
of lead teachers who would specifically focus on learning about CFU strategies. This committee met
regularly as a group, and met weekly with their AC to address CFU strategies. They were charged
with the task of leading work in developing a school-wide system for CFUs. There was much
discussion, debate, and collaboration that went into developing a school-wide system and a
consensus of what CFU strategies look like during classroom instruction. As a result of the hard
work, common language that defined Edison’s system for CFU was realized, printed, and provided
to each teacher. In addition, during PL, teachers had been provided several lists of a variety of CFU
strategies and many ACs actually decided to collectively use common CFU strategies, which helped
in developing the overall use of CFU strategies throughout instruction at Edison.
Below are some examples of CFU strategies that were introduced in teacher professional learning.
This is by no means an exhaustive list, but these are examples of CFU strategies observed in the
classroom. As a staff, Edison believes that frequently assessing student learning is more valuable of a
practice than having a comprehensive list to follow. Checking for student understanding is an
ongoing process from lesson introduction to lesson closure. The process can occur during
transitions from one lesson activity to the next and can occur “on the spot” as the teacher responds
to feedback from formative assessment data. The outcome is teachers implementing strategies to
know with certainty if students are on course to lesson mastery, have exceeded mastery, or if
students are not grasping the lesson concepts.
Think pair share
Ticket out the door
Student white boards
Thumbs up/down
10/2 principle
Fist to five
Color cards
Whip around
Sentence frames
Cards/sticks
Plicker
Random popsicle sticks
One on one
Teacher observations/proximity
Walk it out/talk it out
Quick write
Random name cards
Small group share
Computer random-izer
Directional
Self-assessment
Digital strategies included surveys,
Formative app, Google Forms,
Zaption –recently discontinued
Shmoop
In 2016-17 Edison continued to address school-wide critical areas for follow-up as identified in the
WASC self-study. Edison staff set goals in the Single Plan for Student Achievement (SPSA) that
were directly connected to the recommendations from the WASC committee as indicated below.
SPSA Goal Action #6: In the Spring of 2014, the Western Association of Schools and Colleges
from the California State Department of Education conducted a Focus on Learning Evaluation. It
identified school-wide critical areas for improvement indicating that Edison High School should
explore, identify, and formalize a school-wide system of checking for understanding of non-
volunteers. In the Spring of 2017, Edison’s goal is to have in place a school-wide system of checking
for understanding (CFU) that includes a summative assessment per unit, a frequent number of
formative assessments for a unit, and CFU embedded in daily instruction that inform instructional
decisions. As evidence that it’s very important to be reflective, teachers and site leadership find ways
to make improvements in the educational practice at Edison High School, focused on student
achievement.
During teacher in-service days, Edison staff began reviewing district, site, and regional goals with the
purpose of becoming more knowledgeable of site goals. This review included examining documents
such as the SPSA and the 2013-14 WASC Report. Edison staff reintroduced the Professional
Learning and Instructional Leadership goal: Foster a culture of learning with high expectations
through collaboration, reflection, teamwork, and data analysis in order to enhance instructional
practices, foster a culture for learning, and increase student achievement. Time during teacher in-
service was also dedicated to reviewing Edison’s system for CFUs. Below is Edison high School’s
system for checking for understanding.
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Assessing student learning is essential in determining mastery of lesson objectives. Through a reflective and collaborative
process, teachers in each of their respective accountable communities develop appropriate summative and formative
assessment strategies that assess student learning. Instead of a list of specific CFU strategies, we believe assessing
student learning is an ongoing process occurring throughout the lesson. Teachers must employ a system for questioning
that includes non-volunteers for individual accountability. Teachers assess before, during, and after a lesson. Examples
include:
Pre-Lesson - Checking for understanding that:
Checks for clarity of instructions
Introduces and explains the learning outcomes/expectations
Assesses student strengths, weaknesses, knowledge, and skills prior to instruction
Ongoing Lesson Activities - Checks for understanding that:
Requires students to self-assess
Creates student discourse
Assesses student performance regularly throughout the instruction process
Lesson Closure - Checks for understanding that:
Requires students to reflect and provide feedback
Informs instructional decision
Measures student achievement at the end of instruction
Agreements are established to ensure continuity and fidelity for assessing student learning
daily in all classroom lessons. Edison teachers agree to:
Ask higher order thinking questions to develop critical thinking skills
Provide feedback to students
Insist students use evidence to substantiate, support, and explain their learning
Create explicit student discourse for students to process and interact with information
Implement the 10-2 principle as a norm for student processing information (Strongly suggest 7-3)
Check for understanding during transitions between lesson activities
Involve students in self-assessment and monitoring progress
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Assess student performance regularly throughout the instruction process
Teachers collect data through classroom observations to share with ACs, build capacity, and learn best CFU
practices
Site leadership shares walk through data with faculty about CFU strategies to create awareness of current
reality, celebrate best practices, and work with ILT for are areas of professional development
Building knowledge of how to effectively assess student learning is important to Edison teachers.
Teachers, through lengthy discussions in accountable communities, continually increase their
repertoire with a variety of strategies. Understanding when to implement the CFU strategy that
provides the most valuable feedback about student’s learning is key. Implementing formative
assessment tools during the start of a lesson, throughout lesson activities, and during lesson closure
is the foundation of Edison’s CFU system. This is a growth area in professional practice. However,
as Edison fully adopts a belief system about formatively assessing student learning, staff members
will continue to monitor their learning by implementing the Cycle of Continuous Improvement. By
going through each stage in the cycle, teams plan for action, implement strategies, assess, analyze,
and reflect to re-plan. Through true reflection the team will learn and adjust as needed to meet the
learning needs of all Edison students.
Currently, accountable community work is being supported through a district initiative concentrating
on developing common formative assessments that drive instructional decision making. As the staff
work diligently to continue to grow in their work with CFUs, teachers are learning the powerful
effectiveness of implementing common formative assessments. Teachers are participating in a
professional reading of the book titled Learning by Doing written by DuFour, DuFour, Eaker, and
Many (2010). This text addresses the effectiveness of using common formative assessments, but
more importantly it addresses the need for teachers to collaborate, analyze student data and set goals
to monitor student achievement.
Critical Area for Follow Up #3: Continue to identify, formalize, and embed within the
instructional day effective interventions for academically at risk students
This is an area of significant concern for Edison. Identifying methods for reducing the D & F rate
of students who are at risk of failing has occurred yearly since WASC’s visit in 2013-14. At the end
of the 2014-15 school year, Edison had 43.96% of students with a D or F grade. At the end of the
2015-16 school year, the D and F rate increased slightly to 44.61% and currently. At the end of the
first semester of the 2016-17 school year, the D and F rate ended at 46.83%. Although it’s a minimal
increase of 2.2%, Edison staff recognize the number is moving in the wrong direction and there’s a
sense of urgency to lower the percentage of students with D’s and F’s by the end the school year.
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Teachers work diligently in accountable communities in providing multiple means of support for
students who are struggling academically. The foundation of accountable community work asks that
teachers search for ways to provides interventions when students aren’t learning. Edison vice
principals supervise departments working side-by-side with teachers to address student failure,
maximize student learning, and provide instructional support for classroom teachers.
One of the actions Edison implemented was to redesign the After School Program (ASP). In 2014-
15, the ASP was more lenient in regards to holding students accountable for being productive during
the ASP. All tutors were young college students, and most students participating in the ASP were
there to socialize and play on the computers. There was space available for tutoring and quiet
studying, however student interest leaned towards the social aspect of ASP. In 2015-16, Edison was
more specific in reforming the ASP. In order to participate in ASP, students have to sign a contract
that includes parent consent. Students involved in the program are expected to maintain satisfactory
behavior during the After School Program. Attendance is taken in all tutorial rooms creating
accountability for students. Another change that has significant impact on academic support for
students is adding teachers to ASP. All teachers manage a caseload of students who they regularly
meet with to provide academic support on an on-going basis. Every student participating in the ASP
have lanyards to show they are participants and to gain admittance into the ASP. An incentive
program was added that rewarded students during each quarter for maintaining a GPA of over 2.5,
having over 20 days of attendance in the ASP and having satisfactory behavior in school including in
the ASP. Items such as Edison travel cups, drawstring bags, and sweatshirts are examples of the
incentive rewards given to students.
The PLUS model has provided opportunities to target academically at-risk students. The PLUS
model is embedded during the instructional day to help provide interventions for students struggling
academically. Ninth grade English, math, and science have Professional Learning Updraft System
teachers (PLUS)–classroom teachers on special assignment–who work with the regular classroom
teachers as an intervention in response to formative assessments. The goal of this program is to
provide first time best instruction to all students, but when areas of need are identified, PLUS
teachers work with classroom teachers to modify teaching and learning.
Edison also is providing intervention support for our English Language (EL) students. A group of
four teachers were assembled to form an EL focus group to address the D/F concerns of EL
students. An afterschool tutorial was organized specifically for EL students giving them an
opportunity to seek academic help in a smaller study group setting. The EL focus teachers also
support the administration of the CELDT test by holding informational meetings with students and
parents to provide information about CELDT testing and the academic supports available for EL
students. EL focus teachers meet with those EL students who have shown proficiency on the
CELDT, but need more understanding of all the criteria necessary for EL Re-designation purposes.
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The EL focus group meets to discuss and develop ideas on how they can help support EL students
throughout the school year. Ideas such as incentives for students who show academic growth and
targeted academic support in partnership with PLUS teachers and the Support Counselor are action
ideas that are being developed to help support the learning needs of EL students.
A support counselor was added to the counseling department in 2015-16 to assist in the intervention
work for struggling 9th and 10th grade students. The mission of the support counselor is to help and
empower at-risk students to improve and maintain their grades, attendance, and overall academic
engagement through targeted interventions and ongoing support resulting in students improving
grades and catching up on credits. The end goal is to get them back on track, graduating on time and
becoming career and college ready graduates. Interventions focus on students within the
“Red/Purple Zone.” The “Red Zone” includes students with chronic attendance issues of 80%-
89.99% attendance rate, behavioral issues of two or more suspensions or five or more behavior
incidents and academic issues of three or more D’s and F’s. The “Purple Zone” includes students
with severe chronic attendance concerns. The support counselor identifies at-risk and potential at-
risk students using the district’s Early Identification & Intervention System to identify a caseload.
The support counselor works closely with PLUS team and 9th grade teachers & counselors to
identify and add students. Other intervention services provided by the support counselor for at-risk
students include:
One on one counseling
o Building rapport and solid
relationships
o Being a positive adult role model
o Teach and encourage self-
management/monitoring skills
o Work on academic and
social/emotional skill development
o Consistent follow up/monitoring
o Once/twice a month during
PLUS/FLEX week
Small Group Counseling
o 3 to 4 students per session
o Focus on academic and
social/emotional challenges
o Share ways to overcome challenges
o Empower students to share their
experiences
o Keep students in same group throughout
the year
o Once or twice a month during PLUS
week
o Connect with SES counselor for
assistance
Review and complete Individualized
Academic Plan (IAP) with students
and parents
o Review high school graduation and A-
G requirements
o Review transcript and credit recovery
options
o Once a semester or more, depending on
student’s needs
Initiate and coordinate SST’s for Red
and Purple Zones
o Accountability and follow-up is key
o Continued monitoring of all parties
involved (student, teachers, parents, etc.)
o Review SST and agreed upon goals for
needed updates/adjustments/success
40 | P a g e
o Inform and update student’s assigned
counselor regularly
Maintain close observation of student
throughout the semester/year
o Daily/biweekly follow up with students
o Attend student’s classrooms and
observe and assess daily engagement
Tutorial
o Make it a requirement for students to
attend afterschool tutoring
o Offer incentives to attend tutoring
o Help students transition and stay
committed to tutoring services
Counselor keep track of who
attends tutoring
o Keep track of student hours spent in
lunch/afterschool tutoring
o Assess if time spent in tutoring has
positive impact on grades
o Weekly tutoring check-in form with
tutor signature required
Home visits
o Focus on students in Purple Zone
o Provide school and outside services to
students/parents
o Research student’s status (should be
dropped or not)
o Find ways/incentives for student to
return
Adding a support counselor is a comprehensive approach occurring throughout the school year. The
support counselor’s main focus is supporting 9th and 10th graders, however there are responsibilities
the counselor has in assessing the effectiveness of the academic intervention on each individual
student. There are four domains that support counselors take into account when assessing program
efficacy. Below is an outline of the domains.
1. Career/College Readiness
Pre/post assessment of student’s understanding of graduation and A-G requirements
2. Academics/Grades
Comparing 2nd quarter grades to 1st, 3rd to 2nd and 1st, 4th to the first three
3. Social/Emotional
Comparing attendance rate weekly, quarterly, by semester, and overall
Comparing behavior log entry volume quarter to quarter
Gauge student’s wellbeing through discussion with student, parent, teachers
4. Engagement/Extra Curricular Activities
Compare tutoring attendance rate quarterly, by semester
Compare extracurricular activity involvement by semester
Edison continues to develop efforts to minimize learning gaps for all students. Interventions that attempt to address the student as a whole is the underlying mission. Edison will continue to build on ideas for supporting at-risk students. Each teacher and teachers working together in ACs also create a multitude of ways to eliminate the achievement gap. There is buy-in from teachers in working with ACs to find different ways to break down a unit to identify areas that will cause confusion or difficulty for students and to scaffold those problematic areas.
SPSA Goal Action #4 specifically addresses Edison’s plan for reducing the D/F rate of students. Edison High School will support students to earn passing grades through a system of monitoring, goal setting, recognizing achievement, in-classroom assistance in challenging courses, tutorial opportunities, guidance, classroom engagement, and response to intervention. By the second semester of 2016-2017 there will be a 5% reduction in the number of students with at least one or more D and/or F from 44.6% to 39% with the greatest declines in grades 9-10, EL (from 67% to 62%), and SPED (53.8% to 48%) populations.
Critical Area for Follow Up #4: Develop consistency among all staff of enforcement of
established policies as they related to dress code violations, personal technology usage
within the educational setting
This has been a challenging endeavor for the entire Edison team due to the current trends in fashion
for adolescents. However, we have worked assiduously since the last WASC visit to implement
42 | P a g e
processes that assist in managing policies addressing dress code and electronic use. Edison has
learned that the most important aspect of maintaining school policies that deal with student
behaviors is consistency. If everyone from administrators, teachers, campus safety personnel, and
parents work collectively to inforce school policies that address dress code and or electronic use the
chances of success increases.
Tardy sweeps have been implemented in order to encourage students to be on time to classes. A
system has been put in place in which an announcement is made and students that are late to classes
receive consequences and phone calls are made home. Tardy sweeps are randomly conducted during
different days of the week and during random periods throughout the course of the day. The period
selected for sweeps is usually based on attendance data that indicates high tardy rates or by
observation of students being tardy for a given class period.
Faculty members have shared strategies that have proven to be successful in minimizing non-
academic use of electronics in the classroom. One strategy adopted by Edison is displaying a phone
usage poster in the classroom. Posters have been created around appropriate levels of technology
use in the classroom. They have been distributed to teachers and were discussed with staff members
in order to create a uniform system across the school. The levels are identified by number and
indicate for students what is permissible in classes in terms of electronic device usage. We have
provided trainings on how to engage students in the classroom using technology. This policy has
allowed teachers to be able to integrate technology into their courses appropriately, while also
providing consistent communication of expectations around the use of electronic devices.
The policy for dress codes is to have students report to the re-engagement center to change out the
infraction and return to classes. Shirts have been donated to be able to allow students to change into
when appropriate. If it is not correctable, phone calls are made home to determine next steps. Dress
code policy and procedure has been discussed with staff in meetings as well as creating a system for
dress code sweeps that are intentionally focused and announced to have teachers in individual
buildings identify and send students that are out of dress code to change the infractions. School
messengers and announcements are also sent out reminding students of the dress code elements
specifically being noticed and addressed.
A student handbook has been developed that states school-wide expectations for behavior,
including dress code, attendance, technology usage, and behavioral expectations in common areas of
campus. The handbook has been posted online on the school website and is referenced in the first
class meeting of the year across the campus. In addition, teachers have a syllabus that includes their
classroom expectations and policies, and a copy has been retained in the re-engagement center
where students report when they are sent out of class for behavior. This way, there is more
consistency in upholding classroom expectations.
43 | P a g e
Edison is committed to developing school policies around school culture that reinforce appropriate
behaviors for school success. Each new year we give much thought and time to implementing dress
code, tardy, and electronic use policies that address the needs of our students. Again, it is important
to restate that although dress code and technology policies are challenging, the consistency of
enforcing such policies is key.
Critical Area for Follow Up #5: Utilization by all teachers of a variety of effective researched-
based instructional strategies to ensure engagement of all students in the learning process.
Over the course of the last three years, Edison has kept a focus on what is best for students, and
attention hasn’t swayed from emphasizing the need to implement effective engagement strategies
that facilitate student understanding of subject matter. The WASC report identified five critical areas
for follow up with significant impact on student achievement that needed immediate attention. Site
administrators, teacher leads, and faculty worked together in collaboration to address the areas for
follow up, creating a precise plan. Due to the many changes occurring in education at the state and
federal levels, with the adoption of the CCSS and the CAASPP, the leadership teams at Edison
didn’t want to overwhelm teachers with too much change. The PL plan for this year included a
focus on developing effective CFU strategies, which was called out by WASC as a critical area for
follow up, building writing strategies to reinforce literacy across curriculum and devoting time to
learning about the district’s common assessment tool for ELA and Math. The expectation is that
ACs review curriculum, share academic calendars, and develop common lesson activities and
assessments. ACs were developing their capacity to truly function as learning communities.
Consistent monitoring and communication needs to be established as we moved into an era of
learning how to work more productively together.
In 2015-16, Edison knew that building positive relationships in order to effectively work together
was going to be essential for accountable community work. As the start of the school year was
approaching, communication went out to staff asking that all meetings (Lead teacher, Department,
AC, Admin, Management, whole faculty, Department Chair) begin with an “ice breaker” and
“getting to know you” activities. The activities didn’t have to be long, however it was important to
spend time getting to know people the staff work with on a day-to-day basis. The purpose was to
build a culture for learning and to set a foundation for the real work ahead of increasing student
achievement. Professional Learning for teachers in 2015-16 was redesigned by the Instructional
Leadership Team with a focus centered on student engagement. The goal was to foster a culture of
learning with high expectations by goal-setting, collaborating, reflecting, and taking responsibility in
order to enhance instructional practices and increase student achievement. With feedback and
collaboration with teachers, the ILT identified topics for professional learning that would focus on
student engagement as the underlining theme. The topics included:
Cooperative Structures
44 | P a g e
Mathematical Practices
Checking for Understanding
Classroom Literacy (reading, writing, speaking, and listening)
Effective Classroom Environments
Technology
Critical Thinking
The ILT also wanted to provide teachers with an opportunity to select the types of professional
learning most interesting to them. Thus, PL would be delivered through a workshop format in
which a teacher could register for the workshop they were most interested in. Edison teachers were
preferred presenters for such workshops, since the belief of ILT is to build capacity in teacher
leadership and learn from one another. ILT organized three workshops per PL session and teachers
had choice of which one to attend during the PL session. Twelve workshops were completed in
2015-16 and all were focused either directly or indirectly on effective student engagement strategies.
ILT made certain that engagement was understood as something that lives throughout all learning
environments.
How do we engage students in cooperative structures where time is devoted to discussion
about content learning?
How can using mathematical practices engage students in learning math skills and concepts?
What student engagement strategies help support literacy development?
Knowing that CAASPP is web-based and requires basic knowledge of computers skills, how
are we going to engage students in technology that prepares students for this type of digital
test?
How do we engage students in rigorous activities that require students to think critically?
How do we implement CFU strategies that engage students in processing learning and
requires them to communicate their understanding of subject matter?
These were a few questions that were routinely discussed as we planned and organized workshops
for PL.
Edison Region Principals (the region includes seven elementary schools, two middle schools, and
one high school) decided to address writing by developing a regional school-wide write (SWW) to
assess student writing. This was new for the Edison region. In fact, Edison had not experience a
regional approach of this nature where teachers were going to assess the writing skills of elementary
to high school age students. Administrators and lead teachers from all ten schools met together in
developing a common formative assessment from start to finish. The experience showed us a need
to reinforce literacy skill development. It taught all participants the importance of vertical
articulation around literacy expectations, how collaboration and healthy debate builds understanding
around writing standards, prompts, and rubrics, and it forced accountable communities to discuss
45 | P a g e
how subjects outside of English address literacy development across all curricular areas to improve
writing, reading, listening, and speaking. Although much feedback was around improving the
operational piece, many teachers were pleased with the overall experience and were determined to
figure out how to implement instructional strategies that support students in writing across all
subject matter.
Currently in 2016-17, Edison is focused on building teacher leadership and supporting the work of
professional learning communities. It’s always about building instructional practice that meets the
learning needs of all students at Edison High School. The emphasis is to grow as professional
educators, increase the productivity of teacher teams through collaboration, reflection, accountability
and data analysis, and approach work with a growth mindset. We continue to progress in developing
and utilizing effective instructional strategies, implementing appropriate checking for understanding
strategies, and developing consistency around school policies for electronic use and dress code. The
ILT is organizing PL workshops, working on building understanding around CFUs, and supporting
accountable community work. We are still building our knowledge about formative assessments
using the book Learning by Doing as a reference guide and attending district lead teacher meetings.
Edison teachers participated in district trainings that incorporated coaches and outside personnel
that presented research based methods (Solution Tree, Instructional Coaches, Buyback
Presentations from private sector participants). Topics considered for workshops included effective
instructional strategies for CFU, student engagement strategies, developing formative assessments,
using technology, interventions and acceleration support for students and literacy development.
During the first semester ILT offered three workshops: Engaging students using “Formative App,”
Implementing “Mix” to engage students, and engaging students through Microsoft Classroom.
The ILT planned twelve PL workshops for the school year 2016-17.
FUSD expects all sites to adopt the Instructional Practice Guide (IPG) and provides regular
professional learning on the functionality of the IPG for teachers and administrators. Understanding
instruction and creating a common language in terms of how instruction is observed for classroom
walk-throughs creates consistency across the system. The purpose of the IPG tool is for calibration
so everyone is on the same page, speaking the same language, and identifying similar effective
instructional strategies. Teachers learn what instruction looks like from having a basic understanding
of what supervisors are looking for when conducting a classroom walk-through. The California
Standards for the Teaching Profession (CSTP) identifies the standard for instruction, and teachers
are rated whether they demonstrate expertise, meet the standard, are growth expected, or do not
meet standards during the teacher evaluation process. The CSTPs are embed throughout the IPG.
The IPG tenets are:
Culture for Learning
o High expectations, sense of urgency, engaged in the work of the lesson
46 | P a g e
Challenging Content
o High quality text
o Address content/CCSS standards, use of textual evidence, build knowledge
o Aligned to reading standards, frequent use of CFU, address foundational skills for
reading and practicing writing
Ownership
o Students are responsible for doing the thinking
Addressing every student’s need
o Differentiation and addressing learning gaps
Improving everyday
o Students demonstrating their understanding
Site administrators are scheduled to walk classrooms on a weekly basis and are incorporating the
IPG when walking classroom for calibration purposes as well. ILT in collaboration with teachers
and administrators are working on being consistent in the manner in which observation data is
communicated on a regular basis with faculty. Vice principals provide face-to-face feedback to
teachers after every classroom walk-through that exceeds 10 minutes. Being in classrooms regularly,
observing instruction, reinforces the use of researched-based instructional practices. Currently, the
work around common formative assessments, communication of observation data, understanding
the uses of CFU strategies, and team work are areas that Edison is building on to improve consistent
implementation of effective instructional strategies within the classroom.
47 | P a g e
Chapter V
School-wide Action Plan Refinements
On a yearly basis the faculty and administrative team at Edison High School engages in a reflective
process utilizing the Cycle of Continuous Improvement (CCI), which includes the five elements
plan, implement, assess, reflect, and revise, as a protocol for analyzing progress towards established
SPSA goals. The thought process that occurs during the yearly development of the SPSA is the same
process followed in our efforts to determine the specific refinements to the 2013-14 Action Plan.
The 2013-14 Action Plan Critical Areas include:
Culture of Success
Campus Culture and Traditions
Intentional Instruction of Thinking Skills or Metacognitive Skills
CCSS and Math Instruction
During the yearly process of developing the SPSA, for the last three years, the critical areas of follow
up identified in the 2013-14 self-study have been the areas of continued focus. Communication with
faculty, ACs and departments emphasized the urgency of addressing the feedback provided by
WASC. The faculty and administrative team have worked together to review progress and actions of
the WASC critical areas for follow-up. The developmental process requires administrators, lead
teacher groups, faculty members, students, parents, and community members to meet collaboratively
in different spaces throughout the developmental process. The work of all stakeholders plays a
critical role in identifying needs and successes that inform the development of the SPSA. Ten action
items were established for the current 2016-17 SPSA as a result of utilizing the CCI process. The
cycle of continuous improvement is on-going, affording opportunities to make appropriate “on the
spot” changes based on evidence and proper protocols. Once the SPSA is drafted and approved by
School Site Council, preparation to implement the identified actions ensues. Action steps are
assigned to vice principals, lead teachers, the campus culture director, counselors, department chairs,
and/or all stakeholders for more detailed action planning and coordination. Faculty and
administrative team members are all regularly engaged in one or more meeting groups where the
actions are reviewed. Meeting groups include administrative, management, department chair, all-
faculty, and teacher leadership.
The updated Action Plan for Edison High School:
B. Action Plan
48 | P a g e
Domain 1. Academic –
Performance/Growth/
Completion/Retention/Graduation
Rates
2.
Social/Emotional
-
Absenteeism/Suspension/
Expulsion Rates
3. Culture/Climate -
Student/Parent
Engagement/SPED
Identification/
ELL Re-designation Rates
Action # 1
Detail the action: Edison will provide a three-tiered approach to literacy support for
students. Tier One will include a focus on common core literacy skills in every
classroom through professional learning and school wide literacy initiatives. Tier Two
will be opportunities for strategic grouping, technology resources, PLUS, and co-
teaching. Tier 3 will include tutoring services, technology resources, PLUS, and
deployment.
SQII Element: 5926 ELA SBAC, 6142 ELA SBAC
SQII Sub-element(s): 430 Early Assessment Program,
431 Early Assessment
Program for college level
English, 587, 3714 on-track
annual growth on the most
recent DRP, 4013 did not
demonstrate on-track annual
growth on the most recent
DRP, 4014 declined on the
most recent DRP
Site Growth
Target:
69.73% &
40%
Vendor (contracted
services)
New Action On-going Reasoning: Data Research- based Local
Knowledge/Context
Write a SMART Goal to address each data point: By June 2017 the ELA CAASPP results will show a 5% improvement in students scoring Standard Met or Standard
Exceeded level from 64.73% to 69.73%, and correlating EAP score of students scoring ready on the Early Assessment
Program for college level English from a 35.40% to 40%.
Explain the Progress Monitoring using the Cycle of Continuous
Improvement model: (Include all interim monitoring evidence points
showing impact)
Student Results in the following: 2017 CAASSP scores, 2017 EAP
Results, Fall/Spring DRP Scores, CELDT scores and re-designation
rates, Interim Assessment results,
CELDT scores/Re-designation rates
Parent meeting sign-in lists, parent communication tools (website,
school messenger, letters), master calendar of parent meetings
Instructional Practice Guide data
Orders for materials, supplies, technology placed
Attendance at tutorial and students qualifying for incentives
Staff Calendar including professional learning developed and shared
with staff
Owner(s)
Librarian
VP
Aquino
VP
Munoz
Assigned
counselor
for
targeted
groups
Principal
Head
Counselor
Timeline
VP, AC Leads,
Counselor, EL
Team, and Plus
Teachers
Ongoing/Weekly
Principal 3x a year
Principal/Head
Counselor June,
August, December,
April
X X X
X
X
49 | P a g e
Monitoring master schedule to support identified students needing
additional support
AC agendas and products (common lesson/assessments) created
demonstrating attention to literacy, data analysis, and focus standards
AC
Leads, EL
Team,
and Plus
Teachers
Explain the Targeted Actions for Parent Involvement (required by Title I):
Parent communication to inform parents the importance of CAASSP and EAP
Parent communication and meetings including back to school night and showcase to provide parents with tools to
help their student achieve academic success
An annual calendar listing parent meetings will be distributed at the beginning of the school year and will be
posted in school messengers and on the school website presenting information about students. performance
(CAASPP, EAP, CELDT, DRP, Interim Assessments, grades) as well as upcoming events
Parent education offered through Parent University classes provided by the district office.
Describe related professional learning:
Training for teachers using interim assessment and formative assessment tools to develop instructional strategies
that build literacy skills
Common school-wide professional read that incorporate topics that address best instructional practices centered on
student literacy
Staff calendar will be created to support CCI with all staff and ACs including training on how to analyze
CAASPP, EAP, CELDT, DRP, and interim assessment results
ILT Professional Learning regarding Literacy Development. Multiple opportunities will be provided for staff to
select from a menu of professional learning opportunities based on their needs and inquiry questions. Sessions
will primarily be focused on instructional strategies and taught by site colleagues
Vertical collaboration with secondary regional team focused on literacy
Staff collaboration and planning for literacy in all subject areas in accountable communities by adopting literacy
standards based on identified common student needs in their specific content area.
Instructional Coach support for teachers
Opportunities for continued off-site learning for representatives from departments, including conferences and AP
workshops, in order to increase engagement in learning
Describe direct instructional services to students, including materials and supplies required (curriculum and
instruction):
Students in class will receive instruction that is aligned to CCSS. Materials and supplies will support teacher
implementation of CCSS, including library databases, classroom technology (hardware/software), and
subscriptions.
Master schedule developed strategically to maximize support to students in grades 9-11th, and provided additional peer support in 9th and 10th grade classes from 12th grade students who can take peer helpers
Target and monitor afterschool tutorial for Tier 2/3 students
Update and refresh technology and software to increase technology literacy and exposure for students (i.e.
navigating user interface)
Recognition and incentive programs for students who consistently attend tutorial and demonstrate academic
success and improvement
Specify additional targeted actions for EL students:
50 | P a g e
Provide BRCA (bilingual resource counseling assistance) to support parent education and translation
Use Peer helpers strategically in courses where EL students are concentrated
Team of EL teachers with a case management groups of EL learners to monitor academic progress and attendance
in afterschool tutorial
Domain 1. Academic –
Performance/Growth/
Completion/Retention/Graduation
Rates
2.
Social/Emotional
-
Absenteeism/Suspension/
Expulsion Rates
3. Culture/Climate -
Student/Parent
Engagement/SPED
Identification/
ELL Re-designation Rates
Action # 2
Detail the action: Edison will provide a three-tiered approach to math support for
students. Tier One will include a focus on common core math skills in every math
classroom through professional learning and collaboration. Tier Two will be
opportunities for strategic grouping, technology resources, PLUS, and co-teaching. Tier
3 will include tutoring services, technology resources, PLUS, and deployment.
SQII Element: #6169 math SBAC SQII Sub-element(s): 2048 scoring 'Ready' on the Early
Assessment Program for
college level Math, 2049 scoring 'conditionally ready'
on the Early Assessment
Program for college level
Math, 5876 scoring 'not
ready' on the Early
Assessment Program for
college level Math
Site Growth
Target: 41%
& 15%
Vendor (contracted
services)
Khan Academy,
Illuminate, Newly
Adopted Math Text
Resources (company to
be determined)
New Action On-going Reasoning: Data Research- based Local
Knowledge/Context
Write a SMART Goal to address each data point: By June 2017 the Math CAASPP results will show a 3% improvement in students scoring Standard Met or Standard
Exceeded level from 38.28% to 41.28%, and correlating EAP score of students scoring ready on the Early Assessment
Program for college level math from a 12.63% to 15.63%.
Explain the Progress Monitoring using the Cycle of Continuous
Improvement model: (Include all interim monitoring evidence points
showing impact)
Student Results in the following: 2017 CAASSP scores, 2017 EAP
results, and Interim Assessment results
Parent meeting sign-in lists, parent communication tools (website,
school messenger, letters), master calendar of parent meetings
Orders for materials, supplies, technology placed
Instructional Practice Guide data
Attendance at tutorial and students qualifying for incentives
Owner(s)
Librarian
VP
Berrett
VP
Munoz
Assigned
counselor
for
Timeline
VP, AC Leads,
Counselor, EL
Team, and Plus
Teachers
Ongoing/Weekly
Principal 3x a year
Principal/Head
Counselor June,
August, December,
April
X
X X X X
51 | P a g e
Staff Calendar including professional learning developed and shared
with staff
Monitoring master schedule to support identified students needing
additional support
AC agendas and products (common lesson/assessments) created
demonstrating attention to literacy, data analysis, and focus standards
targeted
groups
Principal
Head
Counselor
AC
Leads, EL
Team,
and Plus
Teachers
Explain the Targeted Actions for Parent Involvement (required by Title I):
Parent communication to inform parents the importance of CAASSP and EAP
Parent communication and meetings including back to school night and showcase to provide parents with tools to
help their student achieve academic success
An annual calendar listing parent meetings will be distributed at the beginning of the school year and will be
posted in school messengers and on the school website presenting information about students. performance
(CAASPP, EAP, CELDT, DRP, Interim Assessments, grades) as well as upcoming events
Parent education offered through Parent University classes provided by the district office and biweekly coffee hour
facilitated by BRCAs to connect family to resources that students many needs
Describe related professional learning:
Training for teachers using interim assessment and formative assessment tools to develop instructional strategies
that build math skills
Staff calendar will be created to support CCI with all staff and ACs including training on how to analyze
CAASPP, EAP, CELDT, DRP, and interim assessment results
Math leads will create multiple opportunities to provide professional development for math teachers to incorporate
math literacy and instructional strategies in the math classroom to increase focus, coherence, and rigor in
mathematics
Plus, teacher support in the algebra classrooms to help provide acceleration or remediation
Opportunities for continued off-site learning for representatives from departments, including conferences and AP
workshops, in order to increase engagement in learning
Describe direct instructional services to students, including materials and supplies required (curriculum and
instruction):
Students in class will receive instruction that is aligned to CCSS. Materials and supplies will support teacher
implementation of CCSS, including library databases, classroom technology (hardware/software), and
subscriptions.
Master schedule developed strategically to maximize support to students in grades 9-11th, and provided additional peer support in 9th and 10th grade classes from 12th grade students who can take peer helpers
Target and monitor afterschool tutorial for Tier 2/3 students
Update and refresh technology and software to increase technology literacy and exposure for students (i.e.
navigating user interface)
Recognition and incentive programs for students who consistently attend tutorial and demonstrate academic
success and improvement
52 | P a g e
Specify additional targeted actions for EL students:
Provide BRCA (bilingual resource counseling assistance) to support parent education and translation
Use Peer helpers strategically in courses where EL students are concentrated
Team of EL teachers with a case management groups of EL learners to monitor academic progress and attendance
in afterschool tutorial
Domain 1. Academic –
Performance/Growth/
Completion/Retention/Graduation
Rates
2.
Social/Emotional
-
Absenteeism/Suspension/
Expulsion Rates
3. Culture/Climate -
Student/Parent
Engagement/SPED
Identification/
ELL Re-designation Rates
Action # 3
Detail the action: Edison will improve English Learner re-designation rates by
providing a three tiered supports for English Learners that build literacy skills in
alignment to the Common Core State Standards for ELD and ELA/Literacy. Tier 1 will
include staff providing instruction in all curricular areas that require students to engage
in complex text, write regularly, and academic discourse. Staff will be able to identify
EL students and students will be appropriately scheduled and grouped. Tier 2 supports
include English Learner conferences, and individual and group chats based on
performance levels of the CELDT and DRP results. Tier 3 supports include a creation of
an English Learner support team that have responsibilities for targeted English Learner
students that are struggling academically.
SQII Element: #5968 meeting borderline
criteria for re-designation at the end of
spring semester and are re-designated
within 365 days
SQII Sub-element(s):#4020 English Learner students who
demonstrated growth on the
most recent CELDT, 6017 English Learner students who
demonstrated expected
growth on the most recent
academic and language
assessments, 5990 English
Learner 1st-12th grade
students who meet borderline
eligibility criteria, 4774 Long
Term English Learner
students re-designated, 3714 demonstrated on-track annual
growth on the most recent
DRP
Site Growth
Target: 23%
Vendor (contracted
services)
Researching software to
support literacy
development for EL
students
New Action On-going Reasoning: Data Research-based Local
Knowledge/Context
Write a SMART Goal to address each data point:
In 2016-2017, the percentage of students that are identified as borderline criteria for re-designation that are re-
designated within 365 days will increase 10% for an overall 23.88% rate.
X
X
X
53 | P a g e
Explain the Progress Monitoring using the Cycle of Continuous
Improvement model: (Include all interim monitoring evidence points
showing impact)
CELDT Score and performance levels and DRP scores
Re-designation Rates
Classroom walk-throughs and observations
Orders for materials, supplies, technology placed
Attendance at tutorial and students qualifying for incentives
Staff Calendar including professional learning developed and shared
with staff with an emphasis on EL support
Monitoring master schedule to support identified students needing
additional support
Ongoing data/monitoring of targeted EL students in Tier 3.
Owner(s)
VP
Munoz
VP
Aquino
EL
Teacher
Team
Head
Counselor
Principal
Timeline
VP October 2016
and on-going
throughout the year
4 cycles for re-
designation
VP, EL Team, and
Plus Teachers
Ongoing/Weekly
Principal/Head
Counselor June,
August, December,
April
Explain the Targeted Actions for Parent Involvement (required by Title I):
Biweekly coffee hours and ELAC to inform parents of CELDT and re-designation rates and criteria.
An annual calendar listing parent meetings will be distributed at the beginning of the school year and will be
posted in school messengers and on the school website presenting information about students. performance
(CAASPP, EAP, CELDT, DRP, Interim Assessments, grades) as well as upcoming events
Parent education offered through Parent University classes provided by the district office and biweekly coffee
hour facilitated by BRCAs to connect family to resources that students many needs and strategies to support
student learning
Describe related professional learning:
ELD teachers will participate in a site sponsored ELD PL focusing on curriculum and instruction.
Menu of professional learning includes targets and scaffolds for EL learners
Provide PL for teachers for EL awareness and ATLAS access to EL data and use EL Goal Setting Report to
identify and target students and understand all EL students’ instructional needs
Professional Learning on how to conduct CELDT Chats.
Teachers will attend training to administer the CELDT/ or parts of the CELDT.
In-services for EL site representative
Describe direct instructional services to students, including materials and supplies required (curriculum and
instruction):
Teacher & Counseling CELDT Chats Levels 1-5 Goal setting.
Level 4s/5s Group CELDT Chats Teacher/Admin. Goal setting
CELDT Test administration
EL students will receive instruction that incorporates strategies that support academic language and cognitive
content goals in every lesson
English Learner Support Team – assigns a case manager for EL students that are struggling academically.
After school tutorials as well as mandated tutorials for EL students that are struggling academically.
Create a celebration activity to recognize students who have achieved re-designation
Specify additional targeted actions for EL students:
54 | P a g e
Domain 1. Academic –
Performance/Growth/
Completion/Retention/Graduation
Rates
2.
Social/Emotional
-
Absenteeism/Suspension/
Expulsion Rates
3. Culture/Climate -
Student/Parent
Engagement/SPED
Identification/
ELL Re-designation Rates
Action # 4
Detail the action: Edison High School will support students to earn passing grades
through a system of monitoring, goal setting, recognizing achievement, in-classroom
assistance in challenging courses, tutorial opportunities, guidance, classroom
engagement, and response to intervention.
SQII Element: Static Report “2014-15
Semester 2 Ds and Fs Report”, WASC
Critical Area for Follow-up #2 Explore,
Identify, and formalize a school-wide
system of checking for understanding of
non-volunteers. #3 Continue to identify,
formalize and embed within the
instructional day effective interventions
for academically at risk students. And #5 Utilization by all teachers of a variety of
effective researched based instructional
strategies to ensure engagement of all
students in the learning process.
SQII Sub-element(s): 4008 students with a D/F in
semester 1 in their current
reading or ELA class, 3740 students with a D or lower in
their current ELA class who
had a C or higher in the
previous year, 3960 10th-12th
grade Expanded Learning
Summer Program participants
who received a C or higher in
their home school ELA class
and have received a D or
lower in their current ELA
class at semester 1, 3964 10th-12th grade Expanded
Learning Summer Program
participants who received a C
or higher in their home school
math class and have received
a D or lower in their current
math class at semester 1,
4762 students with a D/F in
semester 2 in their current
math class, 3743 students
with a D or F in their current
math class who had a C or
higher in their previous year
Site Growth
Target: 39%
Vendor (contracted
services)
New Action On-going Reasoning: Data Research-based Local
Knowledge/Context
Write a SMART Goal to address each data point: By 2016-2017 2nd semester there will be a 5% reduction in the number of students with at least one or more Ds and Fs from 44.6% to 39% with the greatest declines in grades 9-10, EL (from 67% to 62%), and SPED (53.8% to 48%) populations.
X X
X
X
55 | P a g e
Explain the Progress Monitoring using the Cycle of Continuous
Improvement model: (Include all interim monitoring evidence points
showing impact)
ATLAS—Distribution of Grades reports reviewed and analyzed at
each progress report
SQII Beta Tool analyzed at end of each term
Supervisor Gradebook Chats with Teachers and targeted Accountable
communities
Classroom Walkthroughs
Orders for materials, supplies, technology placed
Staff calendar including professional learning developed and shared
with staff
Monitoring of master schedule to support identified student needs
Counselor letters, meetings scheduled for targeted students
Instructional Practice Guide data
Accountable Community agendas and created products demonstrating
attention to intervention and support
Attendance in afterschool programs and monitored by after school
teacher teams supporting struggling students
Owner(s)
Vice
Principals
Head
Counselor
AC Leads
After
school
teacher
leads
Timeline
VPs--Weekly
classroom walk-
throughs, progress
grade report
timelines, on-going
communication
with teachers and
ACs
Weekly monitoring
by counselor and
after school leads
Principal/Head
Counselor June,
August, December,
April
Explain the Targeted Actions for Parent Involvement (required by Title I):
Communication and meetings for parents of students who are struggling academically with a three tiered response
for counseling intervention that includes school messenger and letter home, counseling meeting with student, and
SST with student and teachers
Provide a Back to School Night and Spring Showcase for parents to review teachers ‘classroom academic and
behavior expectations, increase awareness and participation in EduText.
By weekly parent meetings Block E/Hmong addressing topics like ATLAS A-G requirements & services provided
by the school.
Regular ELAC meeting
Describe related professional learning:
ILT Professional Learning regarding Literacy Development. Multiple opportunities will be provided for staff to
select from a menu of professional learning opportunities based on their needs and inquiry questions. Sessions
will primarily be focused on instructional strategies and taught by site colleagues. PL Workshops will incorporate
literacy/EL strategies, engagement strategies (Climate and Culture), system and strategies for CFU, and
assessment development tools
ACs will develop frequent common formative assessments, evaluate student performance, and share instructional
practices
9th grade team including PLUS and 9th grade counselors will meet regularly to monitor student progress, develop
common strategies, and review effects of implementation.
Opportunities for continued off-site learning for representatives from departments, including restorative practices,
CHAMPS, co-teaching, CCSS, text adoption, and conferences.
56 | P a g e
Staff will be provided with grade data about students at regular intervals, with process for determining action
steps.
Describe direct instructional services to students, including materials and supplies required (curriculum and
instruction):
Support counselor targeting students high risk of failing
Counselor communication, monitoring, and coordination of student and parent meetings
PLUS Teachers, working with students to set goals and reflections
After School Lead Teachers will monitor a caseload of students at the 9th and 10th grade
Increased exposure to effective teaching strategies in the classroom including more types of checks for
understanding that drive instruction and increased effective use of cooperative group structures.
Tutoring and pullout support for students who are at risk of failing
Access to technology in order to improve research and learning as well as to monitor student performance and
grades.
Attendance Specialist chats with students exhibiting poor attendance and grades
Recognition and incentive programs for students who do well and/or show improvement
ACCESS and APEX within the school day and after school for credit recovery
Support in the classroom and through pull out from PLUS teachers targeting 9th grade
Specify additional targeted actions for EL students:
Pull out support for students who qualify per grade report in ELA or math for 9-10 grade
EL team managing caseload of EL students with Ds & Fs mandatory after school tutorials
Domain 1. Academic –
Performance/Growth/
Completion/Retention/Graduation
Rates
2.
Social/Emotional
-
Absenteeism/Suspension/
Expulsion Rates
3. Culture/Climate -
Student/Parent
Engagement/SPED
Identification/
ELL Re-designation Rates
Action # 5
Detail the action: Edison High School will provide a response to intervention approach
for student support in AP courses. Tier 1 services will include a curriculum designed
and focused on the AP course and exam. The course syllabus will be approved by the
College Board. In all AP courses students will learn strategies for approaching the AP
test and teachers will develop common frequent assessments aligned to the test. Tier 2
students will be provided with afterschool, lunch time tutorial, and study sessions to
prep for the exam. Tier 3 students will include opportunities for deployment particularly
in AP Human Geography and AP European History, tutorial, and technology resources
with an emphasis on EL students.
SQII Element: 5940 10th-12th grade
students who meet the AP Eligibility Pool
Criteria who were appropriately placed in
AP course(s), complete the AP course(s),
take the corresponding AP exam(s), and
pass AP course exam(s) with 3 or higher,
SQII Sub-element(s): 5936, 10th-12th grade students who
meet the AP Eligibility Pool
Criteria 5937 10th-12th grade
students who meet the AP
Eligibility Pool Criteria and
Site
Growth
Target:
34.02%
Vendor (contracted
services)
Shmoop, Khan Academy
X
57 | P a g e
plus 9th grade students enrolled in AP
Human Geography, complete the AP
course, take the corresponding AP exam,
and pass AP course with a 3 or higher
are appropriately placed in AP
course(s) in the current year
Numerator: Number of 10th-
12th grade students who meet
the AP Eligibility Pool
Criteria and are appropriately
placed in AP course(s) in the
current year, 5938 10th-12th
grade students who meet the
AP Eligibility Pool Criteria
who were appropriately
placed in AP course(s), and
completed the course(s) in the
current year, plus 9th grade
students enrolled in AP
Human Geography and
completed the course in the
current year, 5939 10th-12th
grade students who meet the
AP Eligibility Pool Criteria
who were appropriately
placed in AP course(s),
complete the AP course(s)
and take the corresponding
AP exam(s), plus 9th grade
students enrolled in AP
Human Geography, complete
the AP course, and take the
corresponding AP exam
New Action On-going Reasoning: Data Research- based Local
Knowledge/Context
Write a SMART Goal to address each data point:
By June 2017 there will be a 5% increase in the number of students who receive a 3 or higher on an AP exam from 29.02%to 34.02%. Explain the Progress Monitoring using the Cycle of Continuous
Improvement model: (Include all interim monitoring evidence points
showing impact)
Annual review of AP Pass rates
Appropriate student selection and placement
Annual review of AP course completion rates (Semester 1 and 2)
Evaluation of the number of students participating in AP exams
annually
Common Formative Assessments generated
Instructional Practice Guide data
Data on software usage
Afterschool and lunch tutorial schedule and attendance
Owner(s)
Principal
Vice
Principals
AP
Teachers
AP
Teacher
Leads
Head
Counselor
Counselors
Timeline
VPs--Weekly
classroom walk-
throughs, on-going
communication with
AP teachers
Weekly monitoring by
counselor and after
school leads
Principal/Head
Counselor June,
X X X
58 | P a g e
August, December,
April
Explain the Targeted Actions for Parent Involvement (required by Title I):
Back to School Night information delivered to parents regarding expectations for AP courses
Coffee hour conversations with parents including chats regarding AP courses
Communication via letters and school messenger for parents of students enrolled in AP courses
Describe related professional learning:
ILT Professional Learning regarding Literacy Development. Multiple opportunities will be provided for staff to
select from a menu of professional learning opportunities based on their needs and inquiry questions. Sessions
will primarily be focused on instructional strategies and taught by site colleagues. PL Workshops will incorporate
literacy/EL strategies, engagement strategies (Climate and Culture), system and strategies for CFU, and
assessment development tools
Accountable community time weekly to collaborate and design common assessments and lessons to improve
critical thinking among students to prepare them for AP exams.
Counselor(s) attends AP training to prepare for exam administration
District trainings for counselors in AP eligibility criteria and placement (master scheduling).
Opportunities for continued off-site learning for representatives from departments, including conferences and AP
workshops, in order to increase engagement in learning
Describe direct instructional services to students, including materials and supplies required (curriculum and
instruction):
Students in class will receive instruction that is aligned to AP Course and Exam. Materials and supplies will
support teacher implementation of AP curriculum, including library databases, classroom technology
(hardware/software), and subscriptions.
AP study sessions are offered to students in order to improve successful pass rates and testing strategies
Extended learning opportunities to expose students to related skills and concepts to their AP course (i.e. fieldtrips,
guest speakers, etc.)
Subsidize AP exams for students in order to make them financially accessible
Counselors work with students to identify selection for AP courses based on AP eligibility criteria for placement.
Master schedule developed strategically to maximize student enrollment based on AP eligibility criteria for
placement
Target and monitor afterschool tutorial for Tier 2/3 students
Update and refresh technology and software to increase technology literacy and exposure for students (i.e.
navigating user interface)
Recognition and incentive programs for students who consistently attend tutorial and demonstrate academic
success and improvement
Specify additional targeted actions for EL students:
Deployment support for students who qualify based on Borderline qualifications
AP Lead Teacher team managing caseload of EL students attendance in afterschool and lunch tutorial, and study
sessions
59 | P a g e
Domain 1. Academic –
Performance/Growth/
Completion/Retention/Graduation
Rates
2.
Social/Emotional
-
Absenteeism/Suspension/
Expulsion Rates
3. Culture/Climate -
Student/Parent
Engagement/SPED
Identification/
ELL Re-designation Rates
Action # 6
Detail the action: Edison High School is committed to using assessments to inform
instruction. Accountable Communities meet weekly using assessments results to
analyze student progress, develop common lessons/assessments, adjust instruction and
compare results of common lessons/assessments. Edison High School lead efforts to
develop a regional approach to improving literacy by implementing a regional formative
assessment.
SQII Element: WASC Critical Area for
Follow-up #2 Explore, Identify, And
formalize a school-wide system of
checking for understanding of non-
volunteers and #5 Utilization by all
teachers of a variety of effective
researched based instructional strategies
to ensure engagement of all students in
the learning process.
SQII Sub-element(s): 5926 students scoring Standard Met
or Standard Exceeded on the
ELA SBAC, 6142 students
scoring Standard Not Met or
Standard Nearly Met on the
ELA SBAC
Site
Growth
Target:
Vendor (contracted services)
New Action On-going Reasoning: Data Research-based Local
Knowledge/Context
Write a SMART Goal to address each data point:
In the Spring of 2014, the Western Association of Schools and Colleges form the California State Department of
Education conducted a Focus on Learning Evaluation. It identified school-wide critical areas for improvement
indicating that Edison High School explore, identify and formalize a school-wide system of checking for
understanding of non-volunteers. In the Spring of 2017, our goal is to have in place a school-wide system of checking
for understanding (CFU) that includes a summative assessment per unit, frequent number of formative assessments for
a unit, and CFU embedded in daily instruction that inform instructional decisions.
Explain the Progress Monitoring using the Cycle of Continuous
Improvement model: (Include all interim monitoring evidence points
showing impact)
Classroom walk-throughs and observations
ILT and AC Teacher Lead collaboration and samples of AC
development of common formative and summative assessments
ILT and AC agenda and minutes
Instructional Practice Guide data
Staff calendar that includes ILT meeting dates and regional
collaboration dates
Quarterly data communication and analysis with faculty
Owner(s)
Principal
Vice
Principals
ILT (AC
Leads)
Timeline
Weekly on-going AC
Collaboration
Biweekly ILT meetings
Post conferences with
teachers
Weekly walk-through
Quarterly data
communication
X X
X
60 | P a g e
Explain the Targeted Actions for Parent Involvement (required by Title I):
Communication to parents about student progress and performance on common assessments
Back to School and Spring Showcase to inform parents of student progress
Coffee Hour for parents to show them how to use Edutext and ATLAS parent portal to monitor student progress
Describe related professional learning:
Instructional Leadership Team creates and documents a system of checking for understand and organizes
professional learning to address strategies related to formative assessments and CFUs
Professional learning for teachers using interim assessment and formative assessment tools
Common school-wide professional read that incorporate topics that address best instructional practices centered on
assessing student understanding
Instructional Leadership Team organizes professional learning centered on how Accountable Communities
examine what students should learn, how they learn it and how to respond when students didn’t learn.
Professional learning focused on instructional planning that incorporates assessment tools to address essential
standards within content specific areas
Describe direct instructional services to students, including materials and supplies required (curriculum and
instruction):
Frequent CFU checking for understanding strategies
Varied CFU strategies that assess student learning, on the spot instructional adjustments and lesson planning.
Intentional student discourse focused on student processing of learning outcomes
Communicate timely feedback of student’s progress toward essential learning
Smooth transitions between lesson activities that connect learning to lesson objectives
Involving students in self-assessment, goal setting and monitoring progress toward learning outcomes
Modeling thinking skills of expected learning results
Specify additional targeted actions for EL students:
10/2 principal strategy to facilitate student processing
Peer learning
Cooperative heterogeneous grouping
Incorporating ELD standards
Domain 1. Academic –
Performance/Growth/
Completion/Retention/Graduation
Rates
2.
Social/Emotional -
Absenteeism/Suspension/
Expulsion Rates
3. Culture/Climate -
Student/Parent
Engagement/SPED
Identification/
ELL Re-designation Rates
Action # 7
Detail the action: Edison High School is committed to improving the average daily
attendance of students. Research data indicates a direct correlation between attendance
rates and students’ performance. Edison High School will implement a comprehensive
attendance management program to improve student attendance and increase student
achievement. Administrators, teachers, counselors, resource counseling assistants,
X
61 | P a g e
attendance clerks and Child Welfare & Attendance Specialist work collaboratively to
support the improvement of student attendance.
SQII Element: 5942 students who are
chronically absent (attendance rate of
90% or less)
SQII Sub-element(s): 3803 absences with no reason code
entered within 48 hours, 6330 students who are chronically
absent and have documented
evidence of an appropriate
attendance intervention, 2726
students who are currently
meeting the EIIS at-risk
attendance criteria (red and
purple zones) EIIS Criteria
and WASC Critical Area for
Follow-up #5 Utilization by
all teachers of a variety of
effective researched based
instructional strategies to
ensure engagement of all
students in the learning
process.
Site Growth
Target: 7.08%
Vendor (contracted
services)
New Action On-going Reasoning: Data Research-based Local
Knowledge/Context
Write a SMART Goal to address each data point:
By June of 2017 there will be a 1% decrease of students that are in the “chronically absent” category from 8.08% to
7.08%.
Explain the Progress Monitoring using the Cycle of Continuous
Improvement model: (Include all interim monitoring evidence points
showing impact)
Weekly logs of attendance monitoring and intervention and ATLAS
log entry updated with appropriate attendance intervention (6330)
Attendance reason code will be updated daily to increase the present
of students with a reason code (3803)
EduText sign-ups
Agendas and sign-ins from parent meetings
ATLAS daily attendance data
Principal Dash board
PLUS Teacher schedule
Owner(s)
VP Aquino
Resource
Counseling
Assistants
Child
Welfare &
Attendance
Specialist
Attendance
Clerks
Timeline
Daily attendance
reason code
updated
Quarterly &
Annual attendance
rates and grade
reports
Monthly
Attendance
meetings (truancy
letters)
Explain the Targeted Actions for Parent Involvement (required by Title I):
Resource Counseling Assistants, Child Welfare & Attendance Specialist and Attendance Clerks will make phone
calls home, send out attendance letters, and hold attendance meetings and home visitations with parents of students
who have unsatisfactory attendance rate.
Parent communication during parent meetings regarding the importance of daily attendance
Automated notification of student absences by period (EduText and School messenger)
X X
62 | P a g e
District attendance notifications and meetings
Co-Teachers in the classroom to develop relationships and additional support
Describe related professional learning:
Professional learning for clerical personnel to increase accurate attendance taking and parent notification and
tiered response to intervention
All staff will understand the importance of accurate and timely attendance recording and will develop a classroom
process and policy to communicate excessive tardiness and attendance concerns with parents
Attendance Clerks send out daily reminders to teachers to take attendance
All staff will engage in professional learning and AC inquiry to increase engagement lessons and build
relationships with students; Professional learning centered on “growth mindset” and restorative practices to
support and engage struggling students
PLUS teacher collaboration and planning to encourage and increase 9th grade student relationships
Describe direct instructional services to students, including materials and supplies required (curriculum and
instruction):
Support Counselor will provide attendance and academic counseling services for targeted students
Child Welfare and Attendance Specialist meet with students and families to monitor attendance and align
necessary resources
Daily tardy sweeps and after school detention for students with habitual daily tardiness
Afterschool tutorial services to improve Ds & Fs
Phone calls made by teachers to communicate habitual student absences and tardiness
PLUS teachers in the 9th grade ELA and Algebra classes to develop relationships and additional support
Co-Teachers in the classroom to develop relationships and additional support
Specify additional targeted actions for EL students:
EL Support Team meet with targeted students and communicates with parents the effects of student absenteeism
on student performance
Domain 1. Academic –
Performance/Growth/
Completion/Retention/Graduation
Rates
2.
Social/Emotional
-
Absenteeism/Suspension/
Expulsion Rates
3. Culture/Climate -
Student/Parent
Engagement/SPED
Identification/
ELL Re-designation Rates
Action # 8
Detail the action: Edison High School will work to improve overall suspension rates as
well as decrease the number of suspension rates for students who are disproportionately
suspended at greater numbers than other students. Edison High School is one of three
schools piloting a Restorative Practice approach to student discipline. This opportunity
to implement Restorative Practice allows for additional supports for students. The
Climate & Culture Team is leading the work in building systems and processes to
address student discipline.
X
63 | P a g e
SQII Element: 851 suspension incidents
per 100, 4081 African American students
with at least 1 suspension (on-campus and
out of school), 3686 Number and
percentage of Foster Youth students with
1 or more suspensions
SQII Sub-element(s):
1. WASC Critical Area for
Follow-up #3 Explore,
Identify, and formalize a
school-wide system of
checking for understanding
of non-volunteers, #4 Develop consistency among
all staff of enforcement of
established policies as they
related to dress code
violations, personal
technology usage within the
educational setting, etc., and
#5 Utilization by all teachers
of a variety of effective
researched based
instructional strategies to
ensure engagement of all
students in the learning
process.
2. Social Emotional Student
Survey #41; I feel safe in my
school, 42; This school
clearly informs students what
would happen if they break
school rules, 43; Rules in this
school are made clear to
students, 44; Students know
how they are expected to act,
45; Students know what the
rules are., 46; This school
makes it clear how students
are expected to
act, 49; The school rules are
fair, 50; All students are
treated fairly when they break
school rules.
Site Growth
Target:
Overall: 7.48%
AA: 12.53%
FY: 13.86%
Vendor (contracted
services)
New Action On-going Reasoning: Data Research-based Local
Knowledge/Context
Write a SMART Goal to address each data point:
By June 2017 the disproportionality ratio in suspensions for the following groups will decrease:
Overall: there will be a decrease of 2% from 9.48% to 7.48%
African-American: there will be a decrease of 4% from 17.53% to 12.53%
X X
64 | P a g e
Foster Youth: there will be a decrease of 5% from 18.86% to 13.86%
Explain the Progress Monitoring using the Cycle of Continuous
Improvement model: (Include all interim monitoring evidence points
showing impact)
Climate and Culture We Act lessons, all staff PL products, agendas,
and minutes
Calendar and logs of Child Welfare Specialist, BRCAs, and RCA
SEL Survey results
Suspension results
Staff/Student survey results
Daily discipline referrals/Re-engagement student logs
Classroom walkthroughs and CSTP 1 and 2 observations
Owner(s)
VP Berrett
Restorative
Practice
Team
(TSA,
RCA, and
RP
Counselor)
Principal
Climate
and
Culture
Team
Timeline
Quarterly review of
suspension data
On-going
throughout the
school year
Daily
reengagement
center attendance
Weekly VP review
on chronic REC
attendance
Explain the Targeted Actions for Parent Involvement (required by Title I):
Parent information provided at ELAC and Coffee hour meetings to address the levels of discipline process,
information about support services for students and provide additional information on how parents can help
support their student at home.
Parent conferences with parents of identified students struggling with misbehaviors at school via SAP, Restorative
Practice Counselor, and Academic counselors to refer to local agencies and coordinate family educational
opportunities
Back to School night to communicate teacher classroom expectations, and teacher communication for at risk
students’ progress & behaviors
Resources such as a Parent Handbook and student handbook which includes policies for student behavior
including district suspension and expulsion process
Describe related professional learning:
Climate and Culture/Restorative Practice Training for all staff
CHAMPS training for selected teachers determined by need
Professional learning centered on effective classroom management, student engagement and, “growth mindset” to
build a culture of learning centered on relational capacity with students
Common school-wide professional read that incorporate topics that address best instructional practices centered on
engaging students and creating effective classroom environments
Monthly We Act Lesson/Class meetings that address effective learning environments
Monthly Climate and Culture meetings centered on building healthy relationships and Restorative practices
District training for Safety Assistants
Professional learning on safety protocols and levels of discipline for student behaviors and referral process to Re-
engagement Center
Meeting with safety teams to determine strategic assignment of Safety Assistants to specific areas on campus.
Frequent periodic room checks with teachers to enhance more visibility for both teachers and students.
Weekly Safety Assistant meetings
Safety plan to include protocols for student activities during and after school
65 | P a g e
Describe direct instructional services to students, including materials and supplies required (curriculum and
instruction):
Increase the number of adults supervising on campus (Street Saints, Noon time Assistants and volunteers)
Additional adult supports in Re-Engagement Center; Restorative Counselor, teacher and RCA to manage students
referred to the Re-Engagement Center
Levels of discipline for student behavior and process for referring students for behavioral issues
Discipline meeting by grade level to inform students
Opportunities for students to get involved in athletics, clubs and after school program.
Student conferences and counseling services with teachers, SAP counselors and vice principals to support students
and change behavior
Conflict resolution and restorative circles to facilitate positive student relationships as well as to manage the
transition to high school.
Opportunity to complete a student survey to provide valuable information about school culture and climate
Student Handbook
Men’s and Women’s Alliance program for at risk 10-12th grade and expanding to 9th grade.
We Act Schedule and school activities like rallies, Link Crew, Club Rush, and assemblies/conferences to connect
students to the school
Specify additional targeted actions for EL students:
Domain 1. Academic –
Performance/Growth/
Completion/Retention/Graduation
Rates
2.
Social/Emotional
-
Absenteeism/Suspension/
Expulsion Rates
3. Culture/Climate -
Student/Parent
Engagement/SPED
Identification/
ELL Re-designation Rates
Action # 9
Detail the action: Edison High School is committed to aligning efforts to District Goal
2: All students will engage in arts, activities, and athletics. Edison High School will
work to implement a comprehensive program to increase the number of student
participating in afterschool and extra-curricular activities such as athletics, clubs,
academic competitions, theater, Link Crew, music/band, leadership, service projects,
field trips, and other school-wide activities (homecoming, dances, rallies, assemblies).
SQII Element: 2080 number and
percentage of unique students who are
engaged in any Goal 2 activities
(Activities, Arts or Athletics)
Numerator: Number of unique students
who are engaged in any goal 2 activities
and 5946 Number and percentage of Goal
2 (Student Engagement) opportunities
offered to students.
SQII Sub-element(s): WASC
Critical Area for Follow-up
#1, Social Emotional Student
Survey #34; This school is a
supportive and inviting place
for students to learn, 36; I feel
close to people at this school.,
37; I am happy to be at this
school., 38; I feel like I am
part of this school.
Site Growth
Target:
85.04% and
24.30%
Vendor (contracted
services)
X
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New Action On-going Reasoning: Data Research-based Local
Knowledge/Context
Write a SMART Goal to address each data point:
In the Winter of 2016-17, there will be an 5% increase of students who are engaged in any Goal 2 activities from
80.04% to 85.04% and a 2% increase of Goal 2 opportunities offered to students from 22.30% to 24.30%.
Explain the Progress Monitoring using the Cycle of Continuous
Improvement model: (Include all interim monitoring evidence points
showing impact)
District Goal 2 report
Number of new engagement activities
Rosters for Clubs and Athletics updated in ATLAS
After school Program sign in
Responses on student surveys
Link Crew trainings and calendar of events
School Calendar of Goal #2 activities
Goal 2 Team meetings calendar and minutes
School Culture and Climate Survey
Climate and Culture Agendas and minutes
Owner(s)
VP
Berrett
Campus
Culture
Director
and
assistant
Class
Sponsors,
Athletic
Director
and
assistant
VP
Aquino
After
school
Teacher
Leads
Timeline
Quarterly review of
student engagement
data to recruit
2 Club Rush
activities
semester student
engagement reports
Fall, Winter &
Spring Athletic
rosters
Once a month in
weekly management
meetings to review
events and student
participation
Monthly review of
student afterschool
participation/sign-
ups
Explain the Targeted Actions for Parent Involvement (required by Title I):
Communication to parents at Back to School Night, Showcase and Incoming Freshmen Parents Night
Weekly communication of opportunities for students to get involved in student activities, arts and athletics.
Invitations to sporting events, club activities, concerts and theater performances to showcase and encourage
student involvement
Describe related professional learning:
Additional staff will be trained as Link Crew Advisors as well as additional staff attending CADA
Teachers will receive updates and information regarding opportunities for students to participate in activities.
Teachers will receive guidance on how to sponsor clubs.
Teachers encouraged to develop more clubs and activities for students.
Teacher training regarding what constitute as a student engagement activity and how to document the activity in
ATLAS.
Goal 2 data will be shared school-wide in order to generate staff awareness of students who are uninvolved
Pathway teachers and coordinator will collaborate to develop interdisciplinary relevant activities that are
showcases to various stakeholders; these teachers will also create opportunities outside the classroom to explore
industry, guest speakers, and related competitions
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Describe direct instructional services to students, including materials and supplies required (curriculum and
instruction):
Incoming 9th grade visits in the spring and a middle school visit in the first semester to help transition incoming 9th
graders
Awards and incentives to encourage participation and foster school spirit and student participation in activities
Assemblies and rallies to foster school participation, interest and connection to school.
A purposeful implementation of an outreach program targeting 9th graders to include, but not limited to building
out link crew. Incoming freshmen parent night, Back to School Night and Showcase
Provide resources like materials, supplies, technology, and transportation to encourage and support participation
Pathway courses and linked pathway (Biomed) and academy that incorporates industry experiences in and out of
the classroom
Specify additional targeted actions for EL students:
Multicultural component will be included in assemblies and rallies to involve students of various cultures and
languages with an emphasis on Hispanic Heritage month in September
Active recruitment to encourage EL students to get involved.
Communication with EL students for feedback of the type of activities they would like to have at school.
Domain 1. Academic –
Performance/Growth/
Completion/Retention/Graduation
Rates
2.
Social/Emotional
-
Absenteeism/Suspension/
Expulsion Rates
3. Culture/Climate -
Student/Parent
Engagement/SPED
Identification/
ELL Re-designation Rates
Action # 10
Detail the action: Edison High School will build community and relational capacity in
all teachers and staff in order to promote student-teacher relationships, student-to-
student relationships, and staff to staff relationships through professional learning, 9th
grade activities like Link Crew and transitional events, and school wide recognition like
student of the month, academic all-stars, academic growth, etc.
SQII Element: 379 and Social Emotional
Student Survey #40; There is an adult at
my school who really cares about me.
SQII Sub-element(s): WASC
Critical Area for Follow-up
#1 and 5, Social Emotional
Student Survey #30; Adults at
school encourage me to work
hard so I can be
successful in college or at the
job I choose., 32; Teachers
give students a chance to take
part in classroom
discussions or activities., 33;
This school promotes
Site Growth
Target:
61.7%
Vendor (contracted
services)
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academic success for all
students., 35; Teachers go out
of their way to help students.,
39; The teachers at this school
treat students fairly.
New Action On-going Reasoning: Data Research-based Local
Knowledge/Context
Write a SMART Goal to address each data point:
In June 2017, there will be a 5% increase of students who agree or strongly agree that there is an adult at my school
who really cares about me from 56.68% to 61.7%.
Explain the Progress Monitoring using the Cycle of Continuous
Improvement model: (Include all interim monitoring evidence points
showing impact)
Link Crew trainings and calendar of events
Teacher attendance in Restorative Practices training and classroom
walkthroughs
Restorative circles
School Culture and Climate Survey
Climate and Culture Agendas and minutes
Link Crew Calendar and lessons
Student of the Month Rosters
Academic Celebration lists
Staff Calendar of events and staff recognition of tiger of the month
Owner(s)
VP
Berrett
Head
Counselor
Campus
Culture
Director
and
Assistant
Teachers
Timeline
Monthly review of
student of the
month
Monthly Link crew
activities
Annual review of
survey data
Monthly data of
restorative circles
Daily classroom
walkthroughs
Explain the Targeted Actions for Parent Involvement (required by Title I):
Back to School Night, Showcase and Incoming Freshmen Parents Night
Monthly Student of the Month postcards mailed home
Parent communication that include celebrations in school messenger
BCRA that support translation during parent meetings
Describe related professional learning:
Climate and Culture/Restorative Practice Training for all staff
CHAMPS training for selected teachers determined by need
Professional learning centered on effective classroom management, student engagement and, “growth mindset” to
build a culture of learning centered on relational capacity with students
Common school-wide professional read that incorporate topics that address best instructional practices centered on
engaging students and creating effective classroom environments
Monthly We Act Lesson/Class meetings that address effective learning environments
Monthly Climate and Culture meetings centered on building healthy relationships and Restorative practices
Staff Extended Lunches for staff potlucks and teacher appreciation week
Tiger of the Month selections for staff members
Additional staff will be trained as Link Crew Advisors as well as additional staff attending CADA
Describe direct instructional services to students, including materials and supplies required (curriculum and
instruction):
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Daily classroom structures and routines that promote safe environments and relationships
Class Meetings (We Act) that increase student dialogue about school issues and relationship issues
Incoming 9th grade visits in the spring and a middle school visit in the first semester to help transition
incoming 9th graders
Awards and incentives to encourage student to teacher relationships like Tiger of the Month, student
recognition for academic all-stars and academic growth
A purposeful implementation of an outreach program targeting 9th graders to include, but not limited to
building our link crew. Incoming freshmen parent night, Back to School Night and Showcase
Provide resources like materials, supplies, technology, and transportation to encourage and support
participation
Specify additional targeted actions for EL students:
Student incentives and recognition for language growth and re-designation.