Lincoln High School WASC Progress Report

Lincoln High School WASC Progress Report / 2010

2008 School Wide Critical Areas for Follow Up:

Focus Group: Assessment and Accountability

For each of the following Critical Areas, develop a summary of findings from your criteria (Assessment and Accountability) based on the following guiding questions:
a) How were these areas addressed by Lincoln High School and all of the stakeholders?
b) What is the evidence that shows this was addressed?
c) What data shows its effectiveness?
d) What are we doing now to address this?
e) Include a summary of findings.

All staff needs training in how to access the student data at the site, how to interpret the data, and how to use the data to inform and adjust instruction. (C.Gonzalez, Quitegui)

a) Lincoln staff was given training on a Saturday September 18, 2010 on how to access MyData. On the week of September 20, training was also offered after school for two hours. Last school year there was also some training offered during Saturday PD’s. Since all PD’s were not mandatory, not all teacher received the training.
b) Agenda’s, flyers, sign in sheets are available as evidence from this PD’s. Mr. Skramstad can be contacted for further information about the exact content of the training. Mr. Nava has information on gifted students and English learners. Each teacher was given a list with the reading level of their students in their advisory class. At the beginning of the school year teachers were also given a list with the CST scores of their students by Ms. O’Relly.
c)d) Teachers use MyData to modify their lessons according to the students reading
and or math level. Using the information from MyData, teachers guide their
students to do better in all academic areas.
e) MyData is an important tool that an increasing number of teachers use to modify
their instruction according to their students level in all academic areas. The
school offered several professional development opportunities on how to access
MyData. These trainings were conducted by Mr. Skramstad. Each teacher
received data (list of gifted and English learners) from their students provided
from the administration.
QUESTION:
How do use MyData to modify your instruction?
GROUP MEMBERS: Cecilia Gonzalez and Cristina Quitegui
DATA TO BE COLLECTED: agendas and flyers from previous PD’s/

Develop a mechanism for data analysis to include sufficient time to collaborate, plan, implement, monitor, and evaluate the effect of initiatives on student learning and performance on pre-identified indicators so that the most productive programs or program elements can be strengthened and replicated. (Brow and Schauer)

All students took the STAR diagnostic test to assess their reading levels. Students will also do a post-assessment in order to determine if there has been reading progress. Teachers had training in MyData and were shown had to identify at-risk students. Teachers are able to access data tables for the major assessments and compare student progress from previous years. Read 180 has proven to be successful for the lower-end of the student body. Teachers may also use Princeton Review to provide data on the periodic assessments. We also have implemented and trained in Accelerated Reader, where students read books based on their reading level and subsequently take a test on their individual books. Accelerated Reader provides real-time feedback. We also are implementing authentic assessment through a school-wide effort through the Small Learning Communities (SLCs) in which all students are responsible for keeping an electronic/working portfolio. Evidence: print-outs of STAR diagnostic test; print-outs of Accelerated Reader tests; print-out of MyData plus agenda of workshop training; data from Read 180; get agendas for portfolio training.
Reading Diagnostic software purchased. Princeton Review periodic assessment analysis website available to teachers. “My data” provides tables to compare performance of previous students. Read 180 has regular computer based assessments that allow the teacher to determine. Periodic assessments allow for collection of data. Accelerated Reader provides real time data analysis for participating students. Authentic assessment is being implemented by all SLCs through Portfolios and student led conference. Many teachers are currently using working portfolios and plan to use electronic portfolios.
Survey Question:
Are your SLCs making progress in developing rubrics?
Strongly Agree Agree Disagree Strongly Disagree Don’t Know

Investigate, design, implement, and monitor a comprehensive plan for increasing the graduation rate and decreasing the drop-out rate. (Naish, Velasquez, Fong, Tatevossian)

a) Lincoln has a comprehensive plan for increasing graduation rate and decreasing the drop out rate. Counselors are constantly monitoring students progress through their A-Z graduation requirements. Teachers work in collaboration with the Parent Center to focus on the academic needs of students. There is a system set up in which parents are called if their son/daughter has been absent and the reason has not been cleared. Students get referrals to COST meetings for psychological help. CAHSEE prep. Double blocks for Math and English. Tutoring after school for core subjects. PSA counselor.
b) The evidence- counselors meet with students after every 5 weeks, (etc). Parent Center meets with x number of parents every week/month. Cost meets with x number of students per month. Lincoln’s schedule switched to block scheduling.
c) Drop out rate decreased from 2006-2007 to 2007-2008.
Survey Question
Where do we find the current info on drop out rates and attendance?
What are we doing to address the drop out rate at LHS?

There is a need to define and reinforce best practices from year to year. This requires time within the school day for teachers to collaborate. (Machamer, Pastor, Ramirez)

a) Some professional development hours were allocated between SLC and department. During SLC professional development meetings, interdisciplinary lesson plans were created to help transfer knowledge between students’ classes and reinforce the SLC theme(s). Some SLC time was spent talking about how we review for CSTs. However, other “best practices” in terms of discipline, routines, etc. have not been addressed. Department meetings were used to share best practices in the classroom. In science, specific subject-area groups (i.e., biology, chemistry, physics) worked on creating a best practices electronic binder. This has not been completed. (?? Saturdays were also used to do the above.??)

Coordinators offered information and support in their specialty (2008: EL-Nava, Title I- C. High). They made observations of some teachers…

b) Evidence of these hours and participation of teachers was logged.

Attendance/Sign-in sheet
Notes from meetings/Agendas
Lesson plans

c) Evidence of implementation and its success in the classroom have yet to be seen from every SLC. However, API scores have improved (although targets were not met)*** (info from O Reilly).
d) Continue to have professional development time allocated. Every Tuesday is a professional development day. During existing pd hours, more time should be allocated to best practices and teacher collaboration.
e) Some time has been allocated, but not used effectively.
For the survey:
- What percentage of PD time in your SLC is allocated to discuss/share best practices?

After discussing best practices with SLC, how often do you implement them into your own curriculum?
How do you assess effectiveness in your classroom

- How are teachers beginning to use info from SDAIE/SPED/gifted meetings to improve on own curriculum
How are Saturday PD hours used to support best practices?

Establish a 3-5 year research based Professional Development program that provides timely, sustainable, and cyclical activities that allow staff to move from initial to full implementation of techniques and strategies. (Escobar, Smith, Pedroza)
How were these areas addressed by Lincoln High School and all of the stakeholders?
The last 2 years under Mr. Torres we have had PD time every Tuesday focusing on Small Learning Communities’ goals and growth.
In addition, we met by subject departments to create interdisciplinary lessons, create techniques to help students improve in CAHSEE, and other state tests.
This school year we are focusing on Small Learning Schools with advisory class and to help improve student learning through block scheduling. In addition, we are given PD in special education, gifted, and (SDAIE) specially designed academic instruction in English increase staff knowledge of their specific learning needs.
What is the evidence that shows this was addressed? Documentation via email from Mr. Rosas and Mrs. O’Reilly, our school’s new class schedule, API report. Saturday professional development days.
What data shows its effectiveness? Still in progress, but our school’s API score risen to 615.
What are we doing now to address this? Continuing to address the 5 year research professional development program with small community schools.

For the last couple of years or so we had had professional development on Tuesday by both Departments and SLCs Refer to professional development calendar for 2009-2010.
Interdisciplinary lessons were developed by SLCs. The Social Studies Department developed lessons by grade level using the Learning Teams protocol.
To satisfy the requirements of Public School Choice, school-wide interdisciplinary units
Were developed along the Humanitas model.
Currently we are implementing the plan developed for Public School Choice in a block schedule .
Include a summary of findings.

API growth to 615.
The majority of all areas grew in scores.

Survey question:
Did any departments have a research project from 2008 to now? If so, please send details, steps, problem, solution…

There is a need to integrate the SLC themes into the instruction of each class more fully. (Baker, Lou)

Lincoln High school has implemented more professional development days for teachers and staff to work in our small learning communities to discuss the various ways in which we can use each SLC theme to drive instruction. Each SLC developed autonomous plans for how their themes could be integrated into instructional classes. These plans can be found in the vision and identity for each SLC.
Lesson plan templates and student projects reflect the focus of instructional classes, and how this focus relates to each SLC’s theme. For instance, in a history class in Humanitas, you will find students engaged in projects that call on them to express their knowledge through media and arts.
We need to research more on what teachers are doing to implement the themes of our SLC’s. Create an online survey to teachers to ask them what they are doing in their classroom to implement the theme. Also, the whole idea of small learning communities was to personalize instruction for students and make them feel like a part of a community which would increase their effectiveness and lead to a more motivated student body. We will research what other teachers are doing in their class to implement their SLC theme.
Survey Question- What assessments or projects have you assigned that address the theme of your SLC

Ensure that the intended standards-based curriculum is the taught curriculum to support students’ literacy and numeracy success. (Mr. Bustillo, Ms. Denny, & MSG(Ret) Rosado)

LHS addressed this area with numerous faculty meetings, community meetings, student meetings, and parent/teacher conferences.

Based on teacher’s syllabus per semester showing the standards-based curriculum to be taught. Interdisciplinary lessons between the different subject area teachers within each SLC.

The data from the CST testing, which focuses specifically on standards for each content area, demonstrates an increase in proficiency in a number of subjects (Data). Also consider periodic assessment data for increase in proficiency in specific standards.

All students including EL and Special Ed are programmed so as to meet the standards based curriculum and A-G Requirements. (e.g. RSP and SDC have been mainstreamed into general education classes such as Foreign Language and Art as per their IEP)

Class Rosters, student report cards, student projects and class work, summative and formative assessments.

Survey questions:
– What kind of projects/work do students do to support SLC Theme?
– To what extent do you use information from the periodic assessments to inform instruction?
– What strategies do you use to meet the pacing requirements of the instructional guides.
– What evidence can you provide that supports standards based instruction in your classroom (e.g. lesson plans, student projects, portfolios, student work with teacher commentary, summative and formative assessments, culminating activity).
Focus Group: Assessment and Accountability
These are the specific areas of growth for your Criteria. How has Lincoln High School specifically addressed these areas of growth? What evidence do we have? Is there data to support your finding? In your focus group, create a summary of your findings.
Areas of Growth:

Data is collected and disaggregated from various sources, but needs to be provided to staff in a timely manner, including the beginning of the school year.
All staff training in how to access the student data at the site, how to interpret the data and how to use the data to inform and adjust instruction
More collaboration time must be devoted to analyzing data and developing best practices among colleagues to improve student performance
Refine existing and explore new methods to improve the school testing environment, including improvement of student attitudes towards testing and conditions that encourage individual student ownership
Science and Social Studies need to develop interim assessments

Increase communication on how school funding is used to address student needs

Lincoln High School WASC Progress Report / 2010

Focus Group: Assessment and Accountability

Things to Do for 10/12/2010

Group Member / Evidence to Collect / Contribution to Summary