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Thomas Alva Edison High SchoolStockton, California

Mission: Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs that are designed to prepare all students for a variety of post‐secondary opportunities. Vision: Thomas Alva Edison High School will be a locally and nationally renowned learning environment where students, staff, parents and community members collaborate to ensure that all students are college and career ready.

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Edison WASC Report 2010-11 Description of Chapters

Chapter I: School Information and Student Performance Data

Chapter II: Analysis of Student Performance Data

Chapter III: Progress Update from Previous WASC Visit

Chapter IV: Self-Study of School in Relationship to Organization, Curriculum,

Instruction, Assessment, and Culture

Chapter V: Action Plans

TABLE OF CONTENTS

I. Chapter 1: Student/Community Profile—Data and Findings 1

a. Demographic Data 1

b. Student Performance Data 24

c. Perception Data 93

II. Chapter 2: Student/Community Profile—Overall Summary 94

from Analysis of Profile Data

III. Chapter 3: Progress Report 96

IV. Chapter 4: Self-Study Findings 104

a. Organization: Vision and Purpose, Governance, Leadership 104

and Staff, and Resources

b. Standards-based Student Learning: Curriculum 124

c. Standards-based Student Learning: Instruction 136

d. Standards-based Student Learning: Assessment 144

and Accountability

e. School Culture and Support for Student Personal 157

and Academic Growth Culture

V. Chapter 5: Action Plan 169

a. Area of Improvement 1 169

b. Area of Improvement 2 173

c. Area of Improvement 3 177

d. Area of Improvement 4 181

VI. Appendix 185

Chapter 1: Student/Community Profile—Data and Findings

Page 1

SCHOOL BACKGROUND

The day unfolds gracefully at Edison High School, where the mature trees balance their limbs

over the tile roof, scattering shade. The steps leading into the main hall are wide and

welcoming; students gather there to greet each other before heading through the doors and into

the interior of the school. Built in 1941, Edison has a traditional appeal that is unmatched by

the other three comprehensive high schools in the Stockton Unified School District.

Edison pride runs strong in the South Stockton community. Because the surrounding neighbor-

hoods are well-established, many families have had multiple generations attend Edison High.

Local businesses have extended themselves to assist the fundraising efforts of Edison’s extra-

curricular activities, creating positive relationships that benefit students. The school serves the

community as an important representation of the past, present, and future.

Edison High School is a center of hope in a community that is marked by hardship. An urban,

multiethnic school with a predominately lower- income student population, Edison is affected by

the inherent difficulties of the area. Crime, particularly gang-related, is a daily reality that the

students, staff, and community must face. However, Edison has diligently enforced policies and

procedures that have ensured the safety of the campus. The negative influence of the streets

manifests itself most significantly in student achievement and attendance.

Unfortunately, the challenges of the community have resulted in a culture that is not highly

conducive to student achievement. First period tardies are a major problem on campus,

resulting mainly from two different issues. First, the economic situations of some Edison

families require students to walk their younger siblings to local elementary schools because

parents must work and the families lack alternative resources. The start times of these schools

are as much as an hour later than Edison’s; therefore, some of students miss the majority of their

first period class several days a week. Another chief cause of tardies is a prevalent attitude that

school is not a student’s most important responsibility. Many students are simply dropped off

late by parents who either do not view education as essential, or who have not fully realized the

requirements and rigor of high school.

There is an overall lack of parental involvement that has hindered the academic achievement of

students at Edison. Though the school had begun to make positive strides during the 2009-2010

school year with the appointment of a Parent Advocate, the progress was slow and has since

been further delayed by the inability to retain the position for the 2010-2011 school year due to

budget constraints. However, Edison has kept alive the belief that parents are the key to student

success. The school has made efforts to reach out to parents and the community in various

ways, including a large Community Forum, a Pre-registration and Information night for eighth


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Ana’s Story

I’ve been late to school all week long. I’m pretty

sure I’m failing my first period class. We had a test

yesterday, and I didn’t know anything. I still tried to

answer some questions, mostly because I didn’t

want to look bad in front of everybody. I hate feeling

like one of those kids—you know, the ones who don’t

care about school and want everybody to know it. I

have been getting to where I care less and less,

though. It’s easier that way, to expect less of myself

so I’m not so disappointed. Because the truth is, I’m

never going to be an A+ student. I’m smart enough,

but life gets in the way too much. Like yesterday, I

didn’t get to school until third period because I had to

take my little brother to school and then come all the

way home to watch my baby sister so my mom

could work an extra day. She tries to stay home

during the week, but we need the money a lot more

than I need to pass my classes. Like she says, we all

have to do the best we can right now. What that

means for me is that I can’t just be a student. I have

to help take care of my family, too.

At least if I have to make up some classes, I can do

it easier now. The schedule at school is different

than it was last year. Instead of having six classes, I

have four until Christmas and then four new ones

from then until the end of the year. My counselor

said I’ll have room in my schedule to make up some

classes so I can graduate on time. There’s also a new

program after school where I can make up classes in

the computer lab. My friend Selena said it’s harder

than she thought it would be, but she ended up

learning a lot. That’s what I need, because I really

want to go somewhere in life. I’m tired of struggling

every day just to get by. There’s got to be something

better than this.

graders and their families, a Title I Parent meeting, and some parent coffee sessions. Active

parents themselves have reached out to encourage more involvement, voicing their opinions as

to the needs of students and the worth of attending parent meetings. Large productions, such as

the eighth grade information night, tend to receive more attendance from parents; however, the

school has not been able to

provide these sessions on a

routine basis.

Gaining a large, active body of

parents has not yet occurred,

although there are some par-

ents who serve on Edison’s

School Site Council and Eng-

lish Language Advisory Com-

mittee (ELAC). These two

committees are each respon-

sible for identifying student

needs in order to establish

relevant community-based

partnerships.

Edison's school-based Health

Center relies on the partner-

ships of several community

organizations such as Valley

Community Counseling, San

Joaquin General Hospital,

Delta Health Care, and Com-

munity Medical Center.

The YMCA, funded through

the Asset grant, has provided

the school with a much-needed

after school program. Stu-

dents check in, receive a

snack, and can then pursue

extra-curricular activities or

remediation using the APEX

program in the computer lab.

Unfortunately, the after school


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program has not reached its full capacity. Edison would like to see more students utilizing the

services provided; however, the faculty has not diligently encouraged students to attend.

Edison has sought to increase community involvement through the support of students’ post-

secondary planning. To assist the aims of Edison’s industry-based Small Learning

Communities (SLCs), some teachers have secured guest speakers who work within the specialty

areas of multimedia, law, health, engineering, and business. During an SLC fair last spring,

each SLC was able to provide students with a guest speaker. It was believed that these

members of the community would add relevance to the skills taught in the SLC courses, thereby

increasing student motivation and achievement. The presentations were not well advertised,

consequently, the majority of students were not able to benefit from them.

WASC HISTORY

Edison High School completed its last full self-study in October of 2004 and was granted a six

year accreditation status with a review. In the spring of 2007, a WASC Committee visited the

campus and granted Edison a one year extension of its accreditation status. Thus, the

accreditation was extended to June 2008. In February 2008, another Visiting Committee

granted the school a two-year accreditation, which extended the accreditation to June 30, 2010.

Due to changes in leadership, the implementation of SLCs, and the adjustment from a

traditional schedule to a 4 x 4 block schedule, the school was granted a one year extens ion.

Edison’s current accreditation term expires in June of 2011.

SCHOOL PURPOSE

Edison held a community forum last year. A major outcome of this was the response from

parents and the community as to their desired future state of Edison High School. Using their

collective responses and those from teachers, students, and other staff members of Edison High

School, a committee convened in May to draft the following statements:

Mission Statement

The Edison High School community will deliver rigorous and relevant programs to support and prepare all students

for post-secondary education options and vocational opportunities.

Vision Statement

Edison High School will be a nationally recognized, collaborative learning environment where students, staff,

families, and the community work together in partnership to provide meaningful and diverse learning opportunities

for all students so that they develop the knowledge, skills, and character necessary to succeed.


Page 4

Upon review of the first draft of the mission and vision statements, the leadership team

determined that both possessed weaknesses. The statements were revised to reflect these

changes:

Mission Statement

Edison High School will provide challenging and meaningful programs that are designed to prepare all stu dents

for a variety of post-secondary opportunities.

Vision Statement

To provide a collaborative learning environment where all students work with staff, parents, and community

members to advance their interests into specific post-secondary plans and skills, so that they can become productive members of society.

This draft was presented to the faculty in October with a request for feedback. Comments and

suggestions were addressed by the WASC Leadership Team. The statements were recently

revised for the final time, yet they have not yet been formally introduced to the Edison

community. They read as follows:

Mission Statement

Thomas Alva Edison High School will deliver challenging and meaningful instruction within programs

that are designed to prepare all students for a variety of post-secondary opportunities.

Vision Statement

Thomas Alva Edison High School will be a locally and nationally renowned learning

environment where students, staff, parents, and community members collaborate to ensure that

all students are equipped with the knowledge and drive necessary to immediately enter college

and career.


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The school plans to hold another community forum in February, during which time the new

mission and vision statements will be revealed. After their formal unveiling, they will be

advertised on the school website and mailed home for parents who were unable to attend the

community forum.

The mission and vision development process also led to the creation of new ESLRs. It was the

recommendation in a prior WASC visit that Edison simplify the ESLRs to better suit the needs

of our struggling students. The school then created “The 3 As,” which centered on attitude,

achievement, and attendance. While the ESLRs were easy for students to understand and

remember, the school struggled to effectively measure them. Therefore, Edison undertook the

task of recreating the ESLRs this year, with the intent of implementing a consistent structure for

assessing students’ achievement of them.

In developing the ESLRs, a team of teachers sought to reinstate “Soul-Vikes,” a decades-old

term to which alumni would strongly identify. And, as many Edison alumni have children who

attend Edison, the hope was that the term would already be familiar to a significant portion of

the student body. The team used “SOUL” as an acronym for ESLRs relating to being

SUCCESSFUL, ORGANIZED, UNIVERSAL, and a LEADER:

ESLRs, Draft 1:

Successful: Self-directed learner who demonstrates the ability to establish and achieve effective personal and academic goals.

Responsible individual who demonstrates the ability to behave in a manner that shows respect

for cultural diversity and individual differences.

Organized: Critical thinker who demonstrates the ability to identify, gather, analyze, and apply multiple resources and information.

Effective communicator who demonstrates the ability to create and express verbal and written

messages.

Universal: Complex thinker who demonstrates the ability to develop solutions to real- life problems.

Competent interpreter who demonstrates the ability to analyze and evaluate significant concepts

within academic and vocational contexts.

Leader: Conscientious leader who demonstrates the ability to follow directions accurately, facilitate collaborative assignments, and make proper decisions toward completing specific tasks.

Accountable individual who demonstrates productive work ethics, acts as a role model, and

accepts personal responsibility.


Page 6

On the first day of school, all students were taught the new ESLRs using EDI strategies. Part of

the lesson included asking students to summarize the ESLRs in their own way and contribute

ideas about what else students should be expected to know or do upon graduation.

A student volunteer reviewed the responses and summarized the trends. It was made clear that

the majority of students could not understand the ESLRs well enough to summarize them. The

leadership team sought to bridge the gap between the teacher-created ESLRs and the collective

student-worded summary of them. Draft 3 reflects the revision, which was presented to the

faculty.

This draft was created to be more student-friendly, while encompassing the ideas of Draft 1, the

driving beliefs of the Mission and Vision Statements, and the traditional acronym, “SOUL.”

With rare exception, the faculty feedback supported the simplified version. Therefore, the

Leadership Team made minor adjustments and finalized the following ESLRs:

Succeed by achieving academic and personal goals

Organize information to think and communicate effectively

Use knowledge to prepare for future academic and vocational experiences

Lead by making positive choices

The school intends to take full ownership of the ESLRs now that they have been redesigned to

reflect the opinions of all shareholders involved. Discussions as to their measurement have

begun to take place in collaborative meetings, and the overall impression is that they are practical

and can easily be aligned to existing course standards, projects, and methods of assessment.

SCHOOL STATUS

Edison receives targeted assistance through Title I. At one time Edison elected to not receive

Title I funds in order to remove itself from Program Improvement status. Due to fiscal

hardship, it was decided that accepting Title I funds was both necessary and in the best interest

of students; therefore, Edison returned to Program Improvement status. During the 2010-2011

school year, Edison has transitioned from receiving targeted assistance to becoming a

schoolwide Title I school.


Page 7

The school has not met Adequate Yearly Progress in the last two years. A significant factor

contributing to this is an overall lack of student achievement in reading, writing, and

mathematics, particularly among certain subgroups. The results of the CAHSEE reflect these

challenges, as less than 44.5% of Edison’s targeted subgroups were able to score proficient on

the exam. Edison has, on the other hand, made growth on the API for four consecutive years.

While the school’s subgroups have made progress, the scores of some have not increased

enough to meet their growth targets. Data indicates that overall growth is taking place over

time; however, it is a slow process. The school is calculated to have been in Program

Improvement for 5 + years.

Edison is not a Tier II school, although it has undergone Comprehensive School Reform. Two

significant changes were the switch from a six-period day to a 4x4 block schedule and the

creation of Small Learning Communities. Action Learning Systems has been the model

provider, although much of the school’s guidance has resulted from stipulations of the SLC

grant.

As Stockton Unified is a District Assistance and Intervention Team (DAIT) District, the

California Department of Education has issued evaluators from San Joaquin County to monitor

the school.

The school has not been through any audit process; however, some high schools in the district

recently have. The Administration Team has been in communication with these schools in

order to ensure the process goes smoothly if Edison is audited in the future.

During the WASC Self-Study process, Edison was informed that it must develop a Corrective

Action Plan to satisfy requirements that were not met five years ago under a different

administration. The school intends to align the Corrective Action Plan, the WASC Action Plan,

and the Single Schoolwide Action Plan so that goals are clear, manageable, and meaningful for

the growth of the school. Direction for growth has, in the past, been determined primarily

through the Single Schoolwide Action Plan, which is updated annually.

There are no state or federal imposed deadlines for improvement or evidence of growth for

identified subpopulations or the entire school populations. As Stockton Unified is a DAIT

district, there is a district-wide push toward improvement, particularly for targeted

subpopulations. Nevertheless, of the four comprehensive high schools, only Edison has shown

API growth for four consecutive years. Many of Edison’s K-8 feeder schools are experiencing

difficulty in this area, which indicates both Edison’s tremendous progress and future challenges

regarding the academic growth of its students.


Page 8

ENROLLMENT

Enrollment (by grade) - 3 Year Trend

Year Grade 09 Grade 10 Grade 11 Grade 12 Total

# % # % # % # % Enrolled

2007-2008 621 26.4% 594 25.2% 599 25.4% 542 23.0% 2356

2008-2009 576 26.2% 578 26.3% 513 23.4% 530 24.1% 2197

2009-

2010 574 26.7% 567 26.3% 530 24.6% 481 22.4% 2152

Overall 1771 26.4% 1739 25.9% 1642 24.5% 1553 23.2% 6705

Ninth graders make up the greatest percentage of Edison’s students. Generally speaking,

twelfth graders constitute the smallest group at the school, with the exception of the 2008-2009

school year, during which time there were more seniors than juniors. Overall, there is a decline

in enrollment from ninth to twelfth grade.

20.0%

21.0%

22.0%

23.0%

24.0%

25.0%

26.0%

27.0%

Grade 09 Grade 10 Grade 11 Grade 12

Edison High School

Enrollment (by grade) - 3 Year Trend2007-2010

2007-2008

2008-2009

2009-2010


Page 9

Edison has enrolled more ninth grade males than females for the past three years. However, by

grade 12, there are more enrolled females than males. This was especially true during the 2009-

2010 school year, during which time twelfth grade female enrollment exceeded twelfth grade

male enrollment by approximately 5%.

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Male Female Male Female Male Female Male Female


Edison High School

Enrollment (by Gender) - 3 Year Trend2007-2010

2007-2008

2008-2009

2009-2010

Enrollment (by Gender) - 3 Year Trend

Year Gender Grade 09 Grade 10 Grade 11 Grade 12 Total

# % # % # % # % Enrolled

2007-

2008

Male 334 28.2% 291 24.5% 305 25.7% 256 21.6% 1186

Female 287 24.5% 303 25.9% 294 25.1% 286 24.4% 1170

2007-2008 Overall 621 26.4% 594 25.2% 599 25.4% 542 23.0% 2356

2008-

2009

Male 316 27.9% 300 26.5% 245 21.7% 270 23.9% 1131

Female 260 24.4% 278 26.1% 268 25.1% 260 24.4% 1066

2008-2009 Overall 576 26.2% 578 26.3% 513 23.4% 530 24.1% 2197

2009-2010

Male 288 26.5% 310 28.6% 267 24.6% 220 20.3% 1085

Female 286 26.8% 257 24.1% 263 24.6% 261 24.5% 1067

2009-2010 Overall 574 26.7% 567 26.3% 530 24.6% 481 22.4% 2152

Overall - 3 Year 1771 26.4% 1739 25.9% 1642 24.5% 1553 23.2% 6705


Page 10

Edison’s largest ethnic group is Hispanic, accounting for over 50% of the total population. The

African American, Asian, and Filipino ethnic groups are closely tied for the second largest

population. The American Indian, Pacific Islander, and Caucasian ethnic groups are relatively

small. Each ethnic group has been stable in its enrollment, neither significantly increasing nor

decreasing from year to year. The Asian ethnic group shows the greatest amount of change.

Enrollment of Asian students has declined from 2007-2010.

Students Enrolled by Ethnicity - 3 Year Trend

Year Afr-Amer Amer-Ind Asian Filipino Hispanic Pacific Isl Caucasian Total

# % # % # % # % # % # % # % Enrolled

2007-2008 328 13.9% 71 3.0% 361 15.3% 314 13.3% 1211 51.4% 6 0.3% 65 2.8% 2356

2008-2009 305 13.9% 69 3.1% 315 14.3% 300 13.7% 1141 51.9% 6 0.3% 61 2.8% 2197

2009-2010 311 14.5% 63 2.9% 272 12.6% 284 13.2% 1142 53.1% 12 0.6% 68 3.2% 2152

Overall 944 14.1% 203 3.0% 948 14.1% 898 13.4% 3494 52.1% 24 0.4% 194 2.9% 6705

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Af Amer Amr Ind Asian Filipino Hispanic Pacific Isl Caucasian

Edison High School Enrollment (by Ethnicity) - 3 Year Trend

2007-2010

2007-2008

2008-2009

2009-2010


Page 11

The primary language of over 40% of students is Spanish. English is the primary language of a

slightly smaller percentage of students. Hmong, Laotian, Tagalog, and Visayan, among other

languages, contribute the remaining 23%. A total of 31 different primary languages are spoken

by the collective student body of Edison.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

English Hmong Laotian Spanish Tagalog Visayan Other

Edison High School

Enrollment (by Primary Language) - 3 Year Trend2007-2009

2007-2008

2008-2009

2009-2010

Year English Hmong Laotian Spanish Tagalog Visayan Other Total Enrl

2007-2008 874 193 57 936 82 70 144 2356

37.10% 8.19% 2.42% 39.73% 3.48% 2.97% 6.10%

2008-2009 798 173 52 889 82 65 122 2197

36.32% 7.87% 2.37% 40.46% 3.73% 2.96% 6.30%

2009-2010 831 148 43 894 68 58 110 2152

38.62% 6.88% 2.00% 41.54% 3.16% 2.70% 5.10%

Overall 2503 514 152 2719 232 193 392 6705

37.33% 7.67% 2.27% 40.55% 3.46% 2.88% 5.80%


Page 12

Advancement via Individual Determination (AVID) is a successful program that supports

almost 8% of Edison students. Well over a quarter of Edison students are enrolled in at least

one honors course; however, only 2% of students take Advanced Placement courses. Over 8%

of students receive Special Education services. Almost 7% of students receive assistance

through the Migrant Education office.

7.70%

27.20%

2.00%

8.60%6.90%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

Avid Honors Advanced Placement

Special Ed Migrant Ed

Edison High School

Enrollment (by Special Needs and Other Programs)2010-2011

2009-2010


Page 13

LANGUAGE PROFICIENCY

For the last three consecutive years, English Learners have accounted for 20% of Edison’s

student population. Fluent English Proficient students have remained at 15% since 2007.

Redesignated Fluent English Proficient students have declined 3% since 2007. English Only

speaking students have fluctuated between 36% and 38% during the last three years.

Students Enrolled by English Fluency - 3 Year Trend

Year

EL (English

Learners)

FEP (Fluent

English Proficient)

R-FEP (Reclass Fluent English

Prof.) Total Enrolled

# % # % # %

2007-2008 461 19.6% 362 15.4% 646 27.4% 2356

2008-2009 442 20.1% 349 15.9% 577 26.3% 2197

2009-2010 435 20.2% 329 15.3% 528 24.5% 2152

Grand Total 1338 20.0% 1040 15.5% 1751 26.1% 6705

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

EL (English

Learners)FEP (Fluent

English Proficient)

R-FEP

(Redesignated Fluent English

Prof.)

EO (English Only)

Edison High School Language Proficiency - 3 Year Trend

2007-2009

2007-2008

2008-2009

2009-2010


Page 14

ATTENDANCE

0%

2%

4%

6%

8%

10%

12%

Edison County State

Dropout Rate Comparison3 Year Trend2005-2009

2005-2006

2006-2007

2008-2009


Page 15

Overall, the average daily rate of attendance for the 2009-2010 school year was 91.06%. As of

December 2010, the average daily rate of attendance was 92.46%. The increase reflects the

growth that typically occurs at the beginning of a school year. It is expected that daily

attendance will decrease again; therefore, an attendance committee is being created to establish

strategies for increasing attendance.

94.14

92.5192.75

91.25

91.65

89.5

90

90.5

91

91.5

92

92.5

93

93.5

94

94.5

July/Aug 2010 Aug/Sept 2010 Sept/Oct 2010 Oct/Nov 2010 Nov/Dec 2010

Attendance Rates by %

2010-2011 School Year


Page 16

SUSPENSION AND EXPULSION RATES

Students Suspended by Ethnicity - 3 Year Trend

Year SUSP Afr-Amer Amer-

Ind Asian Filipino Hispanic Pacific

Isl White Total

# % # % # % # % # % # % # % Enrolled

2007-2008 Yes 145 23.2% 26 4.2% 51 8.2% 27 4.3% 354 56.6% 3 0.5% 19 3.0% 625

2008-2009 Yes 122 28.4% 14 3.3% 19 4.4% 25 5.8% 236 54.9% 2 0.5% 12 2.8% 430 2009-2010 Yes 134 24.5% 21 3.8% 33 6.0% 26 4.7% 313 57.1% 3 0.5% 18 3.3% 548

Overall Yes 401 25.0% 61 3.8% 103 6.4% 78 4.9% 903 56.3% 8 0.5% 49 3.1% 1603

The subgroups with the highest percentage of suspended students are African Amer ican and

Hispanic. The school has a high percentage of Hispanic students; thus the rate of suspension is

similarly high. Conversely, the high suspension rate of African American students does not

match the population size, which is approximately 14%. The school has nearly equal

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

African American

American Indian

Asian Filipino Hispanic Pacific Islander

Caucasian

Suspension Rates by Ethnicity2007-2010

2007-2008

2008-2009

2009-2010


Page 17

populations of African American and Filipino students; however, African Americans are

suspended at a rate of almost 20% more than Filipino students. Edison has determined that there

is a strong need for improvement of school culture so that all ethnic subgroups are successful.

Jeremy’s Story:

I got suspended today, but I deserved it. I wish I understood why I

act the way I do around my friends. I’m a pretty nice kid, most the

time. But when I’m hanging out with everybody, I get an attitude.

Thinking back, I feel kind of ashamed of myself. Especially when I

think what my mama would say if she saw me acting like that. She

probably wouldn’t say anything, just give me the back hand.

I’m not saying I was wrong to have my phone out. It’s a stupid rule

and I just can’t be without my phone. But it’s still a rule, so I

should’ve put it away when the csm told me to instead of GOING

OFF ON HIM. That’s what got me suspended. All my friends

thought it was funny. But now I’ve got to go face mama and try to

explain why I said what I did. I really just don’t know. And when I

get back, that csm is going to be on me. Now he thinks I’m one of

the kids he should look out for. And maybe he should, since I act

so stupid around my friends. When I get back I’m going to try to

lay low for a while. Maybe he’ll forget about the whole thing. I

hope so.


Page 18

During the last three years, no American Indian students have been expelled. The number of

expelled African American students expelled has risen 9%, and the number of expelled Hispanic

students has risen 8%. No significant numbers of Caucasian, Asian, Filipino, or Indian students

have been expelled over the course of the last three years.

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

American Indian

African American

Hispanic Caucasian Asian Filipino Indian

Expulsion Rates by Ethnicity

2007-2010

2007-2008

2008-2009

2009-2010

American Indian

African American

Hispanic Caucasian Asian Filipino Indian

% # % # % # % # % # % # % #

2007-2008

0% 0 1% 5 1% 13 1% 1 0.50% 2 0% 0 16% 1

2008-2009

0% 0 1% 4 1% 12 0% 0 0% 0 0% 0 0% 0

2009-

2010

0% 0 4% 14 1% 21 1% 1 0% 0 0.30% 1 0% 0

Overall 0% 0 6% 23 3% 46 2% 2 2% 2 0.30% 1 16% 1


Page 19

According to the data, there are more socio-economically disadvantaged students in grade 9 than

in other grades. The school does not believe this is accurate, and attributes the discrepancy to the

fact that it is difficult to obtain completed free and reduced lunch applications from parents a fter

orientation.

Socio-Economic Status Enrollment (by grade) - 3 Year

Trend

Year Socio-

eco stat

Grade 09 Grade 10 Grade 11 Grade 12 Total

# % # % # % # % Enrolled

2007-2008 Yes 404 28.3% 380 26.6% 349 24.4% 297 20.8% 1430

2008-2009 Yes 407 30.4% 345 25.8% 297 22.2% 288 21.5% 1337

2009-2010 Yes 413 30.2% 374 27.4% 312 22.8% 267 19.5% 1366

Overall Yes 1224 29.6% 1099 26.6% 958 23.2% 852 20.6% 4133

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%


Edison High School

Socio-Economic Disadvantaged - 3 Year Trend2007-2010

2007-2008

2008-2009

2009-2010


Page 20

Parent Education Level Enrollment - 3 Year Trend

Year

Graduate

school

College

graduate

Some

college

High school

graduate

Not a high school

graduate

Declined to

state Total Enroll

# % # % # % # % # % # %

2007-

2008 64

2.7

%

13

2

5.6

%

23

3 9.9% 422

17.9

% 423

18.0

%

108

2

45.9

% 2356

2008-2009 61

2.8%

116

5.3%

235

10.7% 411

18.7% 426

19.4% 948

43.1% 2197

2009-2010 72

3.3%

113

5.3%

237

11.0% 466

21.7% 506

23.5% 758

35.2% 2152

Grand

Total

19

7

2.9

%

36

1

5.4

%

70

5

10.5

%

129

9

19.4

%

135

5

20.2

%

278

8

41.6

% 6705

Approximately 3% of Edison parents have attended graduate school. 5% are college graduates,

and approximately 11% have attended some college. Parents who are high school graduates

have increased 4% since 2007. Parents who are not high school graduates have increased by 5%

since 2007. During all three years, the majority of parents have been non-high school graduates.

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

Graduate

schoolCollege

graduateSome

collegeHigh school

graduateNot a high

school graduate

Declined to

state

Edison High School

Parent Education - 3 Year Trend2007-2010

2007-2008

2008-2009

2009-2010


Page 21

DESCRIPTION OF SAFETY CONDITIONS AND FACILITIES

The condition of the campus is poor, according to the criteria established by the Office of Public

School Construction. Maintenance is required in several areas, which resulted in a score of

fewer than 75 percent on the 15 categories of the evaluation.

The major obstacle the school has encountered in maintaining aging facilities is the district’s

hesitation to make costly repairs when a major renovation is scheduled through Measure Q in

two years. Moreover, the district has not been financially able to undertake anything more than

small, critical repairs in recent years. Edison’s campus has not been receiving significant

attention from maintenance because it is reasonably safe for students and teachers, and

therefore, cannot be a priority for the district at this point.

STAFF

The Staff of Edison High School (Total Numbers)

Certificated

Teachers

Certificated

Counselors

Classified Staff Substitutes

102 5 90 0

2010-2011

Teacher

Certification

CLAD

Certified

NCLB

Qualified

National

Board

Certified

Instructing

Outside

Credential

Area

IMPACT

or Intern

Emergency

Permit

Advanced

Degrees

BTSA

Total Number 87 100 0 1 5 1 41 15

% 85% 98% 0% 1% 5% 1% 40% 15%

Teacher Preparation and Experience

Teaching Experience

0-5 Years 6-10 Years 11-20

Years

20 + Years

# % # % # % # %

Years in Stockton Unified 28 34% 21 23% 24 27% 9 10%

Total Teaching Years 22 24% 19 21% 30 33% 12 13%


Page 22

Teacher Demographics

Male Female

57 45

Caucasian

Hispanic

African

American

Cambodian

Hmong

Italian

Chinese

40 17 3 2 2 2 2

American

Indian Asian Filipino Vietnamese Egyptian Other

Declined

to State

1 2 1 1 1 6 22

Professional Development

Explicit Direct Instruction (EDI):

DATE

Training Topic

# Participated

1/25/10

Refresher Course

10

1/26/10

1/27/10

New Teacher Course

17

4/28/10

EDI for English

24

4/29/10

EDI for Math

17

7/21-23/10

EDI for English

7

9/27/10

EDI

12

9/28/10

EDI

15

12/14

12/15

EDI for Social Science

16


Page 23

Cross-Curricular Collaboration:

Date

Training Topic

# Participated

9/17/09

Connect Ed

13

6/11/09 6/12/09

Summer

Institute

58

6/15/09- 7/9/09

Summer

Institute

19

7/21/09 7/22/09 7/23/09

SLC Workshop

19

7/30/09

SLC Collaboration

103

Literacy, Numeracy, and Writing:

Date

ECED

#

Participated

Writing

#

Participated

CAHSEE

Norming

#

Participated

9/09/09

Literacy Training

14

11/16/09 Literacy

Training

12

7/21/09 7/22/09

7/23/09

Literacy Training

8

7/21/09 Numeracy Training

11

7/30/09 ECED

Introduction

103

10/19-10/20/10

Step Up to Writing

Program

27

11/4/10 Essay norming

6


Page 24

STUDENT PERFORMANCE DATA

Academic Performance Index (API)

API Rank 2006-2007 2007-2008 2008-2009

State-wide 1 1 1

Similar-School 1 1 1

Edison has had continual API growth since 2006. During the 2008-2009 school year, the growth

was limited due to the transition from a traditional six-period day to a 4x4 block schedule. It is

believed that the increasing retention of faculty members, creating consistent department

policies, and enhancing teaching strategies will close the gap between Edison’s actual API and

the target for AYP.

0

100

200

300

400

500

600

700

800

900

20

00

20

01

20

02

20

03

20

04

20

05

20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

13

20

14

School M

edian

Edison High School

2000-2010 Base API

Edison HS API

API Target for AYP


Page 25

API Growth by Ethnicity

All subgroups have made progress over time, although only the Filipino and Asian subgroups

have exceeded the API targets. The African American subgroup fell from 2008-2009, but made

progress from 2009-2010. The Hispanic population has increased since 2006; however, growth

has been gradual and falls beneath the API target.


Page 26

Sammi’s Story:

This year I got put in regular classes. It felt really strange cause Im not one of the smart kids. It was hard. I never co uld do

what the teacher said. But I understood th ings when they talked better than I used to. Sometimes I worked in a group with other

kids and they helped me. They never made me feel like I wasnt sposed to be there. I dont know why I wasnt in my special classes.

But im glad I wasnt. For the first time I didnt have to be embarrassed about going to class. Everybody knows where the special

classes are. It makes you feel bad to go there , even though the teachers try hard to help and most kids don’t make a b ig deal about

it...

API Growth by Other Subgroups

The Economically Disadvantaged subgroup struggled from 2009-2010. Due to the economy,

homelessness has become a larger problem in the community and school. The obvious hardships

related to this issue are reflected in the student performance data. English Learners have made

progress since 2007, as have students with disabilities. The mainstreaming of RSP students

during the 2009-2010 school year accounts for the large growth of the Special Education

subgroup.


Page 27

CST Multiyear Report: English-Language Arts, Grades 9-11

Far Below Basic

Below Basic

Basic Proficient Advanced


Page 28

CST Multiyear Report: English-Language Arts, Grades 9-11

In a three year span, students scoring Advanced on English-Language Arts section of the CSTs

have increased by over 2%. The Proficient group has increased almost 3%. The Basic group has

made little change, whereas the Below Basic group has decreased by almost 4.5%. The Far

Below Basic group also decreased, though by a much lesser degree.


Page 29

Multi Year Comparison Report for CST ELA (Grade 9)

Far Below

Basic

Below

Basic



Page 30


From 2007-2010, the number of ninth grade students scoring Advanced on English-Language

Arts has increased by nearly 3.5%. Students scoring Proficient has also increased, though by a

slightly lesser percentage. There has been a nearly 3% decrease in the number of students

scoring Basic, and an almost 5% decrease in the number of students scoring Below Basic.

However, there has been an increase of almost 1.5% in the number of students scoring Far Below

Basic.

Last year, there was not as much growth in the Advanced range as in the previous year. There

were decreases in the number of students scoring Proficient and Basic. A few more students

scored Below Basic, and the Far Below Basic group increased by 32 students.


Page 31

Year Comparison Report for CST ELA (Grade 10)

Far Below Basic

Below Basic



Page 32

Year Comparison Report for CST ELA (Grade 10)

From 2007-2010, there has been an approximately 2% increase in the number of students scoring Advanced and Proficient. The Basic group has increased by over 4%, and the Below Basic

group has declined by over 5%. Students scoring Far Below Basic has decreased by nearly 3%. In 2009-2010, more tenth grade students scored Advanced in ELA than in the previous years.

The number of students scoring Proficient remained the same as the 2008-2009 school year. 7 more students scored Basic than in the previous school year. 5 fewer students scored Below

Basic, and 11 fewer scored Far Below Basic.

.


Page 33


Far Below Basic

Below Basic



Page 34


From 2007-2010, the percentage of eleventh grade students scoring Advanced increased by

nearly 1.5%, and the percentage scoring Proficient increased by over 3.5%. There has been very little change in the percentage scoring Basic. There has been a near ly 2.8% decrease of the

Below Basic group, and a 2.2% decrease of the Far Below Basic group. In the 2009-2010 school year, there was a movement of two students from the Proficient to the

Advanced group. 35 more students scored Basic than in the previous year. 4 fewer students scored Below Basic and Far Below Basic than in the 2008-2009 school year.


Page 35

Ms. Miller’s Story:

Sometimes I wonder what I’m doing here. Don’t get me wrong: I love

teaching. But it’s about so much more than just standing in front of kids

and helping them learn. We started this year with using data to drive

instruction. I went from feeling pretty good about the job I did to being

depressed and lost. My kids seem to fail everything: CSTs, the CAHSEE,

District Assessments, etc. I don’t know what to really do with that

information. Where do you start, when they’re so far behind grade-level?

The bigger problem is that even if I could figure out how to teach them

what they needed to know, I don’t have the time to do it. Every day, I fall

further and further behind in the pacing guide. I feel like I’m flying

through the material, and I know my kids aren’t learning what they need to

as it is. There’s just no time to re-teach or fill in the gap with

remediation.

I know if I can figure out how to do this it will be really great for my kids.

Imagine if I could reach every single one of them and teach them what

they need to know! I’m hoping that I can work with some of the other

teachers to plan lessons and address the problems we’re all having.

Hopefully we’ll have professional development as well, so that the experts

can shed some light on this. I’m ready to work hard for my kids. I’m tired

of letting the chips fall where they may because I just don’t know how to

help them all.


Page 36

Multi-year Comparison Report for CST Math (General)

Far Below Basic

Below Basic



Page 37

2007-2008 2008-2009 2009-2010 change % change

Advanced 0 0 0 0 0.00

Proficient 1 0 0 -1 -4.35

Basic 0 3 0 0 0.00

Below Basic

6 2 1 -5 -13.59

Far Below Basic

16 6 7 -9 17.93

Total

Represented

23 11 8 -15 N/A

During the last three years, no students have scored Advanced on the General Mathematics section of the CSTs. The majority of the students score Far Below Basic.


Page 38

Multi Year Comparison Report for CST MATH (Algebra I)

Far Below

Basic

Below

Basic



Page 39

Multi Year Comparison Report for CST MATH (Algebra I)

From 2007-2010, there was very little change in the number of students scoring Advanced in Algebra I; however, there was a nearly 3% increase in the number of students scoring Proficient.

The Basic group increased by over 1.5%. The Below Basic group decreased by almost 2.7%, and the decrease in the Far Below Basic group was over 2%.

In the 2009-2010 school year, there was very little difference in the number of students scoring Advanced and Proficient than in the previous year. 14 more students scored Basic; however,

there was an increase of 26 students who scored Below Basic and 5 who scored Far Below Basic.


Page 40

Multiyear Comparison (Geometry)

Far Below Basic

Below Basic



Page 41

Multiyear Comparison (Geometry)

From 2007-2010, there was a decrease of almost 1.5% in the number of students who scored Advanced in Geometry. There was a slight increase in the number of students who scored

Proficient and Basic. The percent of students scoring Below Basic fell slightly, and the percent of students scoring Far Below Basic remained virtually unchanged.

In 2009-2010, there were no students who scored Advanced, whereas there were 14 the previous year. 17 fewer students scored Proficient, and 13 more students scored Basic. 24 more students

scored Below Basic, and the Far Below Basic group remained nearly the same.


Page 42

Multi Year Comparison Report for CST MATH (Algebra II)

Far Below

Basic

Below

Basic



Page 43

Multi Year Comparison Report for CST MATH (Algebra II)

From 2007-2010, the number of students scoring Advanced in Algebra II has increased 1%. The

number scoring Proficient increased 5%. Students scoring Basic has decreased by over 3%, whereas students scoring Below Basic has increased by 6.1%. The Far Below Basic group has

declined by over 9%. In the 2009-2010 school year, there were fewer students scoring Advanced than there were in the

2008-2009 school year. 6 more students scored Proficient, and 10 less students scored Basic. There were 6 more students scoring Below Basic, but 6 fewer scoring Far Below Basic.


Page 44

Multi Year Comparison Report for CST MATH (Summative High School Math)

Far Below Basic

Below Basic



Page 45

Multi Year Comparison Report for CST MATH (Summative High School Math)

From 2007-2010, the number of students scoring Advanced on the CSTs in Summative Math increased by nearly 3%. Greater gains were seen in both Proficient and Basic groups, at over 8%

and almost 13%. The Below Basic group decreased by over 15% and the Far Below Basic group decreased by 8%.

From the 2008-2009 to the 2009-2010 school year, there was minimal change in the number of students scoring Advanced. However, the number of Proficient students rose by 10 and the

Basic group increased by 18 students. The Below Basic group decreased by 14 students and the Below Basic group dropped from 11 to 6 students.


Page 46

Multi Year Comparison Report for CST SCIENCE

Far Below Basic

Below Basic



Page 47

Multi Year Comparison Report for CST SCIENCE

From 2007-2010, there was less than 1% of growth in the number of students scoring Advanced on the General Science portion of the CSTs. The Proficient group grew over 2.5%. There was

very little change in the amount of students scoring Basic. The number of students scoring Below Basic fell slightly over 1% and the students scoring Far Below Basic dropped by almost 2%.

In 2010, the Advanced group decreased by 11 students and the Proficient group increased by 29

students. The Basic group decreased by 36 students and the Below Basic decreased by 44 students. The Far Below Basic group increased by 39 students.


Page 48

Multi Year Comparison Report for CST SCIENCE (Biology)

Far Below Basic

Below Basic



Page 49

Multi Year Comparison Report for CST SCIENCE (Biology)

From 2007-2010, the number of students scoring Advanced on the Biology section of the CSTs changed less that 1%. There was an almost 3% increase in the number of students scoring

Proficient and a 1.3% increase in the number scoring Basic. The size of the Below Basic group did not change significantly, whereas the Far Below Basic group declined by over 5%.

In 2010, there were 354 more students enrolled in Biology than in the previous year. Therefore, each proficiency group was significantly larger.


Page 50

Multi Year Comparison Report for CST SCIENCE (Chemistry)

Far Below

Basic

Below

Basic



Page 51

Multi Year Comparison Report for CST SCIENCE (Chemistry)

From 2007 to 2010, the Advanced group increased less than 1%. The percentage of students

who scored Proficient increased more than 3%, and the Basic group decreased by over 7%. The Below Basic group increased over 4%. The Far Below Basic group decreased by nearly 1%.

In 2010, 25 more students were enrolled in Chemistry than in the previous year. However, the number of students who scored Advanced decreased by 6. Likewise, the Proficient group

decreased by 4. The Basic group increased by 16 students and the Below Basic group increased by 6. The Far Below Basic increased by 13 students.


Page 52

Multi Year Comparison Report for CST HISTORY

Far Below Basic

Below Basic



Page 53

Multi Year Comparison Report for CST HISTORY

From 2007-2010, the percentage of students who scored Advanced on the U.S. History component of the CSTs increased nearly 2%. The Proficient and Basic groups increased over

4%. The Below Basic and Far Below Basic groups both experienced decreases, Below Basic by almost 6% and Far Below Basic by almost 5%.

In 2010, 60 more students were enrolled in U.S. History than in the previous year. The largest increases of students were found in the Basic, Below Basic, and the Far Below Basic groups.


Page 54

Multi Year Comparison Report for CST HISTORY (World History)

Far Below

Basic

Below

Basic



Page 55

From 2007-2010, the number of students who scored Advanced on the World History component

of the CSTs increased over 2.5%. The Proficient group also increased by nearly 3%, and the

Basic group increased over 9%. The Below Basic group decreased by almost 2% and the Far

Below Basic group decreased over 13%.

In 2010, 28 more students were enrolled in World History than in the previous year. 9 more

students scored Advanced, and 18 more students scored Proficient. The Basic group increased

by 46 students and the Far Below Basic group decreased by 28 students.


Page 56

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

20

08

20

09

20

10

20

08

20

09

20

10

20

08

20

09

20

10

20

08

20

09

20

10

20

08

20

09

20

10

20

08

20

09

20

10

20

08

20

09

20

10

Year Year Year Year Year Year Year

Afr. Amer. Amer. Ind. Asian Filipino Hispanic Pac. Isl. Caucasian

Edison CST and CMA English Language Arts by Ethnicity

Adv.

Prof.

Basic

BB

FBB


Page 57

Over the last three years, African American, Filipino, Pacific Islander, and Caucasian subgroups

have increased in the number of students who score Advanced on the Language Arts section of

the CSTs. All other subgroups have shown overall growth; however, there were both increases

and decreases between 2008-2010.

Likewise, American Indian, Pacific Islander, and Caucasian subgroups have increased in the

number of students who score Proficient. Other subgroups have either remained constant or

shown positive and negative fluctuation.

There has been a decrease in the number of African American and Pacific Islander students

scoring Basic. All other subgroups have either increased in the number of students scoring Basic

or have experienced growth and reduction over the course of three years.

Filipino students scoring Below Basic has decreased every year, as has Hispanic and Pacific

Islander students. All subgroups have shown an overall decrease from 2008-2010.

Edison CST and CMA English Language Arts by Ethnicity

Perform-

ance Level

Ethnicity



08 09 10 08 09 10 08 09 10 08 09 10 08 09 10 08 09 10 08 09 10

ELA

Adv

% 3% 4% 6% 6% 3% 7% 4% 7% 6% 10%

11%

14%

3% 4% 5% 0% 0% 14%

9% 9% 11%

N 8 8 12 3 1 2 10 16 12 22 23 27 26 31 43 0 0 1 4 4 4

Pro

% 12%

19%

16%

12%

16%

20%

17%

17%

19%

22%

32%

27%

12%

16%

15%

0% 38%

43%

19%

23%

25%

N 29 40 34 6 6 6 42 39 36 48 68 54 106

123

124

0 3 3 9 11 9

Bas

% 30%

32%

28%

26%

24%

30%

34%

36%

37%

36%

29%

37%

30%

29%

31%

33%

25%

14%

36%

30%

31%

N 72 68 60 13 9 9 86 80 69 79 62 74 25

1

22

5

25

8 1 2 1 17 14 11

B

Bas

% 29%

24%

26%

30%

32%

17%

25%

20%

23%

22%

17%

15%

27%

25%

23%

67%

25%

0% 23%

26%

17%

N 68 51 56 15 12 5 62 45 44 49 36 30 231

191

193

2 2 0 11 12 6

FB Bas

% 26%

22%

25%

26%

26%

27%

21%

19%

14%

10%

10%

8% 28%

25%

27%

0% 13%

29%

13%

13%

17%

N 61 48 53 13 10 8 53 43 27 21 22 15 235

194

225

0 1 2 6 6 6


Page 58

On the contrary, not all subgroups have experienced a decline in the number of students scoring

Far Below Basic. The American Indian subgroup experienced an increase of 1%, Caucasian has

increased 4%, and the Pacific Islander has increased 29%.

There has been a 1% decrease in the number of students scoring Far Below Basic for the African

American and Hispanic subgroups. Filipino students scoring Far Below Basic decreased by 2%,

and the Asian subgroup has decreased 7%.


Page 59

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%2

00

8

20

09

20

10

20

08

20

09

20

10

20

08

20

09

20

10

20

08

20

09

20

10

20

08

20

09

20

10

20

08

20

09

20

10

20

08

20

09

20

10



Edison CST and CMA Math by Ethnicity

Adv.

Prof.

Basic

BB

FBB


Page 60

No subgroups have seen continual growth in the number of students scoring Advanced on the

Mathematics portion of the CSTs. The Asian and Caucasian subgroups were able to maintain the

growth made from 2008-2009; however, all other subgroups decreased.

The African American subgroup has increased in the number of students scoring Proficient, as

has the Pacific Islander subgroup.

Likewise, the African American subgroup has consistently gained Basic-scoring students.

Perform-ance Level

Ethnicity



08 09 10 08 09 10 08 09 10 08 09 10 08 09 10 08 09 10 08 09 10

M

ath

Adv

% 0%

1% 0% 0% 3% 0% 2% 4% 4% 2% 6% 2% 1% 1% 0% 0% 0% 0% 0% 3% 3%

N 0 2 0 0 1 0 5 8 8 4 12 4 8 10 3 0 0 0 0 1 1

Pro

% 3

% 7% 8% 4% 3%

11

%

12

%

11

%

12

%

10

%

15

%

13

% 3% 8% 6% 0% 0%

14

% 9% 8% 6%

N 7 14 15 2 1 3 28 22 22 20 30 25 22 53 49 0 0 1 4 3 2

Bas

% 11%

15%

16% 8% 12%

11%

21%

20%

18%

29%

19%

26%

13%

14%

16% 0% 14%

29%

15%

29%

32%

N 24 30 31 4 4 3 52 40 34 60 39 49 104 92 120 0 1 2 7 11 10

B Bas

% 48

%

41

% 43% 50%

38

%

39

%

40

%

40

%

39

%

40

%

41

%

40

%

47

%

47

% 47%

67

%

43

%

14

%

52

%

32

%

52

%

N 102

81 86 24 13 11 97 83 72 84 84 75 362 316

362 2 3 1 24 12 16

FB Bas

% 37%

36%

33% 38% 44%

39%

25%

25%

27%

19%

20%

18%

36%

31%

30% 33%

43%

43%

24%

29%

6%

N 79 71 66 18 15 11 60 52 51 40 41 33 275 20

8 229 1 3 3 11 11 2


Page 61

CAHSEE ELA 2007-2009

With the exception of grade 11, the school has seen growth in the amount of students who pass

the ELA portion of the CAHSEE. Tenth grade passage rates have increased 5% and twelfth

grade passage rates have increased approximately 2% from 2007-2009, though they experienced

With the exception of grade 11, the school has seen growth in the amount of students who pass

2007 2008 2009 Passed ELA Passed ELA Passed ELA

No Yes No Yes No Yes

# % # % # % # % # % # % Grade 10 318 46.4% 368 53.6% 249 43.5% 323 56.5% 231 41.4% 327 58.6%

11 128 22.9% 432 77.1% 126 22.9% 424 77.1% 129 26.3% 361 73.7%

12 83 16.5% 421 83.5% 61 12.3% 436 87.7% 65 14.1% 395 85.9%

Total

529

1221

436

1183

425

1083

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

10 11 12

2007

2008

2009


Page 62

the ELA portion of the CAHSEE. Tenth grade passage rates have increased 5% and twelfth

grade passage rates have increased approximately 2% from 2007-2009, though they experienced

a decrease in 2008. Eleventh grade remained stagnant for two years and then decreased 4%.

Though the school is clearly progressing, passage rates remain at an unsatisfactory level for all

grades tested.

Eddie’s Story:

The Exit Exam is tomorrow. I’m still trying to decide if I’m going to take it again. I fai led it three

times. I know I’m gonna fail it again. I might stay home. Save myself the trouble. I just can’t

do it. Its bad enough to guess on all the bubble answers. But you feel really dumb when you get

to the writing part and you don’t know what your suppost to do. Last time I didnt write anything

cause I didn’t understand. And I cant write, too. I know it sounds stupid and it doesn’t go in

order or anything. I hate it. I cant spell. Nothing ever works. I want to pass but I know I

wont. I’m better staying home so I dont waste nobody’s time. And I dont think I can go through

it all again. You get to a point where its to much to take .


Page 63

CAHSEE ELA 2007-2009

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%


2007

2008

2009


Page 64

CAHSEE ELA

African American students have passed the ELA portion of the CAHSEE at a growing rate.

Over the course of the last three years, 8% more African Americans have passed the test. The

passage rate for Asian students increased 2% between 2007-2009. There was a more substantial

growth between 2007-2008; however, 3% of the growth was lost the following year. Hispanic

students experienced a similar trend of an increase between 2007-2008 and a loss of growth

between 2008-2009. Conversely, the passage rate growth of the Hispanic subgroup was less than

2% during its highest point. There was a 6% increase in passage rates for Filipino students from

2007-2009. American Indian, Pacific Islander, and Caucasian ethnic subgroups, none of which

represent large student populations, have shown minor growth or reduction in CAHSEE ELA

passage rates.

2007 2008 2009

Passed ELA Passed ELA Passed ELA


# % # % # % # % # % # %

Afr. Amer. 89 36.8% 153 63.2% 70 32.1% 148 67.9% 60 29.7% 142 70.3%

Amer. Ind. 11 23.9% 35 76.1% 12 24.5% 37 75.5% 11 25.6% 32 74.4%

Asian 83 28.8% 205 71.2% 61 22.8% 206 77.2% 62 25.8% 178 74.2%

Filipino 43 17.6% 202 82.4% 30 12.5% 210 87.5% 26 11.8% 194 88.2%

Hispanic 293 33.4% 583 66.6% 254 31.7% 548 68.3% 257 33.9% 501 66.1%

Pac. Isl. 0 0 2 100.0% 1 50.0% 1 50.0% 1 20.0% 4 80.0%

Caucasian 10 19.6% 41 80.4% 8 19.5% 33 80.5% 8 20.0% 32 80.0%

Total 529 1221 436 1183 425 1083


Page 65

CAHSEE Math 2007-2009

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

10 11 12

2007

2008

2009


Page 66

CAHSEE MATH

2007 2008 2009

Passed Math Passed Math Passed Math


# % # % # % # % # % # %

Grade 10 293 42.7% 393 57.3% 268 46.9% 304 53.1% 218 39.1% 340 60.9%

11 129 23.0% 431 77.0% 127 23.1% 423 76.9% 116 23.7% 374 76.3%

12 70 13.9% 434 86.1% 53 10.7% 444 89.3% 48 10.4% 412 89.6%

Total 492 1258 448 1171 382 1126

Overall, there has not been a steady trend of growth or decline in the passage rates of the

mathematics section of the CAHSEE over the last three years. Tenth graders experienced a

decline in passage from 2007-2008, then increased 7%, for an overall increase of 3% by 2009.

Eleventh grade passage rates have remained fairly constant, increasing or dropping less than 1%

over the course of three years. Twelfth grade passage rates increased 3% from 2007-2008 and

maintained that growth the following year.


Page 67

CAHSEE Mathematics 2007-2009

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%


2007

2008

2009


Page 68

Only African American, Filipino, and Caucasian student subgroups experienced continual

growth of passage rates on the mathematics section of the CAHSEE. The increase in passage

rates was largest for the Caucasian subgroup at approximately 10%. The other two subgroups

increased about 6% over the three year span. On the other hand, the American Indian subgroup

experienced 1% of growth from 2007-2008 and then had a 3% decrease in passage rates. The

Asian subgroup had a slight decrease in passage rates from 2007-2008 before having a 5%

increase in 2009. The Hispanic subgroup declined 1% from 2007-2008 and then rose 1% from

2008-2009.

2007 2008 2009

Passed Math Passed Math Passed Math


# % # % # % # % # % # %

Afr. Amer. 97 40.1% 145 59.9% 83 38.1% 135 61.9% 68 33.7% 134 66.3%

Amer. Ind. 10 21.7% 36 78.3% 10 20.4% 39 79.6% 10 23.3% 33 76.7%

Asian 54 18.8% 234 81.3% 51 19.1% 216 80.9% 36 15.0% 204 85.0%

Filipino 33 13.5% 212 86.5% 25 10.4% 215 89.6% 16 7.3% 204 92.7%

Hispanic 283 32.3% 593 67.7% 267 33.3% 535 66.7% 243 32.1% 515 67.9%

Pac. Isl. 0 0 2 100.0% 1 50.0% 1 50.0% 1 20.0% 4 80.0%

Caucasian 15 29.4% 36 70.6% 11 26.8% 30 73.2% 8 20.0% 32 80.0%

Total 492 1258 448 1171 382 1126


Page 69

AMOs: English-Language Arts

2008-2010*

(* Note: Each year charted separately)

In 2008, Edison’s Filipino students scored just beneath the proficiency for English Language

Arts. The American Indian, Special Education, and English Learner subgroups performed far

below the proficiency target. African American, Asian, Hispanic, Caucas ian, and Economically

Disadvantaged subgroups scored between the highest and lowest-performing subgroups.

36.70%

14%

23%

43.80%

21.60%

38.90%

24.40%

14.30%10.10%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

Af Amer American Indian

Asian Filipino Hispanic Caucasian Econ. Disadvan

Students w/ Disab

Eng. LearnersP

erc

en

t P

rofi

cie

nt

an

d A

bo

ve

2008 AYP Percent Proficient Target 44.5%

Edison High School Comparisons

Percent Proficient - Annual Measurable Objectives (AMOs)2008 English Language Arts


Page 70

In 2009, the American Indian and Filipino subgroups exceeded the proficiency target for English

Language Arts. The Caucasian subgroup fell slightly short of the target. African American,

Asian, Hispanic, Economically Disadvantaged, Special Education, and English Learner

populations scored well below the proficiency target.

24.40%

50%

38%

48.50%

24.20%

41.20%

27.90%

12.50%16.30%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Af Amer American Indian

Asian Filipino Hispanic Caucasian Econ. Disadvan

Students w/ Disab

Eng. Learners

Pe

rce

nt P

rofi

cie

nt

an

d A

bo

ve




33.30%29%

49.30%

32.80%30.00%

12.50% 13.70%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Af Amer Asian Filipino Hispanic Econ. Disadvan

Students w/ Disab

Eng. Learners

Pe

rce

nt P

rofi

cie

nt

an

d A

bo

ve





Page 71

In 2010, the Filipino subgroup scored the highest in English Language Arts, although it did not

reach the target. All other subgroups scored significantly lower than the Filipino subgroup and

the proficiency target. The Special Education subgroup scored the lowest of all reported groups.

AMOs: Mathematics

2008-2010*


In 2008, the Filipino subgroup exceeded the percent proficient target in mathematics, as did the

Asian and Caucasian subgroups. All other subgroups fell below the proficiency target, with the

Special Education population scoring lowest of all groups.

26.20%23%

35%

54.70%

21.40%

44.40%

26.70%

10.80%

16.10%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Af Amer Amr Ind Asian Filipino Hispanic Caucasian Econ. Disadvan

Students w/ Disab

Eng. Learners

Pe

rce

nt P

rofi

cie

nt

an

d A

bo

ve



Percent Proficient - Annual Measurable Objectives (AMOs)2008 Mathematics


Page 72

In 2009, the Filipino subgroup once again led all other subgroups, scoring several points above

the percent proficient target. The Asian and Caucasian subgroups also met the proficiency

target. All other subgroups fell below the target, although economically disadvantaged students

and English Learners showed gains from 2008.

24.40% 25%

45%

59.10%

29.30%

47.10%

33.20%

12.20%

25.10%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Af Amer Amr Ind Asian Filipino Hispanic Caucasian Econ. Disadvan

Students w/ Disab

Eng. Learners

Pe

rce

nt P

rofi

cie

nt

an

d A

bo

ve



Percent Proficient - Annual Measurable Objectives (AMOs)2009 Mathematics

32.80%

47%

54.80%

31.20% 31.00%

10.00%

25.20%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Af Amer Asian Filipino Hispanic Econ. Disadvan

Students w/ Disab

Eng. Learners

Pe

rce

nt P

rofi

cie

nt

an

d A

bo

ve


Edison High School ComparisonsPercent Proficient - Annual Measurable Objectives (AMOs)

2010 Mathematics


Page 73

In 2010, the Filipino subgroup met the percent proficient target in mathematics. The African

American subgroup showed growth from 2009; however, the majority of subgroups did not make

adequate growth.

AYP Participation Rate: 2009-2010*


In 2009, Edison met the AYP Participation rate in English-Language Arts and math. All

subgroups except American Indian, Hispanic, and White met the participation rate. The

Hispanic subgroup was only 1% short of meeting the target rate.


Page 74

In 2010, Edison met the AYP Participation target of 95% in English-Language Arts. It scored

just below at 94% for mathematics. The Asian and Filipino subgroups led with 98-100%

participation for English-Language Arts and math. The African American and Caucasian

subgroups fell significantly below the participation target.


Page 75

CELDT: 2008-2010 Percent Proficient

In a 3 year span, the number of students who scored Proficient on the CELDT has increased by

9%. Of the larger sub-

groups tested, the Filipino

students scored highest,

although the percentage

dropped from 44% Pro-

ficient in 2009 to 33% in

2010. 20% of Hmong-

speaking students scored

Proficient in 2008, whereas

17% scored Proficient in

subsequent years. 13% of

tested Spanish-speaking stu-

dents were Proficient in

2008 and 2009. In 2010 the

Spanish-speaking subgroup

gained 11 percentage

points.

Julio’s Story:

I speak Spanish and now English . Sometime I feel like I don’t have

no language at all. I don’t th ink I never understand English like

everyone else. There are so many strange word. Every day I find

more and more word I never seen before. I try to remember it, but

they go away too fast. If I remember, I say them wrong or use

them wrong. Its complicating. I want to get it right so I try hard.

But it feel like I’m losing my own language. Sometime after hearing

English all day I go home and can’t understand. “Comprende?” mi

mama say, “Comprende?”

No comprende.

“You understand?” my teachers ask at school. I th ink si but know I’m

supost to say yes. Inside they both feel not right. I learn a lot at

school, but I sometime it seem I don’t understand noth ing.

Would you understand if you were me?


Page 76

CELDT Proficiency Level: 2007-2010*

(Note: Each year charted separately)

In the 2007-2008 school year, only 4 students tested on the CELDT scored Advanced. 62 scored

Early Advanced, 177 scored Intermediate, 136 scored Early Intermediate, and 63 scored

Beginning.

Most students with Advanced or Early Advanced proficiency were in Grade 11. The majority of

students who scored Intermediate or Early Intermediate were in Grades 9-11. Most students who

scored Beginning were in ninth and tenth grade.

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%


2007-2008 Proficiency Levels (CELDT)

Advanced

Early Advanced

Intermediate

Early Intermediate

Beginning

Proficiency Level: CELDT 2007-2008 Proficiency

Level Grade 09 Grade 10 Grade 11 Grade 12 Total

# % # % # % # % # %

Advanced 0 0.0% 0 0.0% 3 2.6% 1 1.6% 4 0.9%

Early Advanced 13 10.2% 15 10.9% 25 21.9% 9 14.3% 62 14.0%

Intermediate 50 39.4% 54 39.1% 44 38.6% 29 46.0% 177 40.0%

Early Intermediate 44 34.6% 42 30.4% 34 29.8% 16 25.4% 136 30.8%

Beginning 20 15.7% 27 19.6% 8 7.0% 8 12.7% 63 14.3%


Page 77

During the 2008-2009 school year, 3 students scored Advanced on the CELDT. 74 scored Early

Advanced, 195 scored Intermediate, 108 scored Early Intermediate, and 49 scored Beginning.

Students who scored Advanced were in the eleventh and twelfth grade. Most students who

scored Early Advanced were in ninth, eleventh, and twelfth grade. Students scoring Intermediate

were fairly evenly dispersed among all grades, with slightly fewer in twelfth. The majority of

students scoring Early Intermediate were in the eleventh grade, as were the majority of students

scoring Beginning.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%


2008-2009 Proficiency Levels (CELDT)

Advanced

Early Advanced

Intermediate

Early Intermediate

Beginning

Proficiency Level: CELDT 2008-2009

Performance Level Grade 09 Grade 10 Grade 11 Grade 12 Total

# % # % # % # % # %

Advanced 0 0.0% 0 0.0% 1 0.9% 2 2.2% 3 0.7%

Early Advanced 22 19.8% 11 9.4% 19 17.3% 22 24.2% 74 17.2%

Intermediate 51 45.9% 55 47.0% 50 45.5% 39 42.9% 195 45.5%


Beginning 13 11.7% 9 7.7% 19 17.3% 8 8.8% 49 11.4%

Number Tested 111 100.0% 117 100.0% 110 100.0% 91 100.0% 429 100.0%


Page 78

During the 2009-2010 school year, 6 students scored Advanced on the CELDT. 103 students

scored Early Advanced, 191 scored Intermediate, 88 scored Early Intermediate, and 56 scored

Beginning.

The majority of students scoring Advanced were in ninth and tenth grade. The majority of

students scoring Early Advanced were in twelfth grade and the fewest were in tenth grade. The

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%


2009-2010 Proficiency Levels: CELDT

Advanced

Early Advanced

Intermediate

Early Intermediate

Beginning

2009-2010 Proficiency Levels: CELDT

Performance

Level


# % # % # % # % # %

Advanced 2 1.5% 2 1.9% 1 1.0% 1 1.0% 6 1.4%

Early Advanced 27 20.0% 17 15.7% 23 22.5% 36 36.4% 103 23.2%

Intermediate 59 43.7% 56 51.9% 46 45.1% 30 30.3% 191 43.0%


Beginning 18 13.3% 14 13.0% 7 6.9% 17 17.2% 56 12.6%

Number Tested 135 100.0% 108 100.0% 102 100.0% 99 100.0% 444 100.0%


Page 79

largest number of students scoring Intermediate and Early Intermediate were in ninth grade and

the fewest were in twelfth. Students scoring Beginning were evenly dispersed among the grades,

with the exception of the eleventh grade, which had fewer representatives.

Summative District Assessments

2007-2009 9th Grade ELA Semester 1

2007 2008 2009

Performance Level

# Students

% Students

# Students

% Students

# Students

% Students

A 0 0% 0 0% 0 0% B 1 0% 10 2% 10 2%

C 15 3% 52 9% 43 8% D 58 11% 97 16% 71 13%

F 454 86% 444 74% 406 77% Total 528 100% 603 100% 530 100%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2007-2008 2008-2009 2009-2010

Edison High School

9th Grade ELA Semester 1 Exam - 3 Year Trend2007-2009

A

B

C

D

F


Page 80


2007 2008 2009

Performance Level #

Students %

Students #

Students %

Students #

Students %

Students

A 0 0% 5 1% 0 0%

B 1 0% 8 1% 4 1%

C 4 1% 32 6% 21 5%

D 43 8% 80 15% 58 13%

F 471 91% 421 77% 347 81%

Total 519 100% 546 100% 430 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007-2008 2008-2009 2009-2010

Edison High School 9th Grade ELA Semester 2 Exam - 3 Year Trend

2007-2009

A

B

C

D

F


Page 81


2007 2008 2009

Performance Level #

Students %

Students #

Students %

Students #

Students %

Students

A 0 0% 0

0% 0 0%

B 0 0% 1

0% 11 3%

C 2 1% 26

5% 40 10%

D 38 12% 57

12% 94 22%

F 269 87% 402

83% 275 65%

Total 309 100% 486

100% 420 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007-2008 2008-2009 2009-2010


2007-2009

A

B

C

D

F


Page 82

0%

10%

20%

30%

40%

50%

60%

70%

80%

2007-2008 2008-2009 2009-2010


2007-2009

A

B

C

D

F


2007 2008 2009

Performance Level #

Students %

Students #

Students %

Students #

Students %

Students

A 2 1% 0 0% 4 1%

B 7 2% 17 4% 30 7%

C 39 10% 52 12% 56 13%

D 57 14% 87 20% 102 24%

F 295 74% 270 63% 236 55%

Total 400 100% 426 100% 428 100%


Page 83


2007 2008 2009

Performance Level #

Students %

Students #

Students %

Students #

Students %

Students

A N/A N/A 0 0% 22 5%

B N/A N/A 3 1% 34 8%

C N/A N/A 38 13% 47 11%

D N/A N/A 68 23% 78 18%

F N/A N/A 191 64% 259 59%

Total N/A N/A 300 100% 440 100%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

2007-2009 2008-2009 2009-2010

Edison High School


A

B

C

D

F


Page 84


2007 2008 2009

Performance Level #

Students %

Students #

Students %

Students #

Students %

Students

A N/A N/A 0 0% 0 0%

B N/A N/A 0 0% 0 0%

C N/A N/A 3 1% 27 8%

D N/A N/A 9 3% 39 12%

F N/A N/A 252 95% 253 79%

Total N/A N/A 264 100% 319 100%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2007-2009 2008-2009 2009-2010

Edison High School


A

B

C

D

F


Page 85

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2007-2008 2008-2009 2009-2010

Edison High School

Algebra I Semester 1 Exam - 3 Year Trend2007-2009

A

B

C

D

F

2007-2009 Algebra 1 Semester 1 2007 2008 2009

Performance Level #

Students %

Students #

Students %

Students #

Students %

Students

A 1 0% 0

0% 3 1%

B 8 2% 6

1% 13 3%

C 8 2% 23

5% 30 7%

D 21 4% 44

9% 56 13%

F 491 93% 437

86% 321 76%

Total 529 100% 510

100% 423 100%

www98.achievedata.com/stockton/?rosteryear=2008&exams=1471&reportType=exam&by_roster=0&fromExamView=1&page=ExamReportPage&download=xls&band=A&tag=1471_82_7fc56270e7a70fa81a5935b72eacbe29&id=1471&rpt=1



www98.achievedata.com/stockton/?rosteryear=2008&exams=1471&reportType=exam&by_roster=0&fromExamView=1&page=ExamReportPage&download=xls&band=B&tag=1471_82_9d5ed678fe57bcca610140957afab571&id=1471&rpt=1



www98.achievedata.com/stockton/?rosteryear=2008&exams=1471&reportType=exam&by_roster=0&fromExamView=1&page=ExamReportPage&download=xls&band=C&tag=1471_82_0d61f8370cad1d412f80b84d143e1257&id=1471&rpt=1



www98.achievedata.com/stockton/?rosteryear=2008&exams=1471&reportType=exam&by_roster=0&fromExamView=1&page=ExamReportPage&download=xls&band=D&tag=1471_82_f623e75af30e62bbd73d6df5b50bb7b5&id=1471&rpt=1



www98.achievedata.com/stockton/?rosteryear=2008&exams=1471&reportType=exam&by_roster=0&fromExamView=1&page=ExamReportPage&download=xls&band=F&tag=1471_82_800618943025315f869e4e1f09471012&id=1471&rpt=1



www98.achievedata.com/stockton/?rosteryear=2008&exams=1471&reportType=exam&by_roster=0&fromExamView=1&page=ExamReportPage&download=xls&tag=1471_82_total&id=1471&rpt=1




Page 86

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2007-2008 2008-2009 2009-2010

Edison High School

Algebra I Semester 2 Exam - 3 Year Trend2007-2009

A

B

C

D

F

2007-2009 Algebra 1 Semester 2

2007 2008 2009

Performance Level # Students

% Students

# Students

% Students

# Students

% Students

A 0 0% 0 0% 0 0%

B 0 0% 1 0% 4 1%

C 0 0% 10 3% 24 6%

D 7 2% 13 3% 43 11%

F 411 98% 360 94% 310 81%

Total 418 100% 384 100% 381 100%








Page 87

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2007-2008 2008-2009 2009-2010

Edison High School

Geometry Semester 1 Exam - 3 Year Trend2007-2009

A

B

C

D

F

2007-2009 Geometry Semester 1

2007 2008 2009


% Students

# Students

% Students

# Students

% Students

A 0 0% 12 2% 3 1%

B 0 0% 26 5% 13 3%

C 0 0% 30 6% 20 5%

D 5 1% 54 11% 51 12%

F 496 99% 379 76% 339 80%

Total 501 100% 501 100% 426 100%


Page 88

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2007-2008 2008-2009 2009-2010

Edison High School Geometry Semester 2 Exam - 3 Year Trend

2007-2009

A

B

C

D

F

2007-2009 Geometry Semester 2 2007 2008 2009


% Students

# Students

% Students

# Students

% Students

A 0 0% 8 2% 0 0%

B 2 1% 25 7% 4 1%

C 6 2% 23 6% 15 4%

D 11 4% 39 11% 13 4%

F 235 93% 263 73% 315 91%

Total 254 100% 358 100% 347 100%


Page 89

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2007-2008 2008-2009 2009-2010

Edison High School Algebra II Semester 1 Exam - 3 Year Trend

2007-2009

A

B

C

D

F

2007-2009 Algebra 2 Semester 1

2007 2008 2009


% Students

# Students

% Students

# Students

% Students

A N/A N/A 3 1% 13 5%

B N/A N/A 21 6% 21 8%

C N/A N/A 43 13% 27 10%

D N/A N/A 52 16% 38 14%

F N/A N/A 216 64% 170 63%

Total N/A N/A 335 100% 269 100%


Page 90

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2007-2008 2008-2009 2009-2010

Edison High School

Algebra II Semester 2 Exam - 3 Year Trend2007-2009

A

B

C

D

F

2007-2009 Algebra 2 Semester 2 2007 2008 2009


% Students

# Students

% Students

# Students

% Students

A N/A N/A 1 0% 1 0%

B N/A N/A 12 5% 16 7%

C N/A N/A 25 10% 23 10%

D N/A N/A 27 11% 25 11%

F N/A N/A 179 73% 159 71%

Total N/A N/A 244 100% 224 100%


Page 91

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

2006-2007 2007-2008

SAT Participation Rate

Edison

County

State

399419 427

447

391414

800 800 800 800 800 800

0

100

200

300

400

500

600

700

800

900

2006-2007 2007-2008 2006-2007 2007-2008 2006-2007 2007-2008

Verbal Score Math Score Writing Score

SAT Scores: Local/State Comparison

Edison

County

State

Possible


Page 92

Edison students have trailed behind the county and the state in their performance on the SATs.

The average scores are far below the overall possible score. However, scores have shown

growth over time. Students perform better in mathematics and more poorly on Language-Arts

portion.

● ● ●

Vang’s Story:

I got my SAT scores yesterday, and I almost cried. I feel like I’ve worked so

hard, but on paper, I seem stupid. I stayed up all night thinking about it. I

don’t know how to tell my parents. Their whole world revolves around me

going to college. I’ll be the first one in our family, except now I don’t know if

any colleges will accept me. How can I tell everyone that I somehow smashed

their dreams?

I just don’t understand what happened! I get straight A’s and my classes have

always seemed so easy. Sometimes when I’m sitting in class, I start to fall

asleep because nothing is hard for me. I always thought it was because I was

just that smart. Now, though, I’m starting to wonder if maybe I haven’t been

learning what I need to in order to be successful in college. I don’t mean to

blame my teachers because they’re all really nice, but I’m clearly not ready for

college! What am I going to do? I feel like my life is over, before it’s really

begun.

● ● ●


Page 93

College Preparation and Attendance

Since 2006, the number of students who are UC/CSU Eligible has increased 28%. However, the

percentage of students who attend UC systems has remained at 3%, and the percentage of

students who attend a CSU declined to 5%. There was a 34% increase in the number of students

who attended community college from 2006-2007. On the other hand, exactly half of that

growth was lost between 2007 and 2008.

PERCEPTION DATA

During the 2010-2011 school year, Edison developed different perception surveys for various

members of the school community: students, parents, teachers, and classified staff. The survey

questions were created from WASC criteria indicators in an effort to align shareholder

perceptions to the self-study process. Student surveys were administered school-wide. Parent

surveys were translated to Spanish for Spanish-speaking parents; however, the school lacked the

resources to translate the survey to additional languages. Parent surveys were mailed home

along with an EdConnect call that explained the purpose of the survey. Teacher surveys were

administered through Survey Monkey. Classified Staff surveys were administered during a

meeting in which all classified members were informed of the WASC process.

Results of the perception surveys are included in the Appendix of the report.

0%

10%15%

3% 3% 3%7%

10%5%

28%

62%

45%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

2005-2006 2006-2007 2007-2008

College Eligibility and Attendance

UC/CSU Eligibility

Attend UC

Chapter 2: Student/Community Profile—Overall Summary from Analysis

Page 94

The Edison High School Leadership Team conducted weekly data analysis meetings throughout

November and December of 2010. Three year trends of student performance data on the CSTs,

CAHSEE and CELDT assessments were interpreted and analyzed. During the process,

important questions were raised and the implications of the data were discussed by the group.

This provided the framework for the WASC Action Plan, as the leadership team was able to

identify significant needs and propose strategies for student support, program alterations, and

monitoring devices.

The analysis of data brought forth many questions and ideas. However, there were two crucial

questions raised repeatedly throughout the sessions:

1. Why haven’t the scores changed more drastically in the three year span, despite

many school-wide reform measures?

2. For the small changes noted, what were the contributing factors?

The constancy of test scores, throughout changes in administration, the transition to a 4 x 4 block

schedule, and the reconfiguration into SLCs, was the topic of much discussion. The fact that the

scores did not drop significantly as a result of these major changes indicates that the staff and

students of Edison are resilient and that instruction continued to occur in spite of challenges.

However, the lack of growth is also an indication that the instruction, services, and programs

provided have not been adequately implemented or monitored to effectively improve student

achievement.

For example, student performance data on the CSTs, CAHSEE, and CELDT does not indicate

any notable increase in proficiency, and yet all teachers have been trained in EDI. As EDI is a

research-based model that increases rigor and student engagement when successfully used, the

student performance data is evidence that EDI has not been implemented with fidelity at Edison.

Likewise, the student performance data does not indicate that the transition to a 4 x 4 block has

facilitated increased achievement. The 4 x 4 block, which gives students focused instructional

time and provides teachers with significant time to plan targeted instruction, has not been utilized

to its fullest potential.

Based on the data, it was made clear to the leadership team that much of Edison’s attempts at

improving student achievement have remained in the organizational stage. Full implementation

and a tool for monitoring the effectiveness of each step taken has not occurred for all reform

measures. From the 2007-2008 school year to the 2009-2010 school year, student achievement

did not drastically improve, as the school itself had not drastically changed except by outward

appearance.

Chapter 2: Student/Community Profile—Overall Summary from Analysis

Page 95

Conversely, since the beginning of the 2010-2011 school year, Edison has begun the process of

steadily increasing the monitoring of student achievement. Instructional norms, which are

largely based on the use of EDI, have been monitored school-wide through the use of Focus

Walks. The data from Focus Walks will be used by the administration to provide targeted

professional development, so that all teachers at Edison are using EDI effectively on a routine

basis.

Additionally, Edison has sought to improve student achievement in core classes through data-

driven academic conferences. As teachers are being encouraged to plan instruction based on

student needs, there has been a movement toward improving the assessment tools, namely,

inaccurate district formative assessments. The use of autopsy data has been questioned at length,

and measures have been taken to ensure students’ proficiency levels are determined using timely,

appropriate assessments.

A major concern, when attempting to increase the monitoring of instruction, students, and

programs, is that Edison is currently offering too much. In addition to the core and electives,

Edison is providing five SLCs with two pathways each, a math and science magnet, a newcomer

program, AVID, AP, Freshman Success, and several other programs and services.

Unfortunately, it is impossible to monitor the effectiveness of each program. When analyzing

student performance data, the leadership team could not possibly identify the contributing factors

to growth, however minute. Was it the closer association provided by SLCs, AVID, or EDI?

Was it something else? Since most of these programs lack consistent monitoring and there are

simply too many variables, it is difficult to truly identify what is working for students and what is

not.

Thus, Edison is in the process of adopting a “less is more” method of operation. It is the belief

of the administration that the way to truly serve students and prepare them for college and career

is to ensure that they cannot slip through the cracks that naturally exist with too many loosely

monitored programs. Edison is beginning a focused approach that will use we ll-designed

programs with clear objectives, research-based strategies, and methods for charting growth

toward meeting defined objectives. This will ultimately translate to increased student

achievement, as it will be much easier to identify what is effective and what is not, then adjust

accordingly.

Chapter 3: Progress Report

Page 96

PROGRESS OVERVIEW

Edison High has experienced a multitude of changes since the last full self-study in 2004.

Programs, administration, faculty, and district leadership have changed several times since the

last self-study. Therefore, the Action Plan of 2004 and the goals therein bear little relevance to

the current state of the school.

The 2004 Action Plan was revised in 2007 and 2008. However, due to Edison’s major

reformation in recent years, it has not received adequate attention. The Action Plan has not

formally been revised since 2008.

The most significant developments since the last WASC visit in 2008 have been the transition to

a 4x4 block schedule from a traditional six period day, and the implementation of wall-to-wall

Smaller Learning Communities (SLCs).

SIGNIFICANT DEVELOPMENTS

Goal #1:

The school will provide interventions for all students in order to improve student

achievement of the state academic content standards.

(1.1) Edison has provided numerous professional development opportunities, particularly in the

use of EDI. Currently, all teachers have received initial EDI training. Core teachers are

scheduled to receive specialized training using techniques specific to each content area. Several

teachers have received EDI certification.

(1.2) Due to the constraints of the budget, an intensive summer school program has not been

offered to non-proficient incoming ninth graders.

(1.3) The school uses Data Director to review student assessment data. In core departments, the

analysis of student performance data is a permanent agenda item.

(1.4) The administration conducts calibration exercises to provide uniform assessments of

instructional practices and decisions regarding student discipline. Additional professional

development and support is offered by the district.

(1.5) Edison has not provided test-taking strategies to AP students; however, all Honors and AP

teachers will attend AP training in July of 2011.


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(1.6) Edison has recently refined its leadership team. As the school advances toward utilizing a

leadership team to consistently monitor and update the Action Plan, it has been determined that a

smaller group comprised of all stakeholders will be more constructive than the traditionally-used

body of department chairs.

(1.7) Edison is now divided into industry-themed SLCs.

(1.8) All core and most elective classes have pacing guides designed by the district. SLC courses

have outlines and syllabi that were created during the 2009 Summer Institute.

(1.9) During the 2010-2011 school year, Edison has adopted the Step Up to Writing Program.

The entire English Department and representatives from Social Science attended a two-day

training. Edison has plans to train all core teachers to ensure students are receiving writing

support cross-curricularly by the 2011-2012 school year.

(1.10) A replacement for the Senior Project has not been developed. Each SLC may conclude

with a culminating project in the future.

(1.11) Edison’s change from a six-period day to a 4x4 block schedule has provided more

opportunities for collaborative planning and professional development. Each Thursday is

modified to allow for department and SLC meetings. In addition, the master schedule has been

designed to provide the majority of teachers in each SLC with common preparation periods.

(1.12) In addition to BTSA, new teachers have the support of the department chair and the

administration. Math and English teachers have the additional guidance of the numeracy or

literacy coach.

(1.13) Training in the use of Data Director and Snap Grades is availab le to teachers as needed.

(1.14) Academic Conferences in English and math have sought to increase student achievement

by focusing on “power standards.” With the assistance of the coach, each teacher has identified

standards to emphasize and has planned instruction accordingly.

(1.15) All core departments use common assessments regularly. Curriculum articulation has

occurred on a limited scale within SLCs.

(1.16) The school has created a formal leadership team to monitor the implementation of the

WASC Action Plan.


Page 98

Goal #2:

In order to improve student achievement, the school will implement interventions for

students who have failed or are at risk of failing the CAHSEE in English Language Arts.

(2.1) Edison has a full- time Literacy Coach, whose role includes monitoring student

achievement and assisting teachers with the analysis of student performance data and the

utilization of instructional strategies.

(2.2) Edison implemented CAHSEE intervention classes for all Below Basic and Far Below

Basic students using Kaplan curriculum. Data trend analysis indicated that these classes were

largely ineffective, thus they were eliminated from the master schedule. Although CAHSEE

preparation was provided after school, the October 2010 CAHSEE results illustrated a decline in

eleventh and twelfth grade passage rates. Therefore, the master schedule was adjusted to include

CAHSEE intervention courses during the school day for the second term of the 2010-2011

school year.

(2.3) See 2.1

(2.4) CAHSEE intervention is provided for low-Basic, Below Basic, and Far Below Basic

students during the regular school day. These students are on an A/B schedule, which allows for

pre-teaching prior to teaching the standards-based curriculum.

(2.5) No training has been provided for CAHSEE literacy resource teachers, as the course is not

being offered.

(2.6) The CAHSEE course is not being offered.

(2.7) Edison no longer uses FOL.

(2.8) CAHSEE and CST released test questions are given as bell work in all core classes prior to

the exams. Teachers review the answers with students and teach test-taking strategies. Ninth

grade students take a mock CAHSEE in order to familiarize themselves with the format and

process of the assessment.

Prior to the CSTs for the 2009-2010 school year, nearly-Proficient students were provided with

extra instruction from highly skilled teachers in a small group setting.

(2.9) Data analysis and collaboration are focal points of instruction. Teachers are expected to

use student performance data to drive instructional decisions. Training in Data Director is

offered as needed by the administration and the math coach.


Page 99

(2.10) Teachers are given ample time for collaboration on Thursday afternoons, which is an

early release day for students. Teachers meet in departments or SLCs during this time.

(2.11) Edison teachers developed instructional norms, which are observed using the focus walk

process in order to assess the faculty’s strengths and growth areas. Each norm is introduced

individually by the administration and concentrated on until focus walk data indicates teachers

are consistently meeting the criteria.

(2.12) Edison offers an English 1-2 repeater course. Within the 4x4 block schedule, students are

provided the opportunity to gain needed credits. APEX is offered after school for credit

recovery.

(2.13) The CAHSEE is administered three times during each school year.

(2.14) CAHSEE preparation is embedded in instruction and is incorporated in bell work

activities.

(2.15) CAHSEE results are available on Data Director.

(2.16) Pacing Guides were created and have been followed in all core departments.

Goal #3:

In order to increase student achievement, the school will provide strategies and

interventions to meet the needs of those students who have failed or at risk of failing the

CaHSEE exam in Mathematics.

(3.1) Math courses follow a district pacing guides. District formative and summative

assessments are administered on a routine basis. Algebra I and Geometry classes also use

teacher-created Benchmark tests on a bi-weekly basis. Capstone tests are also administered.

Students must pass the Capstone in order to move on to the next standard.

(3.2) Edison has had a full- time numeracy coach since the 2009-2010 school year. Duties

include analyzing student performance data and conferencing with teachers with the intent of

improving student achievement.

(3.3) The 4x4 block schedule allows students to retake necessary courses within the regular

school day. Additionally, APEX is offered after school for credit recovery.

(3.4) See 3.1


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(3.5) Summer School Intervention is not being offered. The Accelerated Math program was not

purchased.

(3.6) Numerous formative and summative assessments in Algebra I are given to students

enrolled in the course.

(3.7) The Step Up to Math program is scheduled to be implemented in the near future. Teachers

will be trained in Step Up to Math strategies to provide students with common language and

consistent methods.

(3.8) See 3.7

(3.9) Student performance data for state tests is disaggregated and supplied to teachers during

faculty meetings. All teachers have access to the data through Data Director.

(3.10) Academic conferences allow teachers to review their individual students’ performance

data and create strategic plans for improvement with the assistance of the numeracy coach.

(3.11) Students are placed in appropriate math courses based on performance on the CSTs and

the CAHSEE.

(3.12) The Special Education Department and other departments have increased collaboration as

a result of SLCs and mainstreaming.

(3.13) CAHSEE Intervention courses for math are not currently offered. Students receive

tutoring through the Benchmark Café and their math teachers. Non-proficient Algebra I and

Geometry students are on an A/B schedule to receive additional support.

(3.14) Edison offers APEX for credit recovery.

(3.15) Limited peer tutoring is available from senior AVID students. Some teachers also use

knowledgeable teacher-assistants to assist struggling students. However, a school-wide peer

tutoring program has not been implemented.

(3.16) Honors and AP classes in math are available to students who are at grade level or above

grade level.

(3.17) Focus walks monitor the implementation of instructional norms, which are based entirely

on instructional strategies intended to improve student engagement and achievement.


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Goal #4:

The school will provide programs to support improved student achievement in Literacy

and English Language acquisition for all ELL students.

(4.1) All ELL students receive additional support using the Journeys/Visions curriculum. In

addition, EL students receive 25% more instruction in English-Language Arts and Newcomers

receive 50% more instruction.

(4.2) Support plans for all ELL students and struggling re-designated students have not been

developed.

(4.3) The District Office provides training for teachers of ELL students on a voluntary basis.

Explicit Direct Instruction (EDI), Edison’s school-wide instructional model, provides strategies

that increase engagement of all students, including English Learners. All teachers have attended

a two-day training in EDI; however, the majority of teachers have received more than the initial

training.

(4.4) Literacy intervention for African-American, Hispanic and re-designated ELL students has

not been provided during the summer.

(4.5) Data for all ELL students is collected. A rubric, which includes CELDT, CST scores,

length of time in the US, and previous classes taken, is used to assess student needs and to place

ELL students in appropriate classes based on this data.

(4.6) Since the beginning of the 2009-2010 school year, Edison has been divided into SLCs.

The academic progress of ninth graders has been easier to assess, as certain teachers share a

group of students.

(4.7) An intensive summer school course has not been provided.

(4.8) Opportunities for students to retake courses they have failed is provided within the school

day.

(4.9) A formal leadership team has been created to monitor the implementation of the Action

Plan.


Page 102

Goal #5: Create a common ESLRs language among all stakeholders that includes the

measurement of standards and the ESLRs they support.

(5.1) A parent survey was created, translated into Spanish, duplicated, and administered to

parents.

(5.2) The new ESLRs were brought to the entire student body on the first day of the 2010-2011

school year. Responses showed that the new ESLRs were not accessible enough to the majority

of students. The ESLRs were redesigned based on student feedback.

(5.3) The new ESLRs have only recently been finalized; therefore, they have not yet been

disseminated school-wide.

(5.4) The new ESLRs have not yet been incorporated into daily practice at Edison.

(5.5) See 5.4

(5.6) See 5.4

(5.7) See 5.4

(5.8) See 5.4

Goal #6:

In order to facilitate academic success for all students the school will create a format to

improve student attendance and attitudes.

This goal was created to support the “Attitude, Attendance and Achievement” ESLRs that have

since been replaced by the new ESLRs. As the school moves toward increased student

engagement and highly effective instructional practices, it is believed that student attendance and

attitudes will improve as a result. Though SLCs have not been implemented long enough to

identify a trend, it can be stated that attendance is higher in theme classes. Therefore, SLCs

might also be providing the hook that students need in order to attend regularly and maintain a

positive attitude.

IMPLEMENTATION/MONITORING PROCEDURES

Edison has not traditionally had a formal process for implementing and monitoring the

schoolwide action plan. Each year, the Single Plan is updated; however, there has been little

ownership of the plan. The school has not developed a plan that truly reflects the vis ion of


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Edison. The Single Plan serves to address the critical needs of students, but does not serve as a

useful enough tool for significant schoolwide improvement.

Edison is aware that the lack of a functional action plan and its consistent monitoring has

hindered progress to a large degree. Therefore, the school has taken the opportunity provided by

the WASC Self-Study to create meaningful, relevant action plans. In addition to creating plans

that will benefit the school in important ways, the administration is determined to monitor them

on a routine basis.

The new action plans will be revealed to the entire staff at a faculty meeting in early January.

For all department chair, administration, and department meetings, the action plans will be a

standing agenda item. Consequently, the leadership team, administration, and faculty will

consistently review the action plans and assess the school’s advancement toward the

achievement of goals.

ACCOMPLISHMENT OF PLANS

Though the previous plan has not enabled Edison to grow as fully as was init ially hoped, there

were several key advances made. These growth areas include:

The creation of SLCs to provide increased collaboration among disciplines

The use of assessment data to place students and monitor progress

The creation of formal leadership team to monitor action plan implementation

The construction 4x4 block schedule and A/B block for credit recovery and/or

intervention

The regular scheduling of academic conferences to aid in targeted planning and improved

instruction

The one-on-one guidance of the literacy and numeracy coaches to all members of the

English and math departments

The development of instructional norms and the use of focus walks to improve

instruction

Consistent professional development in the use of EDI for increasing rigor and student

engagement

The development of new ESLRs that bear the voice of all members of the Edison

community

Chapter 4: Category D—Assessment and Accountability

Page 144

CRITERION D1 AND D2 INDICATORS AND PROMPTS

D-1

Professionally Acceptable Assessment Process

Indicator: The school uses effective assessment processes to collect, disaggregate, analyze and report student

performance data to the parents and other shareholders of the community.

Prompt: Comment on the effectiveness of the assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community.

FINDINGS EVIDENCE

Edison High School is committed to the constant review and analysis of

student performance data. The district office and Edison High use Data

Director to collect, disaggregate, analyze, and report performance data to teachers, counselors, and other shareholders of the community in an effective and timely manner. This online data system includes

information on individual students for California High School Exit Exam (CAHSEE), California Standard Test (CST) for Math, ELA, Science, and

Social Studies. It also provides reports on California English Language Development Test (CELDT) results, District Benchmark scores and other performance data by grade level, ethnicity, socio-economically

disadvantaged, and by special needs students who are enrolled in Special Education or English Language Development programs. This data can

help ensure that Edison staff has the most current information on student’s academic progress.

In order to ensure staff proficiency in the use of Data Director, Edison High School has provided online and offline training and tutorials for its

staff. Currently, our school website provides an online tutorial for teachers to access students’ CST percent proficient report. The administration team is always available to help teachers with Data

Director along with SLC leads, department chairs, and other staff members proficient with Data Director.

The school website is established to provide students and parents with online access to staff directories, course information, and links to the

SARC report. The school recognizes that the website is not utilized to its full capacity; therefore, Edison intends to place important information on the website and also promote it to parents in the future.

In addition, quarterly progress reports are mailed home in efforts to

communicate the student’s performance prior to the final report card. Once the CAHSEE, CST, and CELDT results become available, they

also are be mailed home to parents. Counselors also share information

Data Director reports

Online tutorial:

http://tehs-susd-

ca.schoolloop.com/dd

School website:

http://tehs-susd-

ca.schoolloop.com/


Page 145

with students and parents during parent conferences. Most recently, Edison High adopted a new school-wide grading system

during the 2010-2011 school year. Snap Grades is a web-based grading program that allows students, parents, and teachers to access students’

up-to-date grades. Parents and students can now check assignments and grades on a daily basis in order to monitor progress more effectively.

Training opportunities have been offered to teachers at the beginning of the year on using Snap Grades. The administrators also have plans to

offer Snap Grades training workshops for AVID parents in November. As of September 1st, 18% of parents and 44% of students were regularly using Snap Grades to check current grades and assignments. This was a

big jump from August 18th, when only 5% of parents and 14% of students logged in to check their grades. Most recently, data has

indicated that the majority of students and parents regularly log in to Snap Grades. This is promising, as it will increase parental involvement and student awareness of academic progress.

The school plans to eventually train all of parents in using this powerful

tool in order to continuously monitor their child’s performance at school. This data can help ensure that parents have the most current information regarding their child’s academic progress.

Snap Grades reports

AVID parent meeting agenda

Snap Grades usage report

D-1 and D-2

Basis for Determination of Performance Levels

Indicator: The school has determined the basis upon which students’ grades and their growth and performance

levels are determined and uses that information to strengthen high achievement of all students.

Prompt: Upon what basis are students’ grades, their growth and performance levels determined and how is

that information used?

FINDINGS EVIDENCE

At Edison High School, teachers use a variety of assessment strategies to

evaluate student learning. Student performance is measured through both formal and informal assessments, which are key components in improving student achievement.

Assessment results are easily accessible to staff, students, and parents.

Records of student achievement, as well as scores on formal and informal assessments, are available to all staff, students, and parents, through Snap Grades. Record of district and state assessments are also readily

available to teachers, counselors and administrative staff through the

Snap Grades reports



Page 146

Data Director website. Data accessed through this website is regularly used to identify and analyze proficiency levels by clusters.

Edison teachers set short-term and long-term student achievement goals.

Short-term student achievement goals are set using daily learning objectives. Checking for Understanding (CFU), is used to informally

assess student progress towards daily learning objectives. Long-term student achievement goals are specifically tailored to the core

standards set forth by the state. These achievement goals are generally measured by teacher-generated assessments as well as by district-

generated assessments. At this time, the majority of teachers or departments have not identified

key standards to use when long-term planning. Also, short-term plans are not consistently being developed in such a way that independent

practice mirrors the established learning objectives. Thus, neither short-term nor long-term planning is as effective as it could be school-wide at this time.

There has been movement toward standardizing grading policies and

expectations by department. For those departments that have collaborated in this measure, established grading policies by weight are prescribed and disseminated to parents and students through the course

syllabus at the beginning of each term. Common expectations create a clear and consistent means to measure student achievement.

Capstone charts

(EDI) lesson plans

D-1 and D-2

Appropriate Assessment Strategies

Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring a specific

body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc.

Prompt: To what extent do teachers use appropriate assessment strategies to measure student progress

toward acquiring a s pecific body of knowledge or skills? Examples of these strategies include essays, portfolios, individual or group projects, tests, etc.

FINDINGS EVIDENCE

At Edison High teachers use a variety of appropriate assessment

strategies that are both teacher and district generated. These varying formats are used to assess student progress at several points during the

term based on the district pacing guides, which are aligned to the California State Standards. These include district quarterly assessments and benchmarks, interactive notebooks, essays based on the Step Up to

District assessment

scores

Student samples of notebooks and/or journals


Page 147

Writing program, class discussions, collaborative learning group projects, student Power Point presentations, checking for understanding with

whiteboards and non-volunteer solicitations by the teacher, and journals.

AVID elective classes offered at Edison high require students to be responsible for maintaining an AVID binder. This binder serves as a portfolio that includes a thorough and well-organized collection of

student work, homework and notes for each class. These binders, as well as all grades, are assessed regularly by AVID teachers for progress and

accountability purposes. All core classes at Edison High use Benchmarks and formative

assessments regularly to monitor students’ progress. For example, in the Math Department Benchmarks are given in Algebra 1 and Geometry

classes as often as three to five times a week to assess students’ knowledge each time a new skill or concept is introduced. Students are assessed twice on each benchmark and need to score at least 80% both

times in order to advance to the next skill. Once students learn one or two academic standards, they are administered a capstone test. This is a

formal test that measures the students’ knowledge of the academic standard. Students must pass the Capstone in order to move on the next academic standard.

In the English Department, students create and maintain writing

portfolios of their formal writing assignments. Each of these also has a cover page and a student reflection component. As students progress through each grade, their portfolios are revisited by themselves and by

their teachers. A recent discussion within the English Department has indicated that a confidential end-of-the year assessment of each student’s

strengths and areas for growth would be a beneficial tool for the student’s new teacher.

Samples of student

essays with varying proficiency levels

Rubrics for essays & group projects

AVID binders


Page 148

D-1 and D-2

Demonstration of Student Achievement

Indicator: A range of examples of student work and other assessments demonstrate student achievement of the

academic standards and the expected schoolwide learn ing results, including those with special needs.

Prompt: Provide a range of examples of how student work and other assessments demonstrate student

achievement of the academic standards and the expected schoolwide learning results, including those with special needs.

FINDINGS EVIDENCE

Teachers collect and display a sampling of standards-based student work and assessments to gauge student progress. Each department uses a

variety of assessment strategies that includes district benchmarks and quarterly assessments, class work, and collaborative group projects that may include posters, essays, and/or Power Point presentations.

As previously stated, many special needs students have been included in mainstream classes. RSP students scored 30 points higher on the CSTs

as a result, thus demonstrating a movement toward achievement of the academic standards and a more in-depth knowledge of the subject matter.

On the other hand, departments have not yet created a measurement tool to adequately address students’ achievement of the ESLRs.

Collection of student

work samples with varying proficiency

levels based on grading rubrics.

Benchmark scores

Quarterly assessment scores

D-1 and D-2

Curriculum Embedded Assessments

Indicator: The school regularly examines standards -based curriculum embedded assessments in English Language

and math, including performance examination of students whose primary language is not English, and uses that informat ion to modify the teaching/learning process.

Prompt: Provide examples of standards-based curriculum embedded assessments in English Language and

math, including performance examination of students whose primary language is not English.

FINDINGS EVIDENCE

At Edison High School, teachers use a variety of assessment strategies to

evaluate student learning. The Edison High mission statement declares that the school wants to provide meaningful learning and challenging

programs. These learning opportunities are measured through formal and informal assessment and are key components in improving student

Mission Statement


Page 149

achievement.

Edison High School incorporates academic conferences in English-

Language Arts and Math to address assessment summaries for the majority of the student body. Teachers meet with a literacy or numeracy

coach to develop a plan to modify the teaching and learning process after district exams or benchmark and capstones. During these discussions, the coach prompts each teacher to analyze which instructional strategies

seem to be effective based on the test results. Short and long-range planning is able to occur after determining students’ academic needs.

During academic conferences, the progress of EL students is discussed. There are no structured meetings that specifically address the needs of EL students at this time; however, strategies for teaching English

Learners are discussed in depth during conferences.

The school has recognized the worth of academic conferences; therefore, the model will be used in all core departments.

SDAIE classes primarily focus on academic content. In these classes,

scaffolding key concepts and front- loading vocabulary is essential. Many teachers use a multi-sensory approach to help students comprehend

the concepts. SDAIE students using academic English skills in reading, writing, listening and speaking to learn.

Academic Conference notes

D-1 and D-2

Student Feedback

Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards and the expected schoolwide learning results.

Prompt: To what extent is student feedback an important part of monitoring student pro gress over time based on

the academic standards and the expected schoolwide learning results?

FINDINGS EVIDENCE

Edison has not created a school-wide system for using student feedback

to monitor progress over time. The English Department has begun writing portfolios this school year, which provide students with the opportunity to reflect on each writing assignment. In future years, the

school will be able to analyze the student feedback in writing portfolios to measure growth from ninth to twelfth grade.

Likewise, some SLC courses are established so that students will retain their projects to manipulate and refine as their skill levels improve in

more advanced classes. Reflection and feedback is an essential part of

Writing portfolio

cover sheets


Page 150

these SLC courses, as students must analyze their own growth. Teachers will be able to use these documents in the same manner over time, which

will allow for curricular adjustments if needed.

Unfortunately, using student feedback to monitor progress has not yet become standard practice. As Department Chairs create strategic plans to improve student achievement, Edison should see a movement toward

increased monitoring and teacher collaboration. The ESLRs have not yet been infused into instruction and assessment. The leadership team is encouraging the faculty to recognize the importance of the ESLRs and to provide students with the opportunity to achieve them. A systematic measurement tool has not yet been created for ESLRs, although departments have discussed linking them to projects and essays and adjusting existing rubrics to include an ESLR component.

Strategic plans

D-1 and D-2

Modification of the Teaching/Learning Process

Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions and changes in the

curricular and instructional approaches.

Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used as the basis to make decisions and changes in the curricular and instructional approaches.

FINDINGS EVIDENCE

Currently, English and Math departments regularly hold academic conferences to examine CST, benchmark and district assessment scores

that are generated from Data Director. During these conferences, the coach works with teachers on an individual basis to generate a plan for

the improvement of instructional strategies and student achievement.

Unfortunately, district assessment data does not yet drive instructional

changes. The major reason for this is that the assessments themselves are flawed and do not generate accurate results of student achievement.

Edison teachers are currently working with the district to rewrite incorrect portions of the tests so that they can be used as accurate tools.

Once new tests are created, it will be an expectation that teachers use them as they are intended and stress the importance of them to students. In that way, Edison will be able to more accurately monitor the progress

of students in the core departments.

Academic Conference notes/plan


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D-1 and D-2

Monitoring of Student Growth

Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic

standards and expected schoolwide learn ing results.

Prompt: Provide representative examples of how progress of all students toward meeting the academic standards and expected schoolwide learning results is monitored.

FINDINGS EVIDENCE

At Edison High School there are several examples of teacher generated assessments, including portfolios, essays, presentations, research

projects, unit assessments, project-based assignments, collaborative learning groups, checking for understanding, quizzes, and journals.

The majority of teachers at Edison High School begin class by teaching

the learning objectives of the day’s lesson. In the math department, the daily learning objectives may start with the “I can learn ....” statement

to emphasize that the students can and will learn certain skills and mathematical concepts by the end of the daily lesson.

The greater part of our teachers use EDI strategies to check for

understanding regularly throughout the lesson. Several teachers use white boards to check for understanding. It is the school’s goal to have all of our teachers use white boards for checking students’

understanding. The math and literacy coaches work with teachers to analyze student work, performance data, and the needs of students at

each level. New teachers are trained to identify clear lesson objectives and check for understanding using EDI strategies. This is a very basic and essential component of monitoring students’ learning and progress

toward meeting the academic standards.

At Edison, a wide variety of assessment tools are used to monitor

students’ progress. All core classes have district formative and summative assessments. Algebra I and geometry also have benchmarks and capstone tests. Those who fail the benchmarks or the capstone

exam can receive intervention from math teachers and tutors during lunch or after school in the Benchmark Café. In addition, each Algebra

I and geometry teacher is responsible for creating a chart that monitors individual students’ mastery of each area of study.

Student work samples

Posted learning objectives

Benchmark checklist


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CRITERION D3 AND D4 INDICATORS AND PROMPTS

D-3 and D-4

Assessment and Monitoring Process

Indicator: The fo llowing shareholders are involved in the assessment and monitoring process of student progress:

district, board, staff, students and parents.

Prompt: To what extent are the following shareholders involved in the assessment and monitoring process of

student progress: district, board, staff, students and parents?

FINDINGS EVIDENCE

The district is actively involved in the assessment and monitoring process of students as mandated by DAIT. Pacing guides instruct

teachers about skills to be taught and when assessments will occur. Assessments are both formative and summative, and results are available through Data Director.

CAHSEE, CST, and CELDT scores are disaggregated by the Stockton

Unified Research Department. These results are also available on Data Director.

The board is involved in the monitoring of student progress. Student performance data is used when making critical decisions regarding

programs and staffing. Teachers monitor student progress daily. As new concepts are being

introduced, teachers use EDI strategies to check for understanding. In addition, teachers have been encouraged to use Data Director to monitor

their student’s progress. During the second term of the 2009-2010 school year, Edison’s math

and English departments began to conduct monthly academic conferences. These conferences provide teachers with one-on-one

collaboration with Edison’s math or literacy coach to analyze student performance data and plan instruction accordingly. Academic conferences have been successful in the English and math departments;

Pacing Guides

Formative/summative assessments


EDI Lesson plans

Academic

Conference reflections

At Edison, ESLRs are still at the beginning stages; therefore, they have not been fully implemented on campus or in the assessment process. A rubric needs to be created for the ESLRs to monitor students’ progress

toward mastery of the school ESLRs.


Page 153

therefore, there are plans to implement them in all core departments.

Students are becoming more aware of their academic performance than in previous years. During the beginning of the school year, students who

scored Proficient or Advanced on the CSTs were eligible to receive a locker. Juniors and seniors who scored Proficient or Advanced also were given off campus passes for lunch. These privileges have

encouraged the majority of students to understand the importance of CSTs. However, there is currently not a school-wide system for helping

students track their progress toward mastery of academic standards. The posting of student work in classrooms, particularly when it is

accompanied by a rubric, has provided students with more awareness as to their academic growth. Many teachers post grades often and

conference with their students throughout each grading period. Also, students are able to monitor their own progress on essays, projects, and exams on Snap Grades.

Parents can receive information about their children’s progress by

accessing Snap Grades as well. Counselors are available to meet with parents and explain students’ performance in classes and on assessments. During a Title I Parent Meeting, parents were encouraged to contact

their child’s counselor once a quarter, and the appropriate contact numbers were provided.

Parents also receive students’ scores and proficiency levels for standardized tests. However, district assessment results have not yet

been formally shared school-wide with parents. Likewise, there is no established method for explaining results to parents or emphasizing their

implications for students’ academic plans.

Locker/Off campus pass student lists

Student work/teacher

evidence binders

Parent Meeting Minutes/

Handouts

D-3 and D-4

Reporting Student Progress

Indicator: There are effective processes to keep district, board and parents informed about student progress toward

achieving the academic standards and the expected schoolwide learn ing results.

Prompt: How effective are the processes to keep district, board and parents informed about student progress

toward achieving the academic standards and the expected schoolwide learning results?

FINDINGS EVIDENCE

The processes for keeping the district and the board informed about

student progress toward achieving the academic standards are well-established. The district is involved in both creating formative and

SSC meeting

minutes


Page 154

summative assessments and in disaggregating the results. The board is informed of student progress on a school-wide basis and in particular

courses, especially when reviewing the quality or effectiveness of programs.

Parents are informed about student progress through home mailings of CST scores; however, these results are not accompanied by any

explanation of how to interpret them.

As Edison’s ESLRs are still in the beginning stages, their measurement

has not yet occurred school-wide. Therefore, the school’s shareholders

have not been informed as to students’ progress regarding their achievement of the ESLRs.

D-3 and D-4

Modifications Based on Assessment Results

Indicator: The school uses assessment results to make changes in the school program, professional development

activities and resource allocations, demonstrating a results -driven continuous process.

Prompt: Provide examples of how assessment results have caused changes in the school program, professional development activities and resource allocations, demonstrating a results-driven continuous process.

FINDINGS EVIDENCE

The administration team regularly analyzes CST, CAHSEE, CELDT and course data with the objective of creating strategic plans for addressing

the academic needs of students.

For the 2010-2011 school year, the administration team chose to make

changes to the Master Schedule so that Far Below Basic students received instruction from the most proficient teachers. It is too early to determine the result of this change; however, it is anticipated that the

strategies and classroom management tactics of highly-skilled teachers will have increased student achievement.

Another significant change to the Master Schedule was the creation of

the A/B block in math and English classes. Rather than giving Basic and Below Basic students a core class in one term and a support class in

another term, the school created the A/B schedule for these students. As a result, students in the A/B block receive more in-depth instruction for

the entire school year from the same teacher.

The movement away from separate support classes came from the careful

Master Schedule


Page 155

analysis of the data, which indicated that they did not improve students’ success rates on the CAHSEE. CAHSEE preparation was made available

to students after school through the Asset grant. Due to the most recent CAHSEE scores, however, the school chose to reinstate CAHSEE classes

during the school day to support students.

Counselors and administrators use the data from CSTs and the CAHSEE to place students in the appropriate classes. For incoming freshmen, the

STAR test is used to determine which level of course is most appropriate.

Edison has experienced an overall lack of achievement in freshmen,

despite efforts to place them correctly and provide them with mentors and frequent counselor contact. Therefore, this year Edison began a High School Success course to instill in freshmen the necessary skills for

success at the secondary level and in life.

HS Success Course Description/Syllabus


Page 156

Areas of Strength Areas of Growth

Use of academic conferences in ELA and Math to analyze student performance data and target areas

of need for both students and teachers.

Creating a measurement tool to assess students’ achievement of ESLRs.

Increased participation in the use of formative assessments to determine student achievement of

academic standards.

Providing additional time and training for teachers in the analysis and use of student data to refine

classroom instruction.

Thorough analysis of data by the administration team to make appropriate

program changes.

Communicating effectively with students and parents about students’ achievement of academic standards in all content areas.

Developing monitoring tools to assess the effectiveness of program changes.

Implementing academic conferences in all core

areas.

Chapter 4: Category E—School Culture and Student Support

Page 157

E-1

Use of Community Resources

Indicator: The school uses community resources to support students, such as professional services, business

partnerships, and speakers.

Prompt: How effective is the school use of community resources to support students, such as professional

services, business partnerships, and speakers?

FINDINGS EVIDENCE

Edison uses some community resources that allow opportunities for

students to gain work experience. For example, Edison has maintained a partnership with San Joaquin County Worknet, which employs students

at local businesses. The students regularly report to the Worknet instructor and are frequently visited on the job. Edison’s Special Education classes work with local businesses as well.

Students receive on-the-job training and experience through the Workability program.

Another resource that provides educational services is the local YMCA. The YMCA holds after school activities on campus and provides credit

opportunities for many Edison students. Some post-secondary opportunities are available on Edison’s campus.

Students have access to Upward Bound, a weekly and summer program designed to generate the skills and motivation necessary for success in post-secondary education. UC Davis students mentor current Edison

students and work with them weekly on the Edison campus.

In addition to this educational partnership, numerous local colleges and universities visit our campus for recruitment, informational meetings and individual classroom visits. Although many students take advantages of

these post-secondary opportunities, more advertising methods could be utilized.

Edison High School urges students to become active members of the community. Within campus clubs, Edison students have begun to create

their own community partnerships by organizing charitable events, donation drives, and sponsorship opportunities.

Edison strives to maintain strong business partnerships within the community. Specifically, our Small Learning Communities (SLCs) have

begun the process of involving community business partners in guiding instruction within the SLC career pathways. SLCs have created advisory boards, hosted guest speakers, and highlighted future educational and

employment opportunities in the surrounding community. During the 2010-2011 school year, each SLC hosted an identity event and forged

Worknet rosters

YMCA rosters, class

& activity offerings, and pictures

Upward Bound rosters & pictures

Recruitment materials a& schedules

College placement/

scholarship records

Meeting minutes and photos

Donation drive

records

Meeting

Minutes/Sign In Sheets

Photos


Page 158

relationships with members of the business community, who also came

and presented information to the students.

In addition, our JROTC program prepares students for future careers in military service. Numerous recruiters visit the Edison campus on a regular basis.

JROTC rosters & photos

E-1

Parent/Community and Student Achievement

Indicator: The school ensures that the parents and school community understand student achievement of the

academic standards/expected schoolwide learning results through the curricular/co -curricular program.

Prompt: How does the school ensure that the parents and school community understand student achievement of

the academic standards/expected schoolwide learning results through the curricular/co -curricular program?

FINDINGS EVIDENCE

This year, Edison’s administration has stressed the importance of data-

driven instruction. As a result, emphasis has been placed on encouraging parents to access Snap Grades. The SARC report is made accessible

through the school and district websites; however, training on how to access and understand student performance data has not yet occurred.

Edison High School communicates student progress with parents through home mailings such as progress reports and report cards.

Despite parent attendance to mandated meetings such as SSTs, 504s, and IEPs, Edison has not been able to actively involve parents in the understanding process of academic standards.

SARC report

Snap grades data

Parent mailings


Page 159

E-2

Safe, Clean, and Orderly Environment

Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean and orderly

place that nurtures learning.

Prompt: Comment on your analysis of a) the existing policies and use of resources to ensure a sa fe, clean and orderly place that nurtures learning and b) all aspects of the school with respect to safety regulations.

FINDINGS EVIDENCE

Edison’s dress code, attendance policy, and discipline rubric are continually modified to best address safety concerns. Edison has

implemented Saturday School to help curtail tardy and discipline issues. The number of fights and referrals has been reduced consistently for the

past three years due to these modifications and improvements.

Even with budget cuts, Edison makes use of its existing Campus Security Monitors by placing them in high-traffic areas. Students wear color-coded vests, given to them by teachers and administration, when

they are out of class for restroom breaks or on Teacher Assistant duties. All classrooms have up-to-date safety manuals with emergency

procedures. The school occasionally conducts fire and lock-down drills to prepare students in case of an emergency. Fire extinguishers are checked for certification and are in every room on campus. Every

classroom has a phone with a direct extension which can be used for internal or external calls. Edison has an all-call system which is used for

announcements as well as in case of a campus-wide emergency. Monitors are now installed in all classrooms for use in emergencies as well.

All administration and CSMs utilize radios in order to coordinate their efforts in maintaining a safe-campus. When funding is available, Edison plans to purchase and implement video monitoring across campus. This

is part of the Measure C campus renovation project. Alarm systems are utilized during non-school hours to prevent theft and break- ins.

Administration and district officials limit access to campus by monitoring the distribution of keys to all teachers and support staff.

Various teachers help to maintain a clean campus by allowing students to recycle bottles and other materials on a daily and weekly basis. Garbage

cans are distributed around campus, with extra cans placed in high traffic areas. Graffiti is immediately documented and removed by the custodial

staff as it is found on campus.

Dress Code guideline

Discipline Rubric

Saturday School

attendance sheets

CSM maps

Photos

Williams Report

Scheduled fire drills

and lock-down drills


Page 160

E-2

High Expectations/Concern for Students

Indicator: The school demonstrates caring, concern, and high expectations for students in an environment that

honors individual differences and is conducive to learning.

Prompt: To what extent does the school demonstrate caring, concern, and high expectations for students in an

environment that honors individual differences and is conducive to learning?

FINDINGS EVIDENCE

Edison High is committed to providing all students with a quality education. The Edison Benchmark Café offers students specialized help in improving their math skills related to the CSTs and other related

standardized tests. Some teachers encourage student success by standing at their doors in between class periods, welcoming them to class and

encouraging them to be on time. Many teachers volunteer their lunch periods to help tutor students.

With such a diverse campus, equity for all learners remains a priority and

teachers, administrators, and all support staff uphold this standard. The Circle of Friends is a weekly program which promotes social skills among mainstream students and Special Education students. The annual

Edison food fair offers a variety of ethnic cuisine while also giving kids access to the numerous clubs which celebrate the diverse cultures on our

campus. Many SLCs are using “dress for success” days which emphasize skills students can use to further their post-secondary goals.

Benchmark Café sign in sheets and data

Photos

Lunch tutoring

Schedules

Circle of Friends roster

E-2

Atmosphere of Trust, Respect and Professionalism

Indicator: The school has an atmosphere of trust, respect and professionalism.

Prompt: To what degree is there evidence of an atmosphere of trust, respect and professionalism?

FINDINGS EVIDENCE

Staff members gain respect and trust with their students and colleagues in many different ways. Several teachers are active participants in clubs, sports, and extra-curricular activities. These activities help foster a relationship of trust between students and staff. Student participation is

boosted as more staff members take an active role in student’s lives outside of the classroom.

Staff members share numerous activities outside the classrooms which promote professional development as well as build camaraderie and

Club advisor and coach lists

Meeting agendas and


Page 161

trust. These activities include workshops, weekly collaboration meetings,

and the development of a Professional Learning Community. Numerous activities such as teacher vs. student competitions help build trust and

positive relationships on the Edison campus. Students hold an awards night dinner and dance for Edison teachers.

However, as previously stated in the Instruction section of the report, interviewed students feel that the school atmosphere would be more

positive if an increased number of students cared about learning.

sign in sheets

Photos

E-3 and E-4

Adequate Personalized Support

Indicator: The school has available adequate services, including referral services, to support students in such areas

as health, career and personal counseling, and academic assistance.

Prompt: To what extent does the school have available adequate services, including referral services, to support

students in such areas as health, career and personal counseling, and academic assistance? How direct are the

connections between academic standards and expected schoolwide learning results and the allocation of

resources to student support services, such as counseling/advisory services, articulation services, and

psychological and health services or referral services?

FINDINGS EVIDENCE

Edison has many services available to support students. For example, a Health Center was established in 1993 so that students could receive care

for minor illnesses that would otherwise impede their learning or ability to attend school. It has proven to be an important asset at a school with a

high population of at-risk students; therefore, similar health centers have been created at the other comprehensive high schools in the district.

Edison has created numerous community-based partnerships that assist students with counseling services and after school opportunities.

Teachers are aware of many of these services; however, the referral process is not readily known or practiced. The SAP process, required for students to receive some health-related services, is not routinely

communicated to staff. Likewise, many teachers do not know what credit recovery options are available to students or how to help students

enroll in them.

Despite the elimination of some counseling positions, Edison’s counseling department works with administrators and teachers on a routine basis to identify students who may be at risk and to offer

interventions.

Enrollment in classes reflects the diversity of the student population; however, the school would like to see Honors and AP courses balanced

by subgroup participation.

Sign- ins

Documentation forms

Referrals


Page 162

E-3 and E-4

Direct Connections

Indicator: The school has direct connections between academic standards and expected schoolwide learning results

and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services.

Prompt: How direct are the connections between academic standards and expected schoolwide learning results

and the allocation of resources to student support services, such as counseling/advisory services, articulation services, and psychological and health services or referral services?

FINDINGS EVIDENCE

Edison offers numerous support services to reach out to its diverse

student population. The school’s Health Center offers basic health related services to all Edison students, as well as support and prevention groups for at-risk students. A mental health counselor meets with

students in need of anger management. A doctor is available once a week in the Health Center.

The school psychologist and speech therapist are predominantly utilized by Edison’s Special Education Department. Edison has an infant care facility for students with children, and this facility also offers parenting support education.

Edison’s partnership with YMCA gives students numerous after school opportunities. In addition to credit recovery and tutoring services, the YMCA, facilitated by the Asset Grant, provides students with a variety

of healthy educational and physical activities.

Edison’s Career Center provides students with knowledge about post-secondary opportunities through college visits, guest speakers and

visitors. They are also supported in the process of applying for colleges and financial aid so that all interested and eligible students are able to attend.

Health Center services brochures

Health Care

attendance data

Infant care brochure

YMCA calendar


Page 163

E-3 andE-4

Strategies Used for Student Growth/Development

Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and

alternative instructional options which allow access to and progress in the rigorous standards -based curriculum.

Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion,

processes for regular review of student and schoolwide profiles, and processes and procedures for interventions that address retention and redirection.

Prompt: Evaluate the types of strategies used by the school leadership and staff to develop personalized

approaches to learning and alternative instructional options which allow access to and progress in the rigorous

standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a

curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and

processes and procedures for interventions that address retention and redirection.

FINDINGS EVIDENCE

Teachers, administrators and counselors have access to student

performance data through Data Director. The program allows counselors to identify at-risk students and appropriately place students in need of

intervention. Though teachers have not yet received professional development on using data to drive instruction, the teaching staff at Edison is becoming increasingly proficient at using data to verify

problems with students’ achievement that have been detected in the classroom.

Some SLC meeting time has been devoted to identifying students who are struggling in multiple classes. Future collaboration will involve a

careful analysis of those students’ performance levels on the CSTs and the CAHSEE to better comprehend individual needs.

For students with identified needs, Edison offers numerous programs to

increase academic success. AVID, a program that relies on teacher recommendations of average students in need of extra support, helps students become the first in their families to attend a university. Honors

and AP classes are available to give high-performing students more challenging and rigorous educational experiences.

For students who are struggling, Edison offers the Benchmark Café, as mentioned before, as well as Asset Grant classes which are offered after school for both credit recovery and CAHSEE tutoring. Counselors refer students to these classes as needed; however, a significant recruitment

effort has not been made to increase the number of students who attend enrichment courses or activities after school.

Within accordance of their IEPs, most Special Education students have been mainstreamed with the general education population. Students with active 504 and IEPs have an annual review, as do students who have had an SST intervention. Not all students’ performance is individually

Data Director data

SLC agendas

AVID rosters

Honors/AP offerings

and rosters

Benchmark Café sign-in sheets and

data

Counselor referrals


Page 164

monitored on a routine basis. In past years, counselors were able to

make more frequent contact with students, but the budget crisis forced the school to eliminate three counselors in the 2009-2010 school year.

The counselor to student ratio now makes it challenging for counselors to monitor all students as closely as they could in previous years.

E-3 and E-4

Support Services and Learning

Indicator: The school leadership and staff ensure that the support services and related activities have a direct

relationship to student involvement in learning, e.g., within and outside the classroom, for all students, including the EL, GATE, special education and other programs.

Prompt: To what extent does the school leadership and staff ensure that the support services and related

activities have a direct relationship to student involvement in learning, e.g., within and outside the classroom? Particularly, evaluate this with respect to the EL, GATE, special education and other programs.

FINDINGS EVIDENCE

The leadership team and staff believe that support services for students

should ultimately improve achievement. In order to ensure this, however, it is understood that students’ individual needs, as identified by

performance data, need to be closely monitored and addressed in the classroom. For that reason, data-driven, differentiated instruction will become a focal point at Edison.

For under-achieving students, a major component of the SST is a

diagnosis of the reasons for a lack of achievement. Students are then referred to the available services offered by the Health Center and other community-based partnerships that would best meet their needs. This

extra support helps struggling students focus on their education and future endeavors. However, the SST process is time-consuming, and

many students do not receive the help they need in time to recover themselves in their classes. Generally speaking, teachers do not have enough awareness of what programs are available for at-risk students in

order to help them directly. Another obstacle is a lack of communication between school and home, where many answers as to the personal

difficulties students are facing can be determined. A large percentage of Edison’s students are unable to provide reliable home phone numbers, which slows the process of obtaining assistance for students who need it.

Another support system for students is the Migrant Ed program, which

assists students of migrant families with college preparation and course completion. Migrant Ed serves as a second layer of counseling assistance for students who face unique obstacles because of their

migrant status.

SAP referral form

Migrant Education

enrollment/schedules


Page 165

Special Education students receive support for their various needs. RSP students have been fully mainstreamed in order to receive instruction

from content-area specialists. To support them in this process, case managers monitor them and occasionally pull them out for individualized instruction.

Edison is the only high school in the district that provides services for

the Hearing Impaired. These students are fully mainstreamed, and their teachers are trained annually in strategies to accommodate their learning.

Special Education enrollment/schedules

Hearing Impaired

enrollment

E-3 and E-4

Equal Access to Curriculum and Support

Indicator: All students have access to a challenging, relevant and coherent curriculum to all students. Schools

regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class

schedule and class enrollments) and the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day).

Prompt: What have you learned about the accessibility of a challenging, relevant and coherent curricul um for

all students? What have you learned from examining the demographics and distribution of students throughout

the class offerings (e.g., master class schedule and class enrollments)? What type of alternative schedules are available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day)?

FINDINGS EVIDENCE

With the creation of SLCs, Edison teachers have better access to monitoring students, which allows them to guide students into

appropriate curriculum. Teachers use lessons on the first day of school to encourage students to take challenging courses and to prepare themselves for post-secondary education. All Edison freshmen are

enrolled in “High School Success,” a class geared toward building skills that will make students successful in high school and beyond.

Students have access to any class offered at Edison, though a large percentage of students choose to take the schedule that offers them the

least challenging path towards graduation. For that reason, Edison is committed to increasing the rigor in all classes. The school does not

believe that challenging curriculum should only be provided to students who have chosen to take Honors or AP classes.

After-school classes are available for students in need of credit recovery

as well as the ability to enroll in Adult Education classes in the evenings. The YMCA is offering tutoring within their program as well. Edison’s SLCs are also in the process of creating articulated classes with Delta

Community College and should have some of these classes implemented

SLC agendas/sign in sheets

1st day lesson plans

High School Success

curriculum

After school program rosters

Adult Ed enrollment

data


Page 166

for the 2011-2012 school year. These classes would allow Edison

students to receive college credit for work completed at Edison. Some Edison teachers have attended meetings with Delta professors to help

complete this process.

Articulation Meeting

notes

E-3 and E-4

Co-Curricular Activi ties

Indicator: School leadership and staff link curricular and co-curricular activ ities to the academic standards and

expected schoolwide learning results.

Prompt: To what extent does the school leadership and staff link curricular and co-curricular activities to the academic standards and expected schoolwide learning results?

FINDINGS EVIDENCE

Edison maintains a “No-Go” list that prevents students who are not

meeting academic requirements from participating in school activities

such as dances, rallies, and sporting events. The list is posted in Toal Hall, a high-traffic area, so that students can check their status. All Edison athletes must fill out weekly grade checks and are not allowed to

play if their grades fall below a 2.0. The success of this program depends on the coaches’ monitoring, and has therefore had mixed results.

Though students understand there are consequences for not achieving academically, the athletic director established tutoring support for

student athletes as well. Students who receive a negative weekly grade report are required to meet with one of the established teacher volunteers

at his or her designated tutoring time.

“Dress for Success” days have been utilized by many SLCs, JROTC, and

various classes to connect future career goals with students’ educational goals at Edison. JROTC teaches important skills that help students at

Edison and in life after high school. JROTC students are expected to behave and achieve to higher expectations than the average Edison

student.

“No-Go” List

Grade Checks

Photos

JROTC curriculum


Page 167

E-3 and E-4

Student Involvement in Curricular/Co-Curricular Activi ties

Indicator: The school has an effective process for regularly evaluating the level of student involvement in

curricular/co-curricular activit ies and student use of support services.

Prompt: Comment on the effectiveness of the school process for regularly evaluating the level of student

involvement in curricular/co-curricular activities and student use of support services.

FINDINGS EVIDENCE

The Health Center tracks and monitors the students on a regular basis, Academic counselors and other support staff are required to monitor the students they serve. Most members of the coaching staff also hold a

position at Edison High. These coaches are able to help track and monitor the behavior and academics of their student athletes because

they see them daily in an academic setting.

There are numerous active clubs at Edison; however, their participation rates differ. The monitoring system for club participation could use

improvement. Currently, the participation in Edison clubs is monitored by club advisors, but there is a need for the Edison Leadership Class to take a larger role in the oversight of the fifty-seven active clubs.

Health Center Sign-

In

Student records

Grade checks

Club minutes/sign-ins

E-3 and E-4

Student Perceptions

Indicator: The school is aware of the student view of student support services through such approaches as

interviewing and dialoguing with student representatives of the school population.

Prompt: Comment on the student view of student support services after interviewing and dialoguing with

student representatives of the school population.

FINDINGS EVIDENCE

Edison’s elected ASB members are able to voice the concerns of students with an administrator who is assigned to their meetings. Individually elected class leadership has two faculty advisors who facilitate their class

meetings. Although students have a voice through their elected officers, more groups need to be interviewed to get a wider range of student

opinions. Teachers, often in an individual or small group setting, dialogue with their students about their issues and concerns, but this may not be a school-wide practice. Student views of support services is not

widely known outside of those involved with said services.

Meeting minutes


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Areas of Strength Areas of Growth The use of Asset Grant funds and the YMCA to support an after school credit recovery and enrichment program.

Generating parental involvement on campus and in students’ continued achievement.

Seeking out community partners and guest speakers.

Increasing trust and professionalism among colleagues and in teacher-student relationships.

Providing services to meet the needs of students outside the classroom.

Maintaining safe, orderly facilities.

Communicating high expectations for students to all members of the Edison community.

Chapter 4: Category B—Standards-based Student Learning: Curriculum

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CRITERION B1 INDICATORS AND PROMPTS

B-1

Current Educational Research and Thinking

Indicator: The school provides examples that document the use of current educational research related to the

curricular areas in order to maintain a viab le, meaningful instructional program for students.

Prompt: Provide examples that document the use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students.

FINDINGS EVIDENCE

The school’s restructuring into SLCs is intended to provide programs that align themselves to students’ interests and career goals. It is believed

that capturing student interest is the key to the effectiveness of a curricular program; however, not all students have found relevance or significance in SLC pathway courses. The SLCs themselves are not able

to support the interests of all students, as each SLC is limited to two pathways.

The Advancement via Individual Determination (AVID) program

currently services approximately 180 students at Edison High School, which includes 7 AVID Elective sections in the Master Schedule. The

program has continued to grow during the last five years, at which time there were three sections. This AVID program prepares our students for eligibility into a college of their choice upon graduation. A recommended

curriculum of rigorous A-G courses, community service, and leadership opportunities are encouraged so that the students are competitive in the

college application process. In order to facilitate passage of the rigorous curriculum, trained tutors assist the students weekly in targeting the classes in which they are not doing well so that they may receive

additional help. Utilizing AVID’s foundational skills of Cornell note taking, organization through weekly binder checks, and collaboration as

part of the curriculum in each of the AVID Elective classes, our AVID students are more college-ready than their counterparts. Additionally, during the senior year, every AVID student is afforded the opportunity to

be a tutor to the AVID under classmen in an effort to develop leadership skills, is given assistance with writing personal statements, given the

opportunity to hear presentations from college representatives, as well as obtain assistance in the college application process and FAFSA.

Edison's Career Pathway Program (formerly Magnet Academy of Mathematics and Science) allows students to participate in rigorous four-

year mathematics, science, and technology program that emphasizes advanced problem solving and reasoning skills well beyond the basic


Page 125

courses required for graduation. Students are trained to use the computer to extend the processes of inquiry, research, and problem solving through critical thinking.

The Edison Magnet Program is unique in the intensity, support and

availability of computer technology throughout the mathematics and science curricula. A state-of-the art computer network, a data analysis laboratory, and advanced software permit students in mathematics and

science classes to utilize vast amounts of data, gather data electronically in the field, perform in-depth analyses, statistically validate results of

experiments, test mathematical hypotheses, and produce high quality reports of findings.

High School Success is a Freshmen Seminar developed by John Hopkins University. The purpose of the program is to provide an orientation to

high school, including the development of relationship-building, study skills, and post-secondary planning. All Freshmen students were scheduled to take the course during the first term of the 2010-2011 school

year.

Additionally, Edison was one of two high schools in the district that received a grant entitled Every Classroom Every Day. Edison has used the curriculum since 2009 as a means of intervention to support students

in English and math. The curriculum for math includes the I Can Learn Lab and uses benchmarks and capstones to assess progress. The literacy

component is comprised of lessons based on specific engagement strategies; however, after full implementation, Edison teachers and administrators have concluded that the ECED curriculum for English

does not align itself closely enough to state standards. For this reason, the Holt Ancillary materials will be used to provide intervention in

English.

B-1

Academic Standards for Each Area

Indicator: The school has defined academic standards for each subject area, course, and/or program.

Prompt: To what extent are there defined academic standards for each subject area, course, and/or program?

FINDINGS EVIDENCE

Current standards-based textbooks are used consistently in most classes. Core classes have also been provided with ancillary materials through the

textbook adoptions. These materials are also standards-based, though they

Textbook list


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have not been utilized with fidelity in all core departments.

Newly created SLC pathway courses follow Career Technical Education (CTE) standards. Each course has a syllabus and course outline that

identifies the standards to be addressed. Few, if any, of these courses have an aligned textbook, however.

For courses with outdated texts or non-existent texts, teachers are expected to individually identify standards and/or course objectives. As

district funding allows, new textbooks are purchased and distributed at the site.

CTE standards

B-1

Congruence

Indicator: There is congruence between the actual concepts and skills taught and the academic standards and the

expected schoolwide learning results.

Prompt: To what extent is there congruence between the actual concepts and skills taught, the academic standards and the expected schoolwide learning results?

FINDINGS EVIDENCE

EDI ensures that all students receive grade-level, standards-based instruction. The learning objective component of EDI prompts teachers

to deconstruct the academic standard into a student-friendly skill, concept, and context. Therefore, when planned and executed correctly,

the concepts being taught are aligned to academic standards.

Unfortunately, EDI is not being used consistently across the campus, nor are the strategies being implemented correctly in all instances. Independent practice does not always relate to the learning objective,

thus it is questionable whether the skills being taught are, in fact, aligned to academic standards. Likewise, not all observed learning objectives

have been taken from academic standards or written in a manner that a clear skill can be measured.

Currently, the ESLRs are not being purposefully linked to academic standards or concepts taught, as they have only recently been revised. The school intends to formally release the new ESLRs so that they can be incorporated into the teaching and learning process.

Posted EDI Learning

Objectives

Exhibited student work

Focus Walk data


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B-1

Student Work — Engagement in Learning

Indicator: There is congruence between the actual concepts and skills taught, the academic standards and the

expected schoolwide learning results .

Prompt: How does the examination of representative samples of student work and snapshots of student

engagement in learning demonstrate the implementation of a standards-based curriculum and the schoolwide

student goals (ESLRs)?

FINDINGS EVIDENCE

Departments occasionally meet to review student work. There have been some efforts made this school year to standardize projects and assignments so that the quality of work may be accurately assessed as a

department using rubrics. The English Department has held a limited number of norming sessions. In the past, teachers have assigned and

assessed student work individually. Although events like norming sessions are not occurring consistently across the curricular areas, there has been an increase in collaboration since the beginning of the school

year.

Overall, the school has not yet begun the effective process of examining student work on a routine basis.

On the other hand, Edison has successfully implemented Focus Walks as a means to capture student engagement related to academic standards.

Department meeting

minutes

Norming sessions

Focus Walk form

B-1

Accessibility of All Students to Curriculum

Indicator: A rigorous, relevant and coherent curriculum to all students is accessible to all students. The school

examines the demographics and situation of students throughout the class offerings. The school’s instructional

practices and other activities facilitate access and success for special needs students.

Prompt: What have you learned about the accessibility of a rigorous, relevant and coherent curriculum to all

students? What did you learn from examining the demographics and situation of students throughout the class

offerings? How do the instructional practices and other activities facilitate access and success for special needs

students?

FINDINGS EVIDENCE

All students are enrolled in standards-based courses. Course offerings include AP, honors, mainstream, or mainstream paired with intervention so that all students receive appropriately rigorous instruction.

ELL students are encouraged to meet reclassification criteria to move out of the program and into more challenging classes. As stated in the Organization section of the report, the EL team is beginning to

implement a plan to ensure that all EL students are educated on the

Master schedule

CELDT scores


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importance of knowing their proficiency levels in CELDT and the CSTs. In addition, monitoring procedures will be more frequent to provide EL students with full access to the curriculum.

Edison is a very diverse population and class offerings include students of mixed ability levels and demographics. Last year Special Education students were mainstreamed with pull-out support by the RSP specialists.

Inclusion in the regular classroom benefited many students, as illustrated by an increase in CST proficiency for the subgroup. This year, those

requiring more restrictive environments have been placed with RSP teachers for extra support.

AYP and API data

Special Education Department meeting

minutes

B-1

Integration Among Disciplines

Indicator: There is integration among disciplines at the school.

Prompt: To what extent is there integration among disciplines?

FINDINGS EVIDENCE

The conversation about integrating curriculum within SLCs began with curriculum mapping. It is a goal of the school to continue the process of

integration; however, it is still in the beginning stage on the campus.

The Step Up to Writing Program is being used by the English Department, and there will be cross-curricular implementation in the

2011-2012 school year. The school intends to create common language and have common practices regarding writing for the benefit of all students. Currently, however, there is not an effective and uniform

school-wide approach to integrating curriculum among disciplines.

SLC meeting

minutes

Step-Up to writing training schedule

B-1

Curricular Development, Evaluation, and Revisions

Indicator: The school assesses its curriculum review, evaluation, and review processes for each program area,

including graduation requirements, credits, grading policies, and homework policy regarding the impact of these processes on providing a challenging, coherent, and relevant curriculum for all students.

Prompt: Comment on the curriculum review, evaluation, and review processes for your program area, including

graduation requirements, credits, grading policies, and homework policy. Comment on the impact of these

processes on providing a challenging, coherent, and relevant curriculum for all students.

FINDINGS EVIDENCE

In addition to the district’s curriculum review committee, Edison created

a site-based curriculum committee in the spring of 2010 which was designed to evaluate the effectiveness of programs such as Magnet and

AP. This committee has not met regularly; however, it is the intent of

Edison Curriculum

Committee sign- in


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the administrative team to continue with this process. The district and school board set credit and graduation policies, of which the school does not have a process for reviewing.

Department syllabi and pacing guides are in place to establish consistency, but grading policies are often left to individual teachers.

A teacher may assign homework based on their personal assessment of what is needed to master the lesson objective.

Department syllabi and pacing guides

(on EHS website)

Assignments on Snap Grades

B-1

Policies-Rigorous, Relevant, Coherent Curriculum

Indicator: The school assesses the curriculum and its rigor, relevancy and coherency after examination of policies

regarding course completion, credits, grading policies, homework, etc.

Prompt: What have you learned about the accessibility of a challenging, relevant and coherent curriculum to all

students? What have you learned from examining the demographics and distribution of students througho ut the

class offerings, e .g., master class schedule and class enrollments?

FINDINGS EVIDENCE

Because Edison has students of varying abilities and backgrounds, the

master schedule is built to provide curriculum that meets many different student needs. In addition to a range of core classes of multiple difficulty

levels, the school offers specialty courses for English Learners, such as SDAIE or transitional English. Though there are many courses available for students to take, there is currently little representation of Hispanic and African American subgroups in Honors or AP courses. Another disparity is the frequency with which Hispanic males are enrolled in a core class with an intervention. The school recognizes the need to provide rigorous curriculum in all courses to minimize the ethnic disproportion

over time.

Students are enrolled in the introductory courses of SLC pathways, which

in future years could culminate in internships and job-shadowing opportunities. Although the higher-level SLC courses and internships

have not yet been established , all students belong to an SLC and are receiving instruction in introductory-level courses.

Master schedule

SLC Meeting minutes


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B-1

Articulation and Follow-up Studies

Indicator: The school articulates regularly with feeder schools and local colleges and universities. The school uses

follow-up studies of graduates and others to learn about the effectiveness of the curricular program.

Prompt: Share examples of articulation with feeder schools and local colleges and universities, including

comments on the regularity of their occurrence. What has been revealed through the follow -up studies of

graduates and others regarding the effectiveness of the curricular program?

FINDINGS EVIDENCE

Recently, Edison invited eighth graders and their teachers to experience a day of high school life. The event was tremendously successful; therefore, Edison plans to extend the invitation to its feeder schools. The

administration would like to increase the communication between Edison and the feeder schools so that eighth grade teachers can better prepare

their students for the expectations of Edison.

There is some articulation occurring between Edison and Delta Community College. For example, Honor’s Biology has recently

become articulated, and teachers of some elective courses have made attempts to increase articulation.

Visitation day agenda


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B-2

Variety of Programs — Full Range of Choices

Indicator: All students have opportunities to make appropriate choices and pursue a full range of realistic career and

educational options. The school provides for career exp loration, preparation for postsecondary education and pre -technical train ing for all students .

Prompt: What have you learned regarding the extent to which all students have opportunities to make

appropriate choices and pursue a full range of realistic career and educational options? How does the school

provide for career exploration, preparation for postsecondary education and pre-technical training for all students?

FINDINGS EVIDENCE

Edison is in its second year of SLCs. Eighth grade, students have the opportunity to select and SLC and enroll in pathway courses at pre-

registration.. SLC courses are designed to meet A-G requirements necessary for posts–secondary education and also to teach skills

necessary for immediate job placement upon graduation. A concerted effort went into designing courses that would facilitate authentic educational experiences and minimize student apathy.

Counselors visit feeder schools to promote SLC programs. A select

number of eighth graders have visited the campus to shadow students and therefore make valid registration choices. It is purposefully difficult, yet not impossible, for students to change pathway selections

so that they take the process of post-secondary planning seriously.

Edison’s Career Center Specialist works with students to obtain

financial aid and scholarships. The specialist and the Guidance

Department organize trips to colleges and bring representatives from community colleges, universities, vocational schools and military institutions to familiarize students with their various post-secondary

options.

Pre-registration night records

SLC course offerings

Career Center Director’s Calendar

and Records

Scholarship awards

B-2

Student-Parent-Staff Collaboration

Indicator: Parents, students and staff collaborate in the development and monitoring of a student's personal learning

plan, based upon a student's learning style and career and educational goals.

Prompt: To what extent do parents, students and staff collaborate in the development and monitoring of a student's personal learning plan, based upon a student's learning style and career and educational goals?

FINDINGS EVIDENCE

The Guidance Department works to involve parents and students in

designing personal learning plans, especially upon entrance to high school in the ninth grade. Counselors closely monitor seniors to evaluate

Guidance

Department logs


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their graduation status and make adjustments to correct deficiencies. There are at least two AVID parent meetings held every year. Parent, teacher, and student conferences are a regular occurrence. However, a

lack of parent involvement at the school is an ongoing problem for a myriad of reasons, and the administrators, teachers and support

personnel struggle to involve more parents in activities and the planning process.

Edison services a large population of special needs students who each have a highly individualized IEP or 504 plan. Edison is the District site

for Hearing-Impaired students. This program is made possible through the collaboration between teachers and the specialist, who also maintains relationships with the students’ parents.

Foremost, the implementation of SLCs was an intentional strategy to

promote better working relationships. Teachers are able to develop personalized relationships with their students because they see them

frequently and they share them with a select group of teachers. Additionally, the faculty and administration also adopted the 4x4 block

schedule, which provides extra daily contact with fewer student per teacher for longer periods of time. It is the expectation that this restructuring will allow for more collaboration between the teacher, the

student and their parents or guardians.

AVID parent meeting

sign-in sheets

Data Director student

profiles

B-2

Monitoring/Changing Student Plans

Indicator: The school implements processes for monitoring and making appropriate changes in students' personal

learning plans (e.g., classes and programs) and regularly evaluates them.

Prompt: What processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs)? How effective are these?

FINDINGS EVIDENCE

Student performance is the strongest indicator of proper placement.

With the implementation of the SLC career pathway, it is the expectation that all students are participating in coursework that addresses personal

goals and interests. They may opt out of their program but it is encouraged that they continue to maintain optimum results. Students are

given an opportunity to make course schedule changes in the first few days of each new term. The effect of SLC planning outcomes will not be seen until the first group of students graduate in 2013.

The Guidance Department also monitors student grades and works with teachers through the referral process to help students maintain

satisfactory grades.

Again, the IEP is an effective tool to monitor and plan for the needs of

SLC enrollment

Data Director

Referrals


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Special Education students.

B-2

Post High School Transitions

Indicator: The school implements strategies and programs to facilitate transitions to post high school options and

regularly evaluates their effectiveness.

Prompt: How effective are strategies and programs to facilitate transitions to post high school options?

FINDINGS EVIDENCE

Edison is in the initial stages of a major overhaul of its programs and practices. API and AYP scores had shown an inability to reach desired goals, despite growth. The school has recognized that the majority of

courses are not rigorous enough; therefore, students’ skills are not being developed to the point that they can experience certain success in post-secondary options.

ASB discussion of student survey data

B-3

Real World Applications — Curriculum

Indicator: All students have access to real world applications of their educational interests in relationship to a

rigorous, standards-based curriculum.

Prompt: To what extent do all students have access to real world applications of their educational interests in

relationship to a rigorous, standards-based curriculum?

FINDINGS EVIDENCE

As stated in section B-2, the school has begun the process of linking instructional content to the real world through SLCs. Many teachers individually use real-world analogies to explain concepts; however, there

is no uniform method that the school uses to connect standards-based curriculum to life beyond the classroom.

The continued use of EDI, which enhances the learning experience with the activation of prior knowledge, will increase the relevancy of concepts for the students. Likewise, the infusion of ESLRs will enable teachers and students to make knowledge connect to post-secondary plans and goals.

SLC projects


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B-3

Meeting Graduation Requirements

Indicator: The school implements academic support programs to ensure students are meeting all requirements,

including the CAHSEE.

Prompt: How effective are academic support programs to ensure students are meeting all requirements, including the CAHSEE?

FINDINGS EVIDENCE

Students who attend school on a regular basis, successfully complete required courses, and pass the California High School Exit Exam

(CAHSEE) will meet graduation requirements.

Because of the 4 x 4 block schedule, students may take up to eight courses a year, expanding their course options to include High School Success for freshmen SLC pathways, math and science magnet courses, AVID, other college preparatory electives that meet UC and CSU criteria, and intervention classes such as Every Classroom Every Day for English and Math. The class of 2013, the first cohort to be scheduled on a 4 x 4 block, is expected to graduate with credits that exceed the required 230 credits to graduate.

To improve the graduation rate, Edison has taken approaches for both incoming students and current students in all grade levels. As stated in

section B.2, prospective freshmen choose career pathways and visit Edison’s campus in eighth grade for early exposure to Edison’s programs.

Once enrolled as freshmen, they are required to take High School Success.

Freshmen and sophomore students who have scored from the low end of Basic to Far Below Basic are required to take Every Classroom Every Day (ECED) concurrently with their English courses to prepare them for

rigorous English coursework in the upper grade levels. The ECED intervention program for math operates a ―Benchmark Café‖ during lunch

and after school to provide students with math tutoring and exam retakes to ensure mastery of math standards necessary to learn more concepts and successfully complete their math courses.

Many interventions have been implemented for students who have unsuccessfully completed coursework. The APEX credit recovery program has been implemented this year to allow students to complete various

courses. APEX is supported by the Asset grant, which also offers CAHSEE prep classes for students who need to retake the exam in order to graduate or students identified by counselors as needing help in passing the

exam on the first try. Students first take the CAHSEE as sophomores, but Edison counselors predict student outcome on the CAHSEE because the

school administers a practice CAHSEE exam to all freshmen and sophomores months before the official test day.

Course plan

Master Schedule

YMCA calendar


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B-3

Curriculum: Additional Findings

Indicator: Consider other in formation that impacts the degree to which the school is meeting this criterion. Prompt: From examining additional relevant evidence, what has been learned regarding the extent to which this criterion is being addressed?

FINDINGS EVIDENCE

During freshman year and in each year that follows, counselors individually consult all students to ensure they are on track for graduation. Edison seniors in particular meet with their counselor at the beginning of the year to evaluate their graduation status and plan for post secondary education or vocations. For students at risk of not graduating, parent conferences are held to inform parents of the steps necessary for the student to earn a diploma. This process is revisited as necessary throughout the year. Seniors who are severely behind in credits may be required to fulfill community service hours, take after school courses, or partially enroll in adult education classes. Edison expects to reduce the number of seniors at risk of not graduating as a result of the recent implementation of SLCs, High School Success, and after school programs.

Programs to improve the graduation rate work in tandem with programs that raise the number of graduates who have met a-g requirements for

enrollment in UC and CSU campuses. A portion of Edison’s population is enrolled in AVID, and these students are required to take AVID classes throughout all four years of high school. Last year’s data shows that AVID

students have an articulation rate to the UC or CSU system that is above 90 percent.

Counseling schedules and

records

Student transcripts

AVID matriculation data

Areas of Strength Areas of Growth The wide range of courses and pathways from which students may choose

The examination of student work by departments or SLCs

The use of a master schedule that supports both core and elective courses for all students

The implementation of cross-curricular learning experiences

The monitoring of student plans and post-secondary pursuit

Chapter 4: Category C—Instruction

Page 136

CRITERION C1 INDICATORS AND PROMPTS

C-1

Results of Student Observations and Examining Work

Indicator: The school’s observations of student working and the examin ing of student work provide information on

the degree to which all students are involved in learning to assist them in achieving the academic standards and the

expected school-wide learn ing results. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilit ies and modified approaches based on findings.

Prompt: To what extent did the observations of students working and the examination of student work provide

information on the degree to which all students are involved in learning to assist them in achieving the academic

standards and the expected schoolwide learning results? Particularly, comment on the degree of involvement in the learning of students with diverse backgrounds and abilities.

FINDINGS EVIDENCE

Instructional norms were developed by teachers based on the EDI components for which all teachers have received at least preliminary training. The first norm focuses on creating and articulating to students the skill and content that will be learned by the end of the lesson. In order to modify instruction to enhance the achievement of diverse learners, many teachers use a variety of strategies to check for understanding. For example, some teachers ask questions and allow students to pair-share before calling on a non-volunteer to answer. Another technique that allows for teachers to observe students’ work and increase their involvement in the learning is using individual white boards. Teachers have access to a class set of white boards so that each student is active in answering questions and solving problems while simultaneously providing the teacher immediate assessment feedback. The use of non-volunteers holds all students accountable for their learning and gives an accurate account of the concepts that need to be re-taught. However, focus walk data shows that not all teachers are utilizing frequent checking for understanding strategies on a routine basis. In addition, targeted EDI training for SDAIE teachers will be given in the spring of 2011 so that teachers of EL students will gain skills in modifying instruction to increase the achievement of this subgroup. Although some teachers have taken the initiative, there is not a system-wide approach to analyzing student work so that instruction is modified to increase student achievement. However, the administration recognizes that this is a great need that will be addressed in the action plan.

Focus Walk data


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C-1

Student Understanding of Performance Levels

Indicator : The students know beforehand the standards/expected performance levels for each area of study.

Prompt: To what extent do students know beforehand the standards/expected performance levels for each area of study?

FINDINGS EVIDENCE

Each content area collaborates to create a common syllabus within that department, so that each student knows what they will be expected to learn in the class. Furthermore, as outlined in the instructional norms, all teachers are expected to post learning objectives daily, which are deconstructed from the California State Content Standards and include a skill, content, and context for the day’s lesson. Since the expectation of learning objectives was put into place in August, 80% of teachers have learning objectives posted in their classrooms, and of those teachers, 75% write learning objectives that incorporate both skill, content and context. The administration is consistently collecting data to monitor improvement. Students are expected to be able to recite the day’s learning objective and/or state the learning objective in their own words. Staff members, such as campus security monitors, have also begun the practice of asking students to explain the learning objective for the class that they are out of when walking to the restroom, etc. Students who are not able to articulate the learning objective are directed back to class until they know what they are learning. However, as the school begins to implement standards-based learning objectives, it has realized the need to introduce long-term objectives for each unit of study within each content area. Various teachers analyze their students’ performance data and meet with their individual students to help them understand their proficiency level. Although teachers have made great strides in analyzing data within departments and at academic conferences, there continues to be a communication gap with students.

Standards-based learning objectives are posted in class

Instructional norms

Focus Walk data

Posted restroom policy

C-1

Differentiation of Instruction

Indicator : The school’s instructional staff members differentiate instruction and evaluate its impact on student

learning.

Prompt: To what extent is differentiation of instruction occurring and what is the impact on student learning?

FINDINGS EVIDENCE

Edison does not have a school-wide program for differentiating instruction in the classroom. Furthermore, it was discovered during a

Focus Group meeting that the teaching staff does not have a uniform understanding of what differentiated instruction looks like. This


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discovery was made as teachers discussed the results of the teacher

perception survey, which stated that teachers differentiate instruction and evaluate its impact on student learning. The vast majority of teachers had agreed on the survey, yet in the discussion teachers could not define

differentiated instruction or provide evidence that it is happening to such a large degree on campus. Clearly, professional development in

differentiation would benefit teachers and students at Edison.

C-1

Student Perceptions

Indicator : The students understand the expected level of performance based on the standards and the schoolwide

learning results. Through interviews and dialogue with students that represent the school populations, the school learns about the students’ perceptions of their learn ing experiences.

Prompt: Through interviews and dialogue with students that represent the school population, comment on a)

their level of understanding of the expected level of performance based on the standards and the schoolwide learning results and b) their perceptions of their learning experiences.

FINDINGS EVIDENCE

Outside of IEP and SST meetings and one-on-one meetings with counselors and teachers, the school has not had an effective process for

interviewing students about their learning experience. However, it has recently become a priority, particularly after the administration of a

student perception survey. Some survey results were surprising and alarming; therefore, the administration met with several student groups to gain in-depth knowledge about the issues raised.

One question in the survey related to the safety and functionality of the facilities, to which most students responded negatively. The student groups felt that the response stemmed from the fact that general

maintenance and restocking of supplies is not occurring as it should.

Students also offered some explanation as to why most students disagreed that the school has an atmosphere of trust, respect, and

professionalism. They acknowledged that some students are disrespectful to each other and to teachers, but the groups felt that the major problem results from the school not having high enough

expectations for students in and out of the classroom.

The groups were able to enlighten the administration about why so many students do not think that teachers seem to enjoy teaching. Because the

atmosphere is not what it should be, teachers seem stressed and apathetic. One student said that teachers should make students “strive for

Student group discussions

Student perception survey results


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excellence,” yet the group indicated that this does not regularly occur.

The student groups were also able to offer opinions on why most students felt that teachers do not ensure all students understand a concept before moving on. The students interviewed have experienced that many teachers are too concerned about falling behind in the pacing guide, and

that they do not check often enough for understanding or re-teach as needed.

CRITERION C2 INDICATORS AND PROMPTS

C-2

Current Knowledge

Indicator : Teachers are current in the instructional content taught and research-based instructional methodology.

Prompt: Provide a range of examples that demonstrate teachers are current in the instructional content taught and research-based instructional methodology.

FINDINGS EVIDENCE

Stockton Unified School District has adopted Explicit Direct Instruction.

Currently at Edison, all teachers have been trained to use the lesson formats and strategies of EDI.

Some teachers use research-based strategies to ensure student learning. For example, on the first day of school, all teachers taught common

lessons on how to take notes using Cornell Notes. AVID teachers require students to use Cornell Notes, but it is not currently a requirement of all students.

Teachers also use a variety of other Marzano strategies in their

classrooms. Teachers were exposed to the Marzano strategies during SLC meetings last year. All teachers were given Bloom’s Taxonomy charts, and the school is working to improve the degree to which teachers

encourage higher-order thinking in the classroom.

Recently, English and history teachers were trained in the Step Up to Writing curriculum, a methodical approach to teaching students how to write. The English Department is currently working to ensure that this

becomes a campus-wide writing program that can be used across disciplines.

EDI professional

development sign in sheets

First day lessons

SLC agendas

Step Up to Writing professional development sign in

sheets


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C-2

Teachers as Coaches

Indicator : Teachers work as coaches to facilitate learning for all students.

Prompt: To what extent do teachers work as coaches to facilitate learning for all students?

FINDINGS EVIDENCE

Explicit Direct Instruction allows teachers to be facilitators in the classroom by guaranteeing that concepts are taught and developed before

students are assessed. By using the EDI format, teachers develop concepts and skills before checking for understanding. Checking for understanding should occur approximately every two minutes to ensure

that students are engaged, are on task, and understand the material. Some teachers encourage students to pair-share or collaborate in groups as an

additional opportunity to understand concepts and develop skills. In these instances, students are allowed to collaborate before being called on as non-volunteers. When used in this manner, EDI allows teachers to serve

as coaches to their students, offering encouragement and guidance until they are able to be independently successful.

The math department hosts the Benchmark Café. This café allows teachers to focus on students who need additional help for remediation.

EDI lesson plans

CFU throughout lesson

Pair-sharing in classes

C-2

Examination of Student Work

Indicator : Representative samples of student work demonstrate: a) structured learning so that students organize,

access and apply knowledge they already have acquired; b) that students have the tools to gather and create

knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this.

Prompt: To what extent do the representative samples of student work demonstrate: a) structured learning

so that students organize, access and apply knowledge they already have acquired? B) that students have the

tools to gather and create knowledge and have opportunities to use these tools to research, inquire, gather, discover and invent knowledge on their own and communicate this?

FINDINGS EVIDENCE

Currently, the school does not have a system in place for regularly examining student work as a means to determine the degree to which

they are learning. As stated in the curriculum section of the report (B-1), Edison recognizes this as a deficiency and has begun to improve in the

practice of examining student work.


Page 141

C-2


Indicator : Representative samples of student work demonstrate that students are able to think, reason, and problem

solve in group and individual activit ies, project, d iscussions and debates and inquiries related to investigation.

Prompt: To what extent do the representative samples of student work demonstrate that students are able to

think, reason, and problem solve in group and individual activities, project, discussions and debates and inquiries related to investigation?

FINDINGS EVIDENCE

Currently, students are assessed on both individual and collaborative learning projects. In some classrooms, students are asked to pair-share

frequently to help build their individual knowledge and their collaboration skills. When students are collaborating, some teachers expect that they use academic language to build their scholastic

vocabulary. For example, in math, students are asked to problem solve in groups and individually on a daily basis. In science and some SLC theme

classes, students work in groups to complete lab assignments. Students are asked to analyze real world scenarios and are assessed based upon their ability to work cooperatively and individually. Through strategic

pairing and peer-to-peer tutoring, students are evaluated based on their ability to work together and separately on their ability to master

individual standards. SLC leadership and teams have started discussing how to create thematic

projects to help students practice and use critical thinking skills. Some SLCs have thematic projects already established and teachers are

collaborating outside of the normal meetings. Teaching teams attended ConnectEd trainings to develop student outcomes for the school, pathways and project-based instruction. As previously discussed, SLCs

are at the beginning of such projects and are working towards all three methods of thematic integration: individual, small group and complete

pathway.

Posted student work

Collaborative assignments

Thematic project

plans


Page 142

C-2


Indicator : Representative samples of student work demonstrate that students use technology to assist them in

achieving the academic standards and the expected schoolwide learn ing results.

Prompt: To what extent do the representative samples of student work demonstrate that students use technology to assist them in achieving the academic standards and the expected schoolwide learning results?

FINDINGS EVIDENCE

The majority of teachers have access to LCD projectors, and at least half

of the teaching staff uses them on a routine basis to deliver instruction.

The projectors also enable students to present projects such as power points, or to view short video clips in order to make real-world connections to the content being learned.

Most math teachers have access to MOBI tablets to actively engage

students. Because every math teacher has access to a MOBI tablet, students are able to immediately respond and demonstrate competency and understanding of the lesson being taught. Teachers and students can

highlight, write, and point at specific items and this is displayed on the MOBI tablet. Though LCD projectors and MOBI tablets are accessible,

not all teachers take advantage of this technology. In addition, the classroom configuration and classroom electrical capability may prohibit teachers from using such technology.

LCD projectors

MOBI devices

C-2


Indicator : Representative samples of student work demonstrate student use of materials and resources beyond the

textbook, such as utilizat ion and availability of library/mult imedia resources and services; availability of and

opportunities to access data based, original source documents and computer informat ion networks; and experiences,

activities and resources which link students to the real world.

Prompt: To what extent do the representative samples of student work demonstrate student use of materials

and resources beyond the textbook, such as utilization and availability of library/multimedia resources and

services; availability of and opportunities to access data based, original source documents and computer information networks; and experiences, activi ties and resources which link students to the real world?

FINDINGS EVIDENCE

On campus, there are several computer labs available to our students.

Computer labs are designated for content, SLC-specific, and general use. Students have access to the Media Center computer lab before school, throughout the school day to include lunch and after school. The Media

Center is used to its full capacity, which indicates that technology is an integral part of teaching and learning at the school. APEX is a program

used after school to provide students with the opportunity to take online courses for credit recovery.

Computer lab

schedule

APEX sign-in sheet


Page 143

C-2

Real World Experiences

Indicator : Opportunities for shadowing, apprenticeship, community projects and other real world experiences and

applications are availab le to all students.

Prompt: To what extent are opportunities for shadowing, apprenticeship, community projects and other real

world experiences and applications available to all students?

FINDINGS EVIDENCE

When instructing, teachers use real world experiences and applications to make content and concepts relatable to students. The school is currently in our second year of implementing SLCs on campus. Part of the

development of SLCs is the creation of community connections to create apprenticeship and internship opportunities for our students. For

example, in our Sports and Health Medicine SLC, student trainers serve our athletic department during games and experience real-world physical training situations. In the Engineering Construction and Design SLC,

students have the opportunity to participate in a building-trade apprenticeship program.

However, SLCs are still developing ways to bring students into the real-world to gain life and work experiences.

Student Trainers

ECODE Apprenticeship


Implementing a research-based school-wide teaching methodology (EDI).

Differentiating instruction.

Using technology and computer labs to aid instruction.

Developing a system-wide method for examining student work.

Implementing a writing program (Step Up to Writing).

Increasing the effective use of EDI.

Providing real-world experiences beyond the textbook.

Chapter 4: Category A—Organization

Page 104

Vision and Purpose, Governance, Leadership and Staff, and Resources

A-1

Vision – ES LRs – Profile

Indicator: The school has established a clear, coherent vision (purpose) of what students should know and perform;

it is based upon high quality standards and is congruent with research, pract ices, the student/community profile data,

and a belief that all students can learn.

Prompt: Comment on pertinent student/community profile data that has impacted the development of the vision

and the expected schoolwide learning results.

FINDINGS EVIDENCE

Because Edison High School is committed to providing a clear vision for student learning founded upon student needs, the school has currently revisited its Expected Student Learning Results (ESLRs). It is Edison High School’s vision that upon graduation, all students will have the skills necessary to succeed in college and a career. The school’s new vision created a necessary departure from the previous ESLRs, which were not measurable, based on research, or rigorous enough for students. (Detailed information regarding the development of the school’s new mission statement, vision statement, and ESLRs can be found in Chapter 1, pages 3-6.)

Since the school has spent considerable time constructing ESLRs that truly reflect student needs and the vision, the new ESLRs have not yet been communicated to shareholders. To date, the monitoring of previous

mission, vision, and ESLRs has not been a regular process at Edison. However, the school plans to involve the leadership team in a routine

review and adjustment of the mission, vision, and ESLRs. Thus, as a part of Edison’s new action plan, ESLRs will be a significant component of teaching and learning. To move successfully toward its vision for students, Edison has been in the process of fully implementing Explicit Direct Instruction (EDI) methodologies to ensure that all students are engaged and focused during lessons. This research-based model allows teachers to check frequently for understanding (CFU) as the students learn new concepts or are guided through application of concepts, ultimately producing higher levels of academic success.

Edison High School Vision and Mission 2008-2009 ESLRs ESLR drafts EDI Professional Development agendas/sign-ins


Page 105

A-1

Development/Refinement of Vision/ES LRs

Indicator: The processes to ensure involvement of representatives from the entire school community in the

development/refinement of the vision and expected schoolwide learn ing results are effective.

Prompt: Examine the effectiveness of the processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision and expected schoolwide learning results.

FINDINGS EVIDENCE

Edison held a community forum during the 2009-2010 school year. The purpose of the forum was to encourage community involvement in the development of a new mission and vision. Additionally, during a department meeting teachers were asked to contribute their ideas about what the school should deliver to students and what they would like to see Edison become in future years. The information gathered during both sessions was collected, organized, and synthesized by a committee of teachers. This committee then drafted the mission and vision statements as well as the first draft of new ESLRs.

(See Chapter 1, pages 3-6 for a full account of the involvement of all representatives of the school community in the development of the ESLRs.)

Community Forum sign-in

Mission/Vision Development

ESLRs Development

A-1

Regular Review and Revision

Indicator: The school is implementing an effective process for regular review/revision of the school purpose and the

expected schoolwide learning results based on student needs, global, national and local needs, and community conditions.

Prompt: Examine the effectiveness of the process for regular review/revision of the school purpose and the

expected schoolwide learning results based on student needs, global, national and local needs, and community

conditions.

FINDINGS EVIDENCE

The decision to reconstruct the mission, vision and ESLRs resulted from a careful analysis of student needs and community conditions. The mission and vision did not depict the current voice of the Edison community. Likewise, the ESLRs did not reflect Edison’s movement toward increased rigor for students. Because the school has been in a state of tremendous growth, it was necessary to develop new documents that better complement the students and the direction the school is headed.

Mission/Vision Development

ESLRs Development


Page 106

A-2

Governing Board

Indicator: There is clarity of the policies and procedures regarding the selection, composition and specific duties of

the governing board, including the frequency and regularity of board meet ings .

Prompt: Comment on the clarity of the policies and procedures regarding the selection, composition and specific

duties of the governing board, including the frequency and regularity of board meetings.

FINDINGS EVIDENCE

Edison’s Governing Board, School Site Council approves the Single Plan

for Student Achievement, which encompasses the action plans and

budget. This body meets monthly to also discuss and approve numerous activities and programs that directly relate to student support and achievement.

Each year parent members for the Governing Board are sought out through flyers placed in registration packets that are mailed out to all

students, through ConnectEd to all homes of Edison students, and through volunteers at Back to School night. During the 2009-2010 school

year, the school also had a former Edison High School counselor working as a Parent Advocate to facilitate communication between the school and parents and to increase parent involvement.

Teacher representatives (and alternates) to the school s ite council are

nominated and elected by vote of the entire faculty.

The policies and procedures for the selection and composition of the governing board have not clearly been stated to Edison’s shareholders. The governing board has parent, staff, and teacher representatives.

The Governing Board was invited to the community forum, during which the mission and vision process began. A few parents and most teachers on the Governing Board did attend the event. However, the School Site Council did not dedicate regular meetings to the further development of the mission and vision. In hindsight, the school recognizes that the process would have been conducted more effectively had it involved the School Site Council to a greater degree.

Although the school faculty participates yearly in electing its own teachers to be representatives to the governing board, there is very little communication between the governing board and the school faculty. Therefore, the school faculty is not aware of the governing board’s activities or of their alignment with ESLRS.Most teachers are aware that School Site Council meetings are conducted monthly. There has not been a strong movement from the SSC to encourage teachers and parents to attend meetings, nor has the information provided during the meetings been made available to the Edison community.

Agendas & Minutes

of monthly meetings.

Flyers sent to parents

Sign up list of parent volunteers from back to school night

Vote counts & ballots from teacher

rep. elections


Page 107

A-2

Understanding Role of Governing Board

Indicator: The school community understands the governing board’s role, including how parents can participate in

the school’s governance.

Prompt: To what degree does the school community understand the governing board’s role, including how parents can participate in the school’s governance?

FINDINGS EVIDENCE

The degree to which the school community understands the governing board’s role is minimal. Teachers and staff are aware that the School Site Council exists and is involved in the decision-making processes of school programs and fiscal matters. It is not known at this time how aware parents are of the role of the SSC or how to be involved. The leadership team has come to understand as a result of the WASC Self-Study that communication between the SSC and the Edison community is currently ineffective. Measures will be taken to increase this communication so that the SSC and the school community can function with greater success.

Few individuals not directly involved with the School Site Council (SSC) are aware of its role or routine duties.

During a Title I parent meeting, parents who attended were informed of the SSC and of their rights to be involved. Unfortunately, there has not been a large-scale effort to include all parents in the SSC or in how it operates as the governing board of the school.

Parent Rights handout

A-2

Governing Board’s Involvement in Review/Refinement

Indicator: The governing board is involved in the regular review and refinement of the school’s vision and purpose

and expected schoolwide learn ing results .

Prompt: How is the governing board involved in the regular review and refinement of the school’s vision and purpose and expected schoolwide learning results?

FINDINGS EVIDENCE

The governing board is informed of the school mission, vision, and ESLRs on a routine basis. Throughout the recent re-development of each item, the principal has explained the reason for changes as well as what each document should be able to do for the school and for students. Members of the governing board can then offer informed suggestions to further enhance the documents.

SSC Agendas


Page 108

A-2

Professional Staff and Governing Board

Indicator: There is clear understanding about the relationship between the governing board and the responsibilities

of the professional staff.

Prompt: To what degree is there clear understanding about the relationship between the governing board

and the responsibilities of the professional staff?

FINDINGS EVIDENCE

A clear relationship between the duties of the professional staff and the governing board is not present school-wide at this time. Most faculty and staff members understand that policies and procedures derive from administration. However, there is little awareness as to how decisions regarding staff responsibilities are presented to the School Site Council, or that the governing board is responsible for guiding administrative decisions.

A-2

Board’s Evaluation/Monitoring Procedures

Indicator: There is clarity of the evaluation and monitoring procedures carried out by the governing board,

including review of student performance, overall school operations, and fiscal health of the school.

Prompt: Comment on the clarity of the evaluation and monitoring procedures carried out by the governing

board, including review of student performance, overall school operations, and fiscal health of the school .

FINDINGS EVIDENCE

Although communication involving the SSC is not currently a strength at Edison, the principal is encouraging the board to be more actively involved in the analysis of data and its implications. This process has begun with the principal instructing the board in how to assume a more global perspective of overall student needs.

In addition, the board has recently begun the role of monitoring the school more closely due to Edison’s PI status. The SSC serves as the District Support Leadership Team (DSLT) and is responsible for analyzing student performance data in order to select an effective restructuring plan.

SSC agendas


Page 109

A-2

Complaint and Conflict Resolution Procedures

Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to

the school’s shareholders are effective.

Prompt: Examine and comment on the established governing board/school’s complaint and conflict resolution procedures as they apply to your school’s shareholders.

FINDINGS EVIDENCE

The School Site Council’s complaint and conflict resolution procedures are in place. Unfortunately, the majority of Edison’s shareholders have not been informed as to the role of SSC. Shareholders who have concerns are not often aware of how to utilize the SSC in order to seek a resolution. Edison’s governing board does not examine and comment on the effectiveness of the board’s/school’s complaint and conflict resolution procedures.


Page 110

A-3

Broad-Based and Collaborative

Indicator: The school’s planning process is broad-based, collaborative and has commitment of the shareholders,

including the staff, students, and parents .

Prompt: Document that the school planning process is broad-based, collaborative and has commitment of the shareholders, including the staff, students, and parents.

FINDINGS EVIDENCE

Edison High School is beginning the practice of creating a systems approach to analyze data collaboratively to include all shareholders in

the analysis of data. In addition, Edison recognizes that the planning of school programs is mostly conducted by administration and teachers; however, a goal of the administration is to include such planning as a

standing agenda item for School Site Council, department and leadership team meetings in relation to the action plan.

As a result of assessing data such as, graduation and failure rates, the school adopted an alternative scheduling model in spring of 2009 to

better serve the needs of all students A strong collaborative effort was initiated among the faculty in order to change from a 1-6 period day to

the 4x4 schedule, The 2009-2010 Single Plan for Student Achievement begins with the

implementation of SLCs (Small Learning Communities) school-wide. Edison High School is currently in its second year of SLCs. The purpose

of the SLCs serves to give students a sense of belonging and school culture, which will subsequently translate into academic success. The school is divided into collaborative SLCs committed to the interests of

all share holders, especially students. Although the school has been successful in creating pathways and theme class classes for SLCs,

freshmen and sophomore students do not have a clear grasp on what purpose SLCs serve. Despite creating common “F lists,” SLCs need to collaborate more effectively to target student achievement of expected

school wide learning results and the academic standards.

A second major component of the school’s Single Plan for Student Achievement is the calibration of instruction among all teachers, all disciplines, for all students. To this end, the administrative team has

earmarked a substantial amount of Title I funds to bring trainers from Data Works on site. Training and implementation of EDI and a school-wide writing program are currently underway. Teachers receive

opportunities to gain professional development at EDI trainings.

During the first faculty meeting of the 2010-11 school year, the

4x4 meeting sign- in sheets and agendas.

SLC brochures

Single Plan for Student Achievement

EDI Professional Development sign- in

sheets Common pages


Page 111

administrative team presented disaggregated data from the 2009

CAHSEE results to all staff and faculty members. In addition, the administrative team estimated the school’s projected API based on CST

scores from spring 2010. Consequently, measuring and monitoring student data achievement directly drives the decisions made by school leadership and staff members

In October 2010, teachers in the English department as well as some

teachers from the social sciences department attended the Step-Up to Writing training to begin the process of adopting a school-wide writing initiative. The initial Step-Up to Writing training will set the foundation

for creating a cross-curricular writing model that supports student production of highly organized and effective writing.

Even more recently, the leadership has made a strategic push to target the academic achievement of the school’s EL population, the second

largest subgroup (20.17%) behind Hispanic/Latino students (52.62%). Based on disaggregated data from the CSTs, CAHSEE results, and

school attendance reports, the school’s EL population has been the lowest-performing subgroup. And while programs such as Migrant Education have addressed these concerns, there remains a need to

effectively communicate basic information regarding the CELDT and EL placement to parents and students. As a result, the administrative

team is in the process of creating an EL action plan to better measure and monitor the progress of all EL students. Prior to administering the 2010 CELDT test, the EL Team (EL Coordinator, Assistant Principal, and

SB65 Coordinator) held an assembly to disseminate knowledge about the significance of the CELDT and its impact on academic and

vocational goals. The EL Team printed out individual student CELDT scores from the previous year and delivered CELDT goal sheets to teachers of EL students. Students were then encouraged to write goals

for the 2010-11 CELDT test. In addition, teachers received paid training on how to successfully prepare students for the CELDT test. Teachers were given CELDT blue prints, released test questions, and common

lesson plans with which to prepare students. Parents were invited to attend the assembly; however, since it was held during the school day,

the attendance was low.

Faculty meeting

agenda

Step Up to Writing sign-in sheets

CELDT Assembly

PowerPoint, CELDT Training PowerPoint for Teachers


Page 112

A-3

School Plan Correlated to Student Learning

Indicator: The school’s Single Plan for Student Achievement and analysis of student achievement of the critical

academic needs, expected schoolwide learning results, and academic standards .

Prompt: What evidence supports that there is a correlation between the Single Plan for Student Achievement

and analysis of student achievement of the critical academic needs, expected schoolwide learning results, and academic standards?

FINDINGS EVIDENCE

The Single Plan for Student Achievement is modified annually using the analysis of student performance data. The leadership team reviews data to identify discrepancies and determine the critical academic needs of the students. Trends are also studied with the intent of determining whether curricular and program changes addressed in the Single Plan are necessary and effective.

Edison’s Single Plan and WASC Action Plans have not mirrored each other in the past. Therefore, Edison will be streamlining the two documents to create one relevant Action Plan to be used for school improvement.

As Edison has recently finalized new Expected Schoolwide Learning Results, they have not impacted the Single Plan to a large extent. However, the school intends to identify a plan for assisting students with the achievement of ESLRs as well as academic standard when the Single Plan is updated.

Data team meeting agenda


A-3

Correlation between All Resources, ES LRs and Plan

Indicator: There is correlat ion between allocation of time/fiscal/personnel/material resources, expected schoolwide

learning results, and the improvement schoolwide act ion plan.

Prompt: What evidence supports the correlation between allocation of time/fi scal/personnel/ material resources, expected schoolwide learning results, and the improvement schoolwide action plan?

FINDINGS EVIDENCE

The Single P lan addresses what resources are necessary for the action steps pertaining to each goal. Allocation of time, funds, personnel and materials is determined by the goals established in the Single Plan.

Action Plan


Page 113

A-4

Employment Policies/Practices

Indicator: The school has clear employment policies/practices related to qualification requirements of staff.

Prompt: Evaluate the clarity of the employment policies/ practices related to qualification/statutory requirements

of staff.

FINDINGS EVIDENCE

The employment qualifications and requirements of staff are determined at the district level. Due to the fact that the district is in a fiscal deficit, the recruitment of teachers has ceased. However, during fiscally healthy times, the district makes an effort to attend recruitment events at local universities. The district is reviewing the possibility of offering signing bonuses to new hires in shortage areas.

2010-2011 SPSA

A-4

Qualifications of Staff

Indicator: The school has procedures to ensure that staff members are qualified based on staff background, training

and preparation.

Prompt: Evaluate the procedures to ensure that staff is qualified based on staff background, training and

preparation.

FINDINGS EVIDENCE

As of December of 2009, Edison High School has 102 teachers, 98% of whom are highly qualified. The school, in collaboration with the SUSD Human Resource Department, review potential candidates that have subject matter expertise and proper credentials. Applicants are required to verify their credentials, and, if hired, must continue to verify them yearly to teach. The district ensures that all first and second year credentialed teachers complete a Beginning Teacher Support Assistance program (BTSA). The district’s BTSA program includes quarterly meetings with all Participating Teachers (PT) and Support Providers (SP) as well as weekly meetings between PT and SP for instructional planning and reflection upon the progression towards mastery of the Standards of the Teaching Profession. As a result, first and second year teacher receive additional training, monitoring, and assistance beyond their initial credential program.


BTSA handouts


Page 114

A-4

Maximum Use of Staff Expertise

Indicator: The process to assign staff members in order to maximize the use of their expertise in accomplishing

quality student learning is effect ive.

Prompt: How effective is the process to assign staff members in order to maximize the use of their expertise in

accomplishing quality student learning?

FINDINGS EVIDENCE

Stockton Unified School District Human Resources carefully reviews each teacher’s credentials and qualifications before allowing an interview

or providing a job placement. In addition to this practice, teachers and administrators review the assignments in the spring for the upcoming

school year and collaborate to ensure that staff members are qualified for the upcoming assignment.

To maximize the quality of student leaning, the administrative team created an A/B schedule for Edison High School’s lower performing

students for the 2010-2011 school year, as determined by CST scores. This A/B schedule places these students with Edison’s most proficient teachers for Math and ELA throughout the year, rather than simply one

term, as is the case with the traditional block schedule. Advanced and Proficient students remain on the traditional block schedule, offering

them greater choices in classes throughout the year, and challenging them with the faster pace of the curriculum.

A careful analysis of student performance trends led the administration to make significant changes to the master schedule. Traditionally, more

proficient teachers were given higher- level courses, such as Honors or AP. The result of this was that the lower-performing students were being paired with lower-performing teachers. In order to advance the

achievement of these students, they were given the most proficient teachers for the 2010-2011 school year. It is expected that there will be more pronounced growth in the CSTs because of the master schedule

adjustments.


Page 115

A-4

Defining and Understanding Practices/Relationships

Indicator: The school has clear administrator and faculty written policies, charts, and handbooks that define

responsibilit ies, operational practices, decision-making processes, and relationships of leadership and staff.

Prompt: Evaluate the administrator and faculty written policies, charts, and handbooks that define

responsibilities, operational practices, decision-making processes, and relationships of leadership and staff. Determine the clarity and understanding of these by administration and faculty .

FINDINGS EVIDENCE

In the past, there have been little administrator and faculty written documents that have defined the responsibilities of teachers. The district has developed and distributed numerous informational texts about policies; however, there was no site-specific document until this year, when Edison developed instructional norms.

The concept of instructional norms first developed when the leadership team had the opportunity to visit Waterford High, a wall-to-wall Direct Instruction school. Waterford has been successful with the implementation of focus walks and instructional norms. As a result, the leadership chose to develop instructional norms, which are expectations for all teachers and all classes. Edison’s norms are documented on the focus walk forms that teachers and administrators use when observing classes.

Focus Walk form

A-4

Internal Communication and Planning

Indicator: The school has effective existing structures for internal communication, p lanning, and resolving

differences.

Prompt: How effective are the existing structures for internal communication, planning, and resolving differences?

FINDINGS EVIDENCE

Internal communication is handled at the school through email, group

meetings and individual meetings. The Site Liaison Committee in particular exists as the primary structure for staff and administrators to communicate internally about concerns and differences on site.

As defined by the STA (Stockton Teacher’s Association) contract, the grievance procedure exists as a structure for conflict mediation and internal communication. Site Representatives are elected annually to

provide representation and moral support between teachers and administration.

Viking Alerts Online were introduced in the beginning of 2010 for staff

Site Liaison Meeting Minutes

STA Contract

STA Roster of Site Representatives


Page 116

and administrators to communicate through the school’s website.

However, the administration has currently re-evaluated the use of Viking Alerts Online and has reverted back to monthly staff meetings.

In January of 2011, the district employed monitors in all classrooms that can be used for a variety of communication needs, such as emergency notifications, district announcements, and eventually, school site information.

Viking Alerts Online

http://tehs-susd-ca.schoolloop.com/

A-4

Staff Actions/Accountability to Support Learning

Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared

responsibility, actions, and accountability to support student learning. This includes an evaluation of the kinds of

collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations .

Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and

accountability to support student learning? Include comments on the kinds of collegial strategies used to

implement innovations and encourage improvement, such as shadowing, coaching, observation, mentors, group presentations?

FINDINGS EVIDENCE

The school has attempted to hold monthly meetings for new teachers on effective teaching strategies, classroom management, and productive collaboration. Although these meetings have not been held on a

consistent basis, new teachers have the support of administrators, and department chairs. The culture of the school is conducive to

collaboration and assistance. All members of the math and English departments also receive the

assistance of the numeracy and literacy coaches. The role of the coaches is to meet individually with teachers to guide them in the process of

analyzing student performance data and creating lesson plans that address key standards. To support teachers’ implementation of their training, as well as to identify teachers who need additional training, Edison’s administrators frequently evaluate teachers, and the teachers generally find evaluations helpful and supportive. Prior to evaluations, administrators inform teachers of the California Standards for the Teaching Profession (CSTPs) they will evaluate teachers upon. Additionally, after informal walkthroughs of a teacher’s class, Edison’s administrative team provides the teacher with a copy of an Instructional Norms worksheet assessing the teacher’s compliance with EDI methodology. This routine allows teachers to informally receive feedback, as well as to help identify areas of academic strengths and weakness during a given lesson.

New Teacher Meeting Agendas

Teacher Survey Question #25

Evaluation form


Page 117

A-4

Evaluation of Existing Processes

Indicator: The school leadership regularly reviews the existing processes to determine the degree to which actions

of the leadership and staff focus on successful student learning.

Prompt: To what extent does the school leadership regularly review the existing processes to determine the

degree to which actions of the leadership and staff focus on successful student learning?

FINDINGS EVIDENCE

An accordion process is used to review current practices and implement new practices. New and existing policies are presented to administrators,

SLC leads, department chairs, and finally to the entire staff. During each phase, the school makes an effort to collect feedback for revision in order

to ensure all stakeholders have contributed to the final product. For example, at the beginning of the 2010-11 school year, the school developed school-wide Instructional Norms, a tool to guide and monitor

student and teacher engagement. The administration initiated the development of Instructional Norms by tasking SLC Leads to generate a

first draft that identified four key components of effective lesson design and delivery. The first draft was then unveiled to department chairs for feedback. Teachers were then asked to provide feedback using Edison’s

Feedback Protocol at SLC Team Meetings. The final draft of Instructional Norms was generated by compiling feedback from this

accordion process to ensure both teachers and administration had equal opportunity to voice input.

The leadership team then used Instructional Norms as a tool to measure and compile data, focusing first on learning objectives. While

Instructional Norms are in their initial stages, the leadership team will later examine student performance data to determine whether a correlation exists between student success and Instructional Norms.

In addition, Edison High School Feedback forms were created in 2010

and provided to teachers in resource binders. The feedback protocol serves as a tool for teachers and staff to consistently evaluate efficiency in teaching processes and procedures.

Edison Feedback Protocol Form

SLC Meeting Minutes

Instructional norms development and feedback

Instructional norms

data


Page 118

A-5

Support of Professional Development

Indicator: The school effectively supports professional development with time, personnel, material, and fiscal

resources to facilitate all students achieving the academic standards and the expected schoolwide learn ing results.

Prompt: How effective is the support of professional development with time, personnel, material, and fiscal

resources to facilitate all students achieving the academic standards and the expected schoolwide learning results?

FINDINGS EVIDENCE

Since the 2008 school year, Edison High School teachers have received

training in EDI. The basic school-wide training was provided to all teachers during the 2008-2009 school year. Then, during the 2009-2010

school year, there was intensive advanced EDI training provided to the Mathematics and English departments. During the 2010-2011 school year, introductory EDI training was provided again for new teachers and

any teachers who opted to take the training as a refresher-course in September.

Focus Walks are being used by administration and colleagues to provide immediate constructive feedback to the teacher who was observed. The

data gathered by the administration, instructional coaches, and department chairs is used to provide targeted training by department.

The Common Pages of the 2010 School Site Plan clearly outlines how Edison will distribute resources to professional development, such as EDI

and writing.

EDI training sign- in

sheets

Focus Walk feedback forms

Survey Monkey data

Common pages


Page 119

A-5

Supervision and Evaluation

Indicator: The school implements effective supervision and evaluation procedures in order to promote professional

growth of staff.

Prompt: How effective is the school’s supervision and evaluation procedures in order to promote professional growth of staff?

FINDINGS EVIDENCE

Each teacher is reviewed and evaluated by an administrator through a formal evaluation process every two years. This process concludes with a

post-observation conference in which the administrator and teacher discuss the findings and go over recommendations and areas for growth. When there is a clear need for additional assistance in the process of

growth, a teacher can be assigned to work with a PAR (Peer Assistance and Review) coach, or to work with an instructional coach within the

Math and English department.

Evaluation schedule

Evaluation write up

A-5

Measurable Effect of Professional Development

Indicator: There are effective operating processes that determine the measurable effect of professional development

on student performance.

Prompt: Comment on the processes and their effectiveness in determining the measurable effect of professional

development on student performance.

FINDINGS EVIDENCE

The school has begun to use Focus Walks to gather data on school-wide implementation of the instructional norms. After that data is gathered, it will be evaluated in an ongoing process by the School Leadership Team

to measure progress in implementation and to measure the effect on student performance. The instructional norms are the foundation of the

Action Plan; therefore, instructional norm data will be consistently monitored.

Instructional norms


Page 120

A-6

Allocation Decisions

Indicator: There is a relat ionship between the decisions about resource allocations, the school’s vision and purpose

and student achievement of the expected schoolwide learning results and the academic standards. The schoo l

leadership and staff are involved in the resource allocation decisions.

Prompt: Evaluate the relationship between the decisions about resource allocations, the school’s vision and

purpose and student achievement of the expected schoolwide learning resul ts and the academic standards.

Additionally, comment on the extent to which leadership and staff are involved in the resource allocation

decisions.

FINDINGS EVIDENCE

Due to fiscal hardship, the school has had to make difficult decisions

about resource allocations; however, it has been careful to avoid making cuts that would affect the majority of students. The administration team

has begun to use data to analyze the effectiveness of programs. Those that have not proven to be beneficial to students have been removed in order to reallocate the funds somewhere more beneficial. For example,

data has proven that the CAHSEE classes taught using Kaplan material were not working; therefore, the classes were eliminated. CAHSEE prep

classes can be offered during a 5th period class instead, using Asset grant funds. However, for the second term of the 2010-2011 school, a few 11/12 grade CAHSEE classes were reinstated as a result of low passages

rates for this group.

Considering the economic climate, Edison has been strategic in how it chooses to allocate resources; Edison places a high priority on professional development as a means of increasing student achievement.

Funds have been reserved for EDI training, as the school is committed to maintaining a system-wide, research-based method of instruction.

Likewise, professional development funds have been allocated to the implementation of Step Up to Writing, a foundational writing program that the school intends to extend across all curricular areas by the 2011-

2012 school year.

The staff is involved in resource allocation decisions in two ways. First,

the staff was given the opportunity to prioritize all programs available on

campus so that there was clarity and collaboration about which programs were less essential to student success than others. Second, the mission and vision statements have been created from the input of stakeholders

such as staff, parents, and students. The resource allocations are aligned to our mission; thus staff involvement has occurred indirectly as well.

Master Schedule

Common Pages

After school course offerings

Program Importance survey

Mission/Vision aggregated feedback


Page 121

A-6

Practices

Indicator: There are processes operating in relationship to district practices for developing an annual budget,

conducting an annual audit, and at all times conducting quality business and accounting practices, including

protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)

Prompt: Evaluate the school’s processes in relationship to district practices for developing an annual budget,

conducting an annual audit, and at all times conducting quality business and accounting practices, including

protections against mishandling of institutional funds. (Note: Some of this may be more district-based than school-based.)

FINDINGS EVIDENCE

The annual budget is projected based on student enrollment. Accounting practices are largely conducted at the district level. There are a series of checks and balances in place to protect against the mishandling of funds. ASB

accounts are audited throughout the school year by an outside source.

Common pages

A-6

Facilities

Indicator: The school’s facilities are adequate to meet the school’s vision and purpose and are safe, functional, and

well maintained.

Prompt: Determine if the facilities are adequate to meet the school’s vision and purpose and are safe, functional,

and well-maintained.

FINDINGS EVIDENCE

According to the Williams Act Report, Edison’s facilities are in poor

condition. The buildings are safe and adequate for student learning; however, the school has not been renovated in decades. During the next two years, Edison’s campus will undergo a major renovation. Existing

buildings will be remodeled to better accommodate student learning with larger classroom dimensions. Maintenance at the school can be

problematic at time. Basic custodial tasks are frequently left undone. Trash and graffiti removal has been slower to occur than in previous years. The bulk of these maintenance issues can be explained by the

necessary reduction in staffing; however, there is a need for greater accountability and supervision. The ASB class analyzed the results of the

student perception survey and identified that almost half of the students did not feel that the facilities were safe, functional or well maintained. According to the students, the majority of the issues are related to poor

maintenance rather than aging facilities.

Williams Act Report

Student Perception survey

ASB documented discussion


Page 122

A-6

Instructional Materials and Equipment

Indicator: The procedures for acquiring and maintaining adequate instructional materials and equipment, such as

textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are

effective.

Prompt: Evaluate the effectiveness of the procedures for acquiring and maintaining adequate instructional

materials and equipment, such as textbooks, other printed materials, audio -visual, support technology, manipulatives, and laboratory materials.

FINDINGS EVIDENCE

There are different adoptions for different subjects throughout the years. For example, English 5-6 received a new adoption last year. However, many electives have outdated textbooks or do not have textbooks.

The site is guided by the curriculum department at the district level in terms of acquiring new textbooks.

Edison’s textbook room is well-maintained by a textbook clerk who organizes textbook supplies and monitors textbook accounts. The clerk utilizes other schools in the district to gather supplies that are not readily available at Edison.

Textbook list

A-6

Well-Qualified Staff

Indicator: Resources are available to enable the hiring and nurturing of a well-qualified staff, including ongoing

professional development.

Prompt: Determine if the resources available enable the hiring and nurturing of a well-qualified staff, including

ongoing professional development.

FINDINGS EVIDENCE

The budget crisis has been problematic for the Human Resources

Department at the district.

Edison has budgeted for ongoing professional development in key areas,

such as EDI and Step Up to Writing. Due to the need for fiscal

conservativism, the Leadership Team has sought to do as much professional development on site as possible. Data Director and Snap Grades training is provided informally by the administration and the

numeracy coach. EDI tips are included in a weekly message from the Principal.

Common Pages


Page 123

A-6

Long-Range Planning

Indicator: The d istrict and school’s processes for regular exa mination of a long-range plan to ensure the continual

availability and coordination of appropriate resources that support student achievement of the academic standards and the expected schoolwide learning results are effective and are regularly evaluated.

Prompt: Evaluate the district and school’s processes for regular examination of a long -range plan to ensure the

continual availability and coordination of appropriate resources that support student achievement of the

academic standards and the expected schoolwide learning results.

FINDINGS EVIDENCE

In the past, there has been a lack of a regular review process of the school’s Single Plan for Student Achievement. However, the leadership team that is now in place has developed a process of continual review of

data. The data that is gathered and reviewed is used to measure student learning results and schoolwide teaching effectiveness. The proficiency

of teachers is also measured by looking at this data and these measures are used to place our most effective teachers with our most needy students, and vice versa.

Leadership team roster


Consistent focus of professional development and resources on EDI methodology.

Effective method of communication to teachers and parents about the role of the governing board and how to become involved.

Use of a liaison committee to resolve issues that negatively impact student achievement.

Effective communication to Edison shareholders regarding the new ESLRs and

mission and vision statements.

Involvement of all shareholders in the initial development of mission and vision statements.

Effective method to measure the effect of professional development.

Creation of a master schedule that maximizes staff qualifications.

Area of Improvement 1

Every teacher will establish and communicate to students measureable, standards-based learning objectives that include skill, content, and context for every class period.

Rationale

Research indicates that student achievement improves when students know what they need to learn during every lesson.

According to Focus Group data, not all teachers are establishing or communicating learning objectives that meet the criteria as described in the area of improvement.

The Instruction Focus Group identified a need for long-term objectives to support the creation of daily objectives.

ESLR Link

ESLR #1: Succeed by achieving academic and personal goals.

Growth Targets

ELA and math:

At least a 3.5% increase in Advanced

At least a 3.5% increase in Proficient At minimum, a 3% decline in Basic

At least a 2% decline in Below Basic At least a 2% decline in Far Below Basic

EL:

The percent-proficient or above for English Learner Subgroups will increase annually by 10% for ELA and 10% for math.

At least a 10% increase in Proficient ELA At least a 10% increase in Proficient Math

At least 15% increase in EL students moving one or more CELDT levels At least 15% increase in EL students being Reclassified

WASC Action Plan-Rigorous Instruction Improvement Plan 1: Establishment and Communication of Learning Objectives

Page 170

Specific Steps Persons Responsible Monitoring Timeline Resources

1. Every teacher will receive

preliminary train ing in EDI

through Data Works.

2. All core departments will

receive department-specific

EDI train ing.

3. SDAIE and EL teachers

will receive specialized EDI

training.

4. Literacy and numeracy

coach will provide real-time

coaching to ELA and math

teachers who have

demonstrated a need with

writing learning objectives

and/or communicating them

to students.

5. Targeted professional

development in EDI will be

provided for all other

teachers who demonstrate

the need for further

assistance in writ ing and/or

communicat ing learn ing

objectives to students.

1. All teachers

2. All core teachers

3. All SDAIE and EL

teachers

4. Struggling ELA and

math teachers

5. All struggling teachers

outside ELA and math

1. Administration will create a matrix that defines

the amount of professional development each

teacher has received. The matrix will be

reported to the leadership team for the

development of future professional development.

The principal will schedule EDI t rain ing at the

beginning of each school year to ensure all new

teachers receive the preliminary training.

2. Professional development matrix will be used to

identify subject-specific EDI t rain ing needs.

3. Professional development matrix will be used to

identify SDAIE/EL-specific EDI training needs.

4. Literacy and math coaches maintain logs that

identify which faculty members received

coaching and when coaching was conducted.

The logs define which teaching strategies were

employed. Literacy and math coaches conduct

daily Focus Walks to identify professional

development needs.

5. Focus Walks will be conducted to monitor the

effect of the targeted professional development.

1. 2010-Ongoing

2. 2010-Ongoing

3. 2011-Ongoing

4. 2011-Ongoing

5. 2011-Ongoing

1. Title I/EIA

2. Title I/EIA

3. Title I/EIA

4. Title I/EIA

5. Title I/EIA


Page 171

6. Administrators will conduct

daily Focus Walks to

identify teacher needs.

7. The Literacy and numeracy

coach will conduct Daily

Focus Walks to identify

professional development

needs.

8. Department chairs will

conduct weekly Focus

Walks to identify


needs within their

departments.


create a strategic plan for

content-specific

improvement.

10. Teachers will conduct Focus

Walks to offer co lleagues

immediate feedback

regarding the development

and communication of

learning objectives.

11. Grade level or subject-

specific planning meetings

will be conducted to

deconstruct state standards

and develop lesson plans

that incorporate learning

6. Administrators

7. Literacy and Numeracy

coaches

8. Department Chairs


10. All teachers

11. All teachers

6. Administrators will report Focus Walk

observation notes to teachers observed. Overall

data collected will be presented monthly at

faculty meetings, department meetings, and

leadership team meetings.

7. Literacy and math coaches report Focus Walk

findings to teachers observed and administration.

Overall data collected will be d isaggregated and

presented monthly in facu lty, department, and


8. Department chairs report Focus Walk findings to

teachers observed and administration. Overall

data collected will be disaggregated and

presented monthly in facu lty, department, and


9. Each Department Chair will use a monitoring

tool that is aligned to the Instructional Norms to

measure progress of their department’s strategic

plan.

10. The leadership team will monitor teacher Focus

Walks to ensure that observing teachers provide

immediate feedback to teachers observed.

11. Grade-level or subject-specific lesson plan bank

will be created and made available to all teachers

on the school server.

6. Fall 2010-Ongoing



9. 2011

10. 2011-Ongoing

11. 2011-Ongoing

6. Title I/EIA

7. Title I/EIA

8. Title I/EIA

9. Title I/EIA

10. Title I/EIA

11. Title 1/ EIA


Page 172

objectives.

12. Department chairs will be

provided with a release

period to meet with teachers,

visit classrooms, and assist

teachers with creating lesson

plans.


12. Department Chairs will identify and deconstruct

key standards into learning objectives.

Department Chairs will task members of the

department with the creation of EDI lessons for

the specified learning objectives. Department

Chairs will maintain a log that identifies faculty

members coached, classrooms visited, and an

action plan for the lesson development of key

standards.

12. 2011-Ongoing

12. Title I/EIA


Every teacher will check for understanding and differentiate instruction based on identified student needs.

Rationale

Focus Walk data indicates that instruction on the Edison campus lacks differentiation.

Documented faculty discussions in response to the teacher perception survey results illustrate inconsistency in use and

understanding of differentiation.

Documented student discussions in response to the student perception survey indicate similar findings.

ESLR Link

ESLR # 2: Organize information to think and communicate effectively. ESLR #3: Use knowledge to prepare for future academic and vocational experiences.

Growth Targets

ELA and math:

At least a 3.5% increase in Advanced At least a 3.5% increase in Proficient At minimum, a 3% decline in Basic


EL:

The percent-proficient or above for English Learner Subgroups will increase annually by 10% for ELA and 10% for math.

At least a 10% increase in Proficient ELA

At least a 10% increase in Proficient Math At least 15% increase in EL students moving one or more CELDT levels

At least 15% increase in EL students being Reclassified

WASC Action Plan-Rigorous Instruction Improvement Plan 2: Practice of Checking for Understanding and Differentiating Instruction

Page 174




through Data Works.



EDI train ing.

3. SDAIE and EL teachers will

receive specialized EDI

training.


coach will provide real-time

coaching for ELA and math

teachers who have


checking for understanding or

differentiating instruction

based on student responses.



provided to non-ELA and

math teachers who

demonstrate the need for

further assistance in checking

for understanding and/or

differentiating instruction.

1. All teachers


3. All SDAIE and EL

teachers


math teachers

5. Struggling non-ELA

and math teachers

1. Administration will create a matrix that

defines the amount of professional

development each teacher has received. The

principal will schedule EDI t rain ing at the

beginning of each school year to ensure all

new teachers receive the preliminary train ing.

The matrix will be reported to the leadership

team for the development of future

professional development.

2. Professional development matrix will be used

to identify subject-specific EDI training needs.


to identify SDAIE/EL-specific EDI train ing

needs.




The logs define which teaching strategies

were employed. Literacy and math coaches

conduct daily Focus Walks to identify

professional development needs.


effect of the targeted professional

development.

1. 2010-Ongoing

2. 2010-Ongoing

3. 2011-Ongoing

4. 2011-Ongoing

5. 2011-Ongoing

1. Tit le I/EIA

2. Title I/EIA

3. Title I/EIA

4. Title I/EIA

5. Title I/EIA


Page 175

6. Administration will conduct

daily Focus Walks to identify

teacher needs.


coach will conduct daily



needs


conduct weekly Focus Walks

identify teacher needs.

9. Department chairs will create

a strategic plan for content-

specific improvement.

10. Teachers will conduct Focus

Walks to offer co lleagues

immediate feedback

regarding checking for

understanding and

differentiating instruction.





and develop lesson plans that

differentiate for learners'

6. Administration

7. Literacy and

numeracy coaches



10. All teachers

11. All teachers

6. Administration will report Focus Walk

observation notes to teachers observed.

Overall data collected will be presented

monthly at faculty meet ings, department

meet ings, and leadership team meetings.


findings to teachers observed and

administration. Overall data collected will be

disaggregated and presented monthly in

faculty, department, and leadership team

meet ings.

8. Department chairs report Focus Walk findings

to teachers observed and admin istration.

Overall data collected will be d isaggregated

and presented monthly in faculty, department,

and leadership team meet ings.

9. Department Chairs will use a monitoring tool

that is aligned to the Instructional Norms to

measure progress with their department’s

strategic plan.

10. The leadership team will monitor teacher

Focus Walks to ensure that observing teachers

provide immediate feedback to teachers

observed.

11. Grade-level or subject-specific lesson plan

bank will be created and made available to all

teachers on the school server.

6. Fall 2010-

Ongoing

7. Fall 2010-

Ongoing

8. Fall 2010-

Ongoing

9. 2011-Ongoing

10. 2011-Ongoing

11. 2011-Ongoing

6. Title I/EIA

7. Title I/EIA

8. Title I/EIA

9. Title I/EIA

10. Title I/EIA

11. Title 1/ EIA


Page 176

styles and skills.



period to meet with teachers,

visit classrooms, and assist

teachers with creating lesson

plans.


12. Department Chairs will identify and

deconstruct key standards into learning

objectives. Department Chairs will task

members of the department with the creation

of EDI lessons for the specified learning

objectives. Department Chairs will maintain a

log that identifies faculty members coached,

classrooms visited, and an action plan for the

lesson development of key standards.

12. 2011-Ongoing

12. Title I/EIA

WASC Action Plan-Rigorous Instruction

Improvement Plan 3: Practice of Alignment of Student Production to Learning Objective

Page 177


All student production will be aligned to learning objectives.

Rationale To establish real- time, applicable assessments, teachers need to ensure guided practice and independent practice is aligned

to the learning objective. Focus Walk data indicates guided and independent practice are not consistently aligned to the learning objective.

Documented student discussion regarding the student perception survey results reveal such alignment is not regularly occurring.

ESLR Link

ESLR #2: Organize information to think and communicate effectively ESLR #3: Use knowledge to prepare for future academic and vocational experiences

Growth Targets ELA and math:

At least a 3.5% increase in Advanced At least a 3.5% increase in Proficient At minimum, a 3% decline in Basic


EL: The percent proficient or above for English Learner Subgroups will increase annually by 10% for ELA and 10% for math.

At least a 10% increase in Proficient ELA At least a 10% increase in Proficient Math

At least 15% increase in EL students moving one or more CELDT levels At least 15% increase in EL students being Reclassified



Page 178




through Data Works.



EDI train ing.

3. SDAIE and EL teachers

will receive specialized

EDI train ing.


coach will provide real-

time coaching for ELA and

math teachers who have


checking for understanding

or differentiating

instruction based on student

responses.



provided to non-ELA and

math teachers who

demonstrate the need for

further assistance in


1. All teachers


3. 3. All SDAIE and

EL teachers


math teachers

5. Struggling non-ELA

and math teachers

1. Administration will create a matrix that defines

the amount of professional development each

teacher has received. The principal will

schedule EDI train ing at the beginning of each

school year to ensure all new teachers receive

the preliminary training. The matrix will be

reported to the leadership team for the design

of future professional development

opportunities.


to identify subject-specific EDI training needs.


to identify SDAIE/EL-specific EDI train ing

needs.




The logs define which teaching strategies were

employed. Literacy and math coaches conduct

daily Focus Walks to identify professional

development needs.


effect of the targeted professional development.

1. 2010-Ongoing

2. 2010-Ongoing

3. 2010-Ongoing

4. 2010-Ongoing

5. 2010-Ongoing

1. Tit le 1/EIA

2. Title 1/EIA

3. Title 1/EIA

4. Title 1/EIA

5. Title 1/EIA



Page 179

and/or differentiating

instruction.

6. Administration will

conduct daily Focus Walks

to identify teacher needs.


coach will conduct daily



needs


conduct weekly Focus

Walks identify teacher

needs.


create a strategic plan for

content-specific

improvement.

10. Teachers will conduct

Focus Walks to offer

colleagues immediate

feedback regarding


and differentiat ing

instruction.




6. Administration

7. Literacy and

numeracy coaches



10. All teachers

11. All teachers

6. Administration will report Focus Walk

observation notes to teachers observed.

Overall data collected will be presented

monthly at faculty meet ings, department

meet ings, and leadership team meetings.


findings to teachers observed and

administration. Overall data collected will be

disaggregated and presented monthly in

faculty, department, and leadership team

meet ings.

8. Department chairs report Focus Walk findings

to teachers observed and admin istration.

Overall data collected will be d isaggregated

and presented monthly in faculty, department,

and leadership team meet ings.

9. Department Chairs will use a monitoring tool

that is aligned to the Instructional Norms to

measure progress with their department’s

strategic plan.

10. The leadership team will monitor teacher Focus

Walks to ensure that observing teachers

provide immediate feedback to teachers

observed.

11. Grade-level or subject-specific lesson plan

bank will be created and made available to all

teachers on the school server.

6. 2010-Ongoing

7. 2010-Ongoing

8. 2010-Ongoing

9. 2011-Ongoing

10. 2011-Ongoing

11. 2011-Ongoing

6. Title 1/EIA

7. Title 1/EIA

8. Title 1/EIA

9. Title 1/EIA

10. Title 1/EIA

11. Title 1/EIA



Page 180


and develop lesson plans

that differentiate for

learners' styles and skills.



period to meet with

teachers, visit classrooms,

and assist teachers with

creating lesson plans.


12. Department Chairs will identify and

deconstruct key standards into learning

objectives. Department Chairs will task

members of the department with the creation of

EDI lessons for the specified learn ing

objectives. Department Chairs will maintain a

log that identifies faculty members coached,

classrooms visited, and an action plan for the

lesson development of key standards.

12. 2011

12. Title 1/EIA


All students will write across the curriculum.

Rationale

CAHSEE ELA results indicate a lack of proficiency in writing strategies for the majority of students.

CST, EAP, AP, SAT and ACT scores reflect similar findings.

ESLR Link

ESLR #2: Organize information to think and communicate effectively

ESLR #3: Use knowledge to prepare for future academic and vocational experiences

Growth Targets

ELA and math:

At least a 3.5% increase in Advanced At least a 3.5% increase in Proficient

At minimum, a 3% decline in Basic At least a 2% decline in Below Basic At least a 2% decline in Far Below Basic

EL:

The percent proficient or above for English Learner Subgroups will increase annually by 10% for ELA and 10% for math.

At least a 10% increase in Proficient ELA At least a 10% increase in Proficient Math At least 15% increase in EL students moving one or more CELDT levels

At least 15% increase in EL students being Reclassified

WASC Action Plan-Rigorous Instruction Improvement Plan 4: The Practice of Writing Across the Curriculum

Page 182


1. Adopt the Step Up to Writing

program.

2. Provide professional

development and materials for

use of Step Up to Writing for

all ELA teachers and social

science chairs.




all Social Science teachers.




all science teachers.




all math teachers.

6. Create a common language

within the ELA department

regarding academic writing

vocabulary.

7. Provide specialized

professional development for

select teachers to become Step

Up to Writ ing trainers.

1. Administration

2. ELA teachers; Social

Science Chairs

3. Social Science teachers

4. Science teachers

5. Math teachers

6. ELA teachers

7. Select teachers

1. N/A

2. Professional development matrix will be

used to monitor subject-specific training in

Step Up to Writ ing.










6. Department Chairs will document chosen

terms and distribute to all ELA teachers.

7. Administration will select teachers to

become site-level trainers in Step Up to

Writing.

1. 2010-2011

2. 2010

3. 2010-2011

4. 2010-2011

5. 2010-2011

6. 2010-2011

7. 2011-2012

1. Title I/EIA

2. Title I/EIA

3. Title I/EIA

4. Title I/EIA

5. Title I/EIA

6. Title I/EIA

7. Title I/EIA


Page 183

8. Use Edison Step Up to Writing

trainers to provide professional

development to elective

teachers.

9. Conduct collaboration sessions

in ELA to create common

essay prompts and rubrics.

10. Conduct norming sessions to

determine progress of student

writing using the program.

11. Create an Edison writ ing

model from the most universal

components of the Step Up to

Writing program.

12. Ensure that all classroom walls

visibly display the writing

process and samples of high,

medium, and low-quality

student writing with completed

rubrics.

13. Ensure that all classroom walls

visibly display academic

vocabulary, content

vocabulary, and common

writing vocabulary as

determined by the Edison

Writing model.

14. All ELA teachers maintain

portfolios of students’ writing

assignments. Each writing

assignment includes a

8. Edison Step Up to

Writing trainers

9. English Department

10. All teachers


12. Leadership team

13. Leadership team


Chairs


used to monitor training in Step Up to

Writing.

9. Teachers will place created documents on the

school website.

10. Teachers will distribute norming packets of

student work to all members of the

department.

11. Writing model, graphic organizers,

vocabulary, handouts, and lesson plans will

be distributed to all teachers and placed on

school website.

12. Focus Walks will be used to monitor the

visual display of the writing process and

samples of high, medium, and low-quality

student writing with completed rubrics .

13. Focus Walks will monitor the visual display

of academic, content, and writing

vocabulary.

14. Department Chairs will review teachers’

portfolio maintenance quarterly.

8. 2011-2012

9. 2011-Ongoing

10. 2011-Ongoing

11. 2011-2012

12. 2011-Ongoing

13. 2011-Ongoing

14. 2011-Ongoing

8. Title I/EIA

9. Title I/EIA

10. Title I/EIA

11. Title I/EIA

12. Title I/EIA

13. Title I/EIA

14. Title I/EIA


Page 184

completed cover sheet and a

student reflection.

15. Create an organized system for

the annual redistribution of

portfolios from students’

previous ELA teachers to new

ELA teachers.

16. Ensure that all students write

daily.

17. Deconstruct writing strategies

standards and create learning

objectives.

18. Analyze released state test

questions to create writ ing

strategies lessons that

continually loop throughout

the term.


Chairs

16. Leadership team


Chairs

18. ELA teachers

15. Department Chairs and administration will

develop a portfolio red istribution process.

16. Focus Walks will monitor the degree to

which all students are writing daily.

17. Learn ing Object ives will be distributed to all

ELA teachers.

18. Lessons for all writing strategies learning

objectives will be posted on the school

website.

15. 2011-2012

16. 2011-Ongoing

17. 2011-2012

18. 2011-Ongoing

15. Title I/EIA

16. Title I/EIA

17. Title I/EIA

18. Title I/EIA

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