Culver City High School - 1.cdn.edl.io€¦ · Culver City High School Self-Study Report ......

Western Association of Schools and Colleges

Culver City High School

Self-Study Report

4401 Elenda St.

Culver City, CA 90230

Culver City Unified School District

March 7 – 9, 2016


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Culver City Unified School District

Governing Board

Nancy Goldberg - President

Steven M. Levin - Vice President

Katherine Paspalis - Clerk

Laura Chardiet - Parliamentarian

Susanne Robins - Member

District Office

Dave La Rose - Superintendent

Kati Krumpe - Assistant Superintendent, Educational Services

Leslie Lockhart - Assistant Superintendent, Human Resources

Mike Reynolds - Assistant Superintendent, Business Services

Andrew Sotelo - Director of School & Family Support Services

Mary Caruso - Director of Purchasing and Warehouse

Mike Korgan - Director of Maintenance, Operations & Transportation

Robert Quinn - Director of Information Technology

Kevin Kronfeld, Coordinator of State and Federal Programs


Dr. Lisa Cooper - Principal

Dr. Lisa Michel - Assistant Principal

Dubois McMillan - Assistant Principal

Kelli Tarvyd - Assistant Principal

Tom Salter - Activities Director

Dr. Carlos Valverde - ASB Director

Albert Casillas - School Resource Officer

JoNellia Guinn - Principal Secretary

WASC Leadership

Candice Mackey - Self-study Coordinator

2015-2016


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Table of Contents

Preface………………………………………………………………………………………………………………………………... 4

Chapter I: Student/Community Profile and Supporting Data and Findings……... 10

Chapter II: Progress Report…………………………………………………………………………………………... 55

Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress………………………………………….................................. 58

Chapter IV: Self-Study Findings…………………………………………………………………………………….. 62

A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources………………………………………………………………………………………... 64

B: Standards-based Student Learning: Curriculum……………………................. 85

C: Standards-based Student Learning: Instruction…………………….................. 103

D: Standards-based Student Learning: Assessment and Accountability. 113

E: School Culture and Support for Student Personal and Academic Growth…………………………………………………………………………………………….. 125

Prioritized Areas of Growth Needs from Categories A through E……………... 142

Chapter V: School wide Action Plan………………………………………………………………………………... 143

Appendices…………………………………………………………………………………………………………………………….. 166

A. Timeline of WASC Activities 167

B. School Bell Schedules 168

C. Results from Online Parent Surveys 171

D. Results from Online Student Surveys 173

E. UC ‘a-g’ approved course list and ‘AP’ approved course list 176 F. School Profile 178 G. Centaur Plus Enrichment Intervention Program Terminology 179 H. PLC Cheat Sheet 181


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Preface

Beginning late spring of 2015, in preparation and anticipation for the six-year self-study, a

WASC committee consisting of site Leadership Team members, Self-Study Coordinator and all

Culver City High School staff committed to meeting in Groups on a monthly basis to discuss,

draft, and revise their reports with Focus Group leaders facilitating discussions, collecting data,

and overseeing the writing of their group reports.

During the month of October, five months into the WASC data collection progress, the 2016

WASC self-study Coordinator/Health teacher resigned from Culver City High School. On

October 15, 2015, a new WASC Coordinator was selected and since, has coordinated all efforts

with gathering information and data from subgroups to generate the Self-Study report.

To ensure all of our community stakeholders were included and that our plans incorporated

their insights, students and parents were provided copies of surveys in-person and online which

asked for their feedback. Additionally meaningful dialogue exchanges and feedback from the

Board of Education and School Site Council went into the creation of completing this

meaningful action improvement plan for Culver City High School. Please see Appendix A for

timeline of WASC activities.


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WASC Visiting Committee March 7 - 9, 2016

Visiting Committee Chairperson

Dr. B Gale George, Teacher (retired)

Phelan, CA

Committee Members

Andrea Axelman, Instructional Coach, Los Angeles Senior High School

Los Angeles, CA

Brian Hoyt, Teacher, Citrus Valley High School

Redlands, CA

Edward Johnson, Director of Dance/Performing Arts Chair, University High School

Irvine, CA

Denise Pascoe, Assistant Principal

Huntington Beach, CA

Christina Pierce, Principal, Beaumont High School

Beaumont, CA

Felipe Zatarain, Teacher

Indio, CA


4401 Elenda Street

Culver City, CA 90230

(310) 842-4200

www.cchs.ccusd.org

http://www.cchs.ccusd.org/


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Culver City High School Administrative Staff

2015-2016

Dr. Lisa Cooper Principal

Dr. Lisa Michel Assistant Principal, Curriculum and Guidance

Dubois McMillan Assistant Principal Attendance and Discipline (A-K)

Kelli Tarvyd Assistant Principal, Attendance and Discipline (L-Z)

School-wide Leadership Team

Art.…………………………………………………………………………………………………………Craig Wisner

Career Technical Education…………………………………………………………….Marcos White

Counselor…………………………………………………………………………………………….Tim Walker

English ………………………………………………………………………………………………...Penny Schulte

Intervention………………………………………………………………………………………..Rachel Snyder

Math……………………………………………………………………...................................Dr. Keao Tano

Modern Language……………………………………………………………………………..Melanie DeArmond

Physical Education…………………………………………………………………………….Brandy Peacock

Science………………………………………………………………………………………………...Dr. Peggy Simons

Social Studies……………………………………………………………………………………..Andy Owens

Special Education……………………………………………………………………………...John Roth

Technology Coordinator……………………………………………………………..…..Phillip Hernandez

Athletic Director…………………………………………………………………………….….Tom Salter

ASB Director……………………………………………………………………………………….Dr. Carlos Valverde

WASC Self-Study……………………………………………………………………………....Candice Mackey


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WASC Focus Group Leaders

Self-Study Coordinator: Candice Mackey

A1- A2 Organization: Vision and Purpose, Governance - Jerod Dien, Jamie Snyder

A3-A5 Organization: Leadership Staff and Resources - Dr. Carlos Valverde, Tim Walker

B Standards Based Student Learning: Curriculum - Brandy Peacock, Marcos White

C Standards Based Student Learning: Instruction - Andy Owens, Marion Serra

D1 - D2 Standards Based Student Learning: Assessment & Accountability

- Patricia Northington, Keao Tano

D3 Standards Based Student Learning: Assessment & Accountability

- Penny Schulte, Craig Wisner

E1 - E2 School Culture and Support for Student Personal and Academic Growth

- Melanie DeArmond, Dr. Tony Spano

E3 School Culture and Support for Student Personal and Academic Growth

- William Minguet, Dr. Peggy Simons


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*= new staff

CCHS STAFF ROSTER

2015-2016

ENGLISH VISUAL & PERFORMING ARTS PHYSICAL EDUCATION

Annie Barten Alexis Butler (Film) Brandy Peacock (Chair) Wendy Beckendorf (AVID) Pennie Fien (Yearbook) Rick Prieto *Becky Breitwieser Kristine Hatanaka (AVPA Artistic Co-Dir.) Tom Salter (Athletic Director) Felicia Cordell Dr. Tony Spano (AVPA Artistic Co-Dir.) Jahmal Wright Laureen Gatz Craig Wisner (Chair) Valerie Yokogawa Erika McGuire *Hanna Nelson SPECIAL EDUCATION SCIENCE Jill Novick Doreen Donahue John Bakunin *James Owen Anthony Fournier Dan Carter Kaitlin Pappert Amy Hale Mariah Fontijn Dr. Farhang Pernoon Dan Phillips Dr. Ed Goodin Penny Schulte (Chair) John Roth (Chair) Denise Greenberg Jamie Snyder (AViD Coordinator) Kathy Scherling Diane Laetz Dr. Carlos Valverde (ASB) Scott Thorton (Adapted PE) *Graham Lockett Taylor Stacy *Ciara Mansour MATHEMATICS Christina Velasquez-Husar Ann McCabe Cyndia Acker-Ramirez Patricia Northington *Leron Azeroual SOCIAL STUDIES Rachel Rubin-Green Alex Davis Dan Carter Dr. Peggy Simons (Chair) Jerod Dien Genevieve Gilbert-Rolfe Jenny Ta Andrew Doan Dr. Ed Goodin Helen Lee Kendra Gyepes Ravi Malla Rebekah Kinsella MODERN LANGUAGE Micheal Marsh Jennifer Kochevar Melanie DeArmond (Co-Chair) Chloe Park Raymond Long Carina Diaz Lance Radford *Elliot Mende Robin Ensley Dr. Keao Tano (Chair) David Mielke Chiaki Gomyo *Brandon Tasaki William Minguet *Stacey Harding Justin Wong Andy Owens (Chair) Philip Hernandez (Technology) Joan Yen Lucas Plotnik *Laura Kilcollins *Paige Shakeri Jose’ Montero

Rachel Snyder Luis Rodriguez CTE Akiko Sato Larry Kurnarsky Kathy Varlotta (Co-Chair) David Rowcliffe Marcos White (Chair)


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CCHS STAFF ROSTER

2015-2016

ADMINISTRATORS COUNSELORS/SPECIALIST Dr. Lisa Cooper, Principal Rebekah Howard - (A - Cruz/ Student Mediations) Dubois McMillan, Assistant Principal Dan Fagas - (Cuadra - Ibarron/ NCAA Coordinator) Dr. Lisa Michel, Assistant Principal Candice Mackey - (Ibrahim - Melendez / ELD) Kelli Tarvyd, Assistant Principal Tim Walker - (Melo - Rooks / AVID) Steve Gyepes - (Rosales - Z / Outreach) STUDENT SUPPORT Adrienne Madrid - (Career/CTE) Kathleen Lally-Arena, Nurse Thelma Valverde - (College) Asuncion Romo, Library Supervisor Debra Price - (Psychologist) Ted Ronchetti, Security Supervisor Michael Shleyfer - (Speech) Laureen Gatz - (ELD Coordinator) CLASSIFIED Rosa Maldonado, Intervention Specialist Floris Bochner, Attendance Ida Spencer, Intervention Specialist

Dee Edmiston, Receptionist

Susie Flores, Discipline/Athletics Secretary INSTRUCTIONAL AIDES

Margaret Fujisawa, Guidance Technician Vivian Alcalay

Michele Garcia-Salas, Guidance Technician Lynne Alexander

Gary Goodwin, Library Clerk Rochelle Brody JoNellia Guinn, Principal’s Secretary John Del Mano Phyllis Heiner, Budget Secretary Victoria Delfin-Guppy Christina Little, Health Technician Alicia Dordoni Ana Mercado, Library Clerk Jose Herrera Oladele Moore, Technology Technician Lin Hsiao Raul Oviedo, Guidance Office Secretary Xavier Jauregui Marion Serra, CTE Secretary Maria Lopez Dominique Sharp, Guidance Technician Jose Mesa Jenny Silva, Attendance Susan Osborne Rebecca Stanis, Attendance/Activities Secretary Linda Schumitzky Jeffrey Stephens CUSTODIANS Jeana Williams-Fuller Manuel Chavez (Lead Custodian) Grace Wong Omar Cruz-Sanchez Caleb Worthington Armando Esparza Maria Zerbo Pedro Ibarra, Jr. Jose Lopez Louie Ortiz Vernon Smith Earnest Ventura LaToya White


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Chapter I: Student/Community Profile and Supporting Data and Findings

In 1910, Harry Culver from Milford, Nebraska arrives in California and to learn California real

estate. Three years later, in 1913, Mr. Culver announces plans for a city of CA club in LA. In

September 20, 1917, Culver became incorporated. Approaching its centennial anniversary,

Culver City has had a long-standing reputation for having a night-life and entertainment scene.

Several film studios such as Ince Studios, Goldwyn Studios, MGM studios and more recently

Sony studios have each been a part of Culver City’s “Film land.”

During 1920, LA County Board of supervisors changed the Palms school district to Culver School

District. It was not until 1949, Culver City became a unified (kindergarten - 12th grade) school

district. In 1951, Culver City High School opened its doors. Two years later, Culver high had its

first graduating class.

Culver City Unified School District (CCUSD) is located five miles northeast of the Los Angeles

International Airport. As a suburb of Los Angeles, Culver City has a resident population of

approximately 40,000. During the day, the Culver City population triples due to the fact that

Culver City is home to studios such as Sony Studios in addition to smaller thriving businesses.

Overall, Culver City is a city of professionals, sales and office workers and managers. There are

especially a lot of people living in Culver City who work in office and administrative support

(12.93%), management occupations (12.53%) and art, media, and design (9.18%). Culver City is

also a city of artists. Culver City has more artists, designers and people working in media than

90% of the communities in America. This concentration of artists helps shape Culver City’s

character. One interesting thing about the economy is that relatively large numbers of people

work from their home: 7.35% of the workforce. While this number may seem small overall, as a

fraction of the total workforce this is high compared to the rest of the county. These workers

are often telecommuters who work in knowledge-based, white-collar professions.


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Culver City is an extremely ethnically-diverse city. While not large, Culver City also appears to

be attractive to some younger, educated professionals, who help shape the character of the

city. The people who call Culver City home describe themselves as belonging to a variety of

racial and ethnic groups. The median age of residence is 40.2. The largest racial/ethnic groups

are White (48.8%) followed by Hispanic (22.9%) and Asian (15.5%). Homeownership rate

between 2009 and 2013 equated to 55.2%. Sale prices of homes have appreciated 36.5% over

the last five years in Culver City. In 2014, the median household income for residence was

$79,298.

Table: City of Los Angeles

U.S. Census Bureau Quick Facts 2014 Culver City, CA

Population 39,691

Population under 18 years 18.8%

White persons not Hispanic 60.3%

Black or African American 9.5%

Persons of Hispanic of Latino origin 23.2%

Asian persons 14.8%

Native Hawaiian and other Pacific Islander 0.2%

Two or more races 6.1%

Foreign born persons 2007-2011 23.7%

Language other than English spoken at

home

37.2

High school graduate or higher (age 25+) 92.6%

Bachelor’s degree or higher (age 25+) 50.6%

Median value of owner- occupied housing

units

$609,600

Median household income $77,333

Persons living below the poverty level 7.1%


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Reflective of the city, Culver City High School (CCHS) is an extraordinarily proud and diverse

community of actively involved citizens. As a suburb of Los Angeles, the school enjoys a

plethora of students from a wide range of social, ethnic, and cultural origins. Our students and

staff represent a broad range of ethnicities and backgrounds, creating a campus culture that

appreciates and respects both those traits that make us different and those we have in

common, celebrating our unity through diversity.

Culver City High School is the sole, comprehensive high school in the self- contained Culver City

Unified School District. The school serves a student body of 2,100 students that is fed by one

middle school and five elementary schools. There are over 60 student-run clubs on campus and

over 30 different languages spoken by the student body.

Parent/Community Organizations

Culver City High School enjoys a close relationship with parents and the community. The Culver

City community and CCHS parents generously give their time, energy, ideas and financial

support to our school. Back-to-School night, Parent Engagement Night, class-level information

nights including 8th grade orientation are well attended. Parents have a strong presence at

visual and performing arts events and athletic games.

School Site Council, Parent Teacher Student Association (PTSA), Culver City Educational

Foundation (CCEF), and Booster clubs all have active and supportive parents. CCHS encourages

parents to embrace their student’s journey and partner with the school in developing the ability

of each student to be a self-advocate. Culver City High School emphasizes the need for

students to be surrounded by members of a successful team that includes parents, teachers,

coaches, counselors and administrators focusing on the ‘whole child.’

The Culver City High School Parent-Teacher-Student Association (PTSA) meets monthly and

provides support by engaging and empowering families to advocate for their children,

promoting the health, well-being and educational success of students through strong parent,

family and community involvement. The PTSA does this by organizing fundraising activities to

support the school program, coordinating parent volunteers for events, and hosting various


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activities on our campus such as staff breakfasts and luncheons.

The English-Language Advisory Committee (ELAC) meets four times a year and the parents of

students who are identified as English Language Learners are highly encouraged to attend and

participate in committee meetings. ELAC serves as a forum where parents can advise school

officials on English Learner program services, receive information, voice concerns, and offer

suggestions to improve student learning.

The School Site Council meets to approve Culver City High School’s Single Plan for Student

Achievement, which reviews the school’s achievements and provides ongoing focus for

improved Culver City High School WASC/CDE Self-Study Report curriculum and instruction. The

School Site Council is involved in our budget planning process and approves our site budget.

Culver City High School Parent Education Level

School

Year

Not HS

Graduate

HS

Graduate

Some

College

College

Graduate

Graduate

School

Decline to

state/unknown

2015-2016 121 276 569 534 482 119

2014-2015 123 253 527 504 422 124

2013-2014 141 235 501 517 437 123

2012-2013 139 254 572 55 435 141


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Community Foundation Programs

The Culver City Education Foundation (CCEF) was founded in 1981 and is specifically dedicated

to supporting and enhancing quality educational programs in the district. The non- profit

organization raises money to offer grants of various generous denominations to teachers and

administrators in the district beyond what is possible with state and federal funds alone. Most

of the monies come from grants written to private foundations or corporate entities in the

community including a small percentage of money raised through parent donations. Each year,

there are four application deadlines and a committee selects grant winners based on the

quality, the number of students served, and the standards-based appropriateness of the

received applications.

This past school year 2014-15, CCHS received a total of $76,646 in grant money that was used

in various areas which included a substantial amount received by The Academy of Visual and

Performing Arts (AVPA) Program on campus. Each department received funding (Music, Art,

Film, Theatre and Dance). New musical instruments and band uniforms were provided.

Additionally, funding architectural field trips in the Art Department; Robotics Club

competitions; Green Thumbs Garden club - helping to rebuild garden on school site; Providing

professional development opportunities for teachers in various departments; Technology


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resources; Resources for the AVID program; Staffing of counselors to provide psycho analysis

services to students in the Sandy Siegal Health Center Counseling Center on campus: and more

supported student programs, resources and services at CCHS.

Extra-Curricular and Co-Curricular Programs

Culver City High School offers 23 varsity sports with 55 athletic teams. Annually, an average of

700 students (1/3) of CCHS students play at least on sport at the Frosh/JV or Varsity level.

Culver City High School athletics are competitive and successful, often winning a variety of

league titles each year. The athletics program is an integral and vital part of CCHS instructional

program. To ensure student achievement with our athletes, we offer an intervention program

entitled ‘Academics + Athletics Tutoring/Mentoring Program.’ Students in danger of becoming

ineligible to participate in sports (GPA sub 2.0) will be assigned a teacher mentor and school

age academic tutors to work on academics instead of practicing at least once per week.

On campus, there are over 60 student ran clubs from service organizations such as (STAND)

Students That Assist Neighbors Displaced, to fun organizations such as ACC Anime and Comic

Club. Regardless of the focus of the student, there is something for everyone. Students are

highly encouraged to participate in clubs and organizations. At the beginning of the school

year, student’s have an opportunity to participate in a club fair through one day of extended

lunch where they learn and acquire information on each club/organization offered on campus.

We offer the same event during the spring time to increase opportunities for students to

engage and make connections on campus.

Culver City High School believes strongly that students must be involved in an extra-curricular,

co-curricular program after school, athletic program, or be active in an ASB-affiliated club. All

other activities that require an after-school commitment such as Robotics, Youth and

Government, Band, Theatre, Dance, Art, Film and more are considered co-curricular programs

that are also award winning on a local, state and national level.


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The Academy for Visual and Performing Arts (AVPA)

The Academy for Visual and Performing Arts (AVPA) is one of the high school’s outstanding

special programs that draws families to the Culver City school district. It is a "specialized

secondary program" created in 1996 through a grant from the state of California with major

support from Sony Pictures Entertainment. The program offers intensive classes, workshops,

and programs in departments of Music, Theatre, Visual Art, Film, and Dance. Culver City High

School also offers regular day classes in Music, Visual Art, Film, and Theatre that also count as

credits towards an AVPA Certificate of Completion. AVPA is led by certificated teachers and

additional adjunct faculty. The staff teach workshops and classes, lead productions and

exhibitions, and work on projects with students. This is a rigorous program in which students

are expected to maintain a C- level academic grade point average in order to participate in the

program. Culver City High School’s AVPA students show dedication towards the program as

most courses are run after school from 3:15 - 5:30 PM Monday through Friday. Along with

Culver City Unified School District, major sponsors of AVPA include the AVPA Foundation, a

non-profit 501(c)3 organization founded and run by parent volunteers. Business and

institutional sponsors include: Sony Pictures Entertainment, The Actors’ Gang, Center Theatre

Group, The Los Angeles County Museum of Art, CCUSD Front & Center Theatre Collaborative, the

Fineshriber Family Foundation, Playa Vista, Museum of Contemporary Art, the Culver City

Education Foundation, and West Los Angeles College. Though much of the student participation

comes from students attending CCHS, there are a small number of students who participate in

the program who do not attend CCHS yet, live in the community.

AVPA Enrollment

School Year # of participating students

2012- 2013 268

2013- 2014 265

2014- 2015 257

2015- 2016 251


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In addition to AVPA, the school has a very active Associated Student Body (ASB). ASB is a class

that students must apply to every spring. Each year elections are held to choose office

positions. This ranges from ASB Director of Activities to ASB President. Each month the ASB

cabinet runs a monthly House of Representative meeting in order to hear from class

representatives to address concerns and collaborate. ASB also sponsors most school events

such as Homecoming activities and Blood Drives in addition to monitoring all club activities on

campus. Most students on campus participate in one or more clubs with staff/ faculty advisors.

There are over 60 clubs and class councils to choose from such as Best Buddies, Mock Trial,

Latinos Unidos, Band, Speech and Debate, and Robotics. Club meetings take place during lunch

and sometimes after school. Each year students have the opportunity to form their own club as

well.

The AVID Program at Culver City High School is an elective class for college-bound students with

the intent of attending a four- year university after high school. In 9th and 10th grade the AVID

curriculum focuses on Writing, Inquiry, Collaboration and Reading (WICR) through the AVID

High School curriculum in both teacher and tutor- led activities. While concurrently enrolled in

a college- prep course of study, students learn strategies to enhance success. Note- taking,

outlining, writing, speaking, reading, test- taking strategies, and self- awareness are stressed. In

addition, the course includes college motivational activities and intense preparation for the

ACT, SAT I and SAT II.

The AVID Seminar for the junior and senior years prepares students for entrance into four-year

colleges by emphasizing analytical writing, preparation for college entrance and placement

exams, college study skills, oral language development, note taking, and research. Seminar

students are expected to participate in, and eventually act as moderators for Socratic Seminars.

In addition, students are required to make oral presentations to the class on topics related to

career searches, contemporary issues, and social concerns, all the while focusing on a

culminating senior paper, portfolio, and/or project. The culmination project includes both an

oral and PowerPoint presentation on their career choices as well as inviting speakers to


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participate in their discussion. Students must complete both junior and senior years for one

year of U.C. admission credit. The CCHS AVID support staff consist of qualified teachers, student

tutors, and a counselor that attends AVID trainings yearly in order to provide the latest skills

and resources to the students.

Centaurs In Action: Working Toward a Better Democracy:

Now in the final year of a three year program, the Centaurs in Action team is a result of the

California Democracy School Civic Learning Initiative funded by the S.D. Bechtel, Jr. Foundation

and directed by the Los Angeles County Office of Education (LACOE), which is actively working

to institutionalize civic learning for all students in California. The team is preparing for an

accreditation process that would earn CCHS the designation of a “Democracy School,” one of

the first 12 schools in the state of California. One of the corner stone’s of the civic learning is

the Civic Action Project (CAP) requirement in all government classes. The CAP provides senior

students the opportunity to identify a problem, research and take action upon it. Civic learning

includes learning how to find bias in sources, develop academic language, improve written and

oral arguments, and how to engage peers in creating an open environment to share their

opinions. Last Spring, 25 high school seniors participated in the first California Democracy

Showcase at the Nixon Library. Students displayed their Civic Action Projects while explaining

their community activism through their Government and/or Intercultural Literature classes.

Culver City High School not only prides itself on teaching students the core curriculum, but also

providing a curriculum and experiences that will prepare them to be a good citizen. Civic

learning has been incorporated into science, modern language, and English classes, which

shows that it isn’t isolated only in History classes.

School Mission, Purpose and Shared Commitments:

The mission of Culver City High School is to promote an engaged and caring academic

community where diversity is valued and respected. We are committed to educating and

inspiring all students to become life-long learners and contributing members of our global


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society. To accomplish this mission, Culver City will maintain an ethical, nurturing and

challenging learning environment. Culver City High School’s mission, purpose and vision are

shared regularly at staff meetings, Leadership Team meetings, and are posted in classrooms

and on the school website.

School Demographic Data

Like most of Los Angeles, housing prices in Culver City have increased dramatically over the past

few years, preventing younger families from settling in the city. To offset declining enrollment,

the district issues attendance permits to students who reside outside of the city’s limits. An

increasing number of students continue to apply for permits to attend Culver City High School

suggesting that CCHS remains a desirable school to attend.

In 2011, the school board voted to reduce the size of the high school to 2000 students. No new

permits are granted to any grade level that has an enrollment above 500 or when total

enrollment exceeds 2000.

Enrollment by GRADE LEVEL:

School Year Ninth Tenth Eleventh Twelfth Enrollment Total # of Students on Permit

2015 - 2016 547 530 484 462 2,023 589 (29%)

2014 - 2015 517 486 466 498 1,967 526 (27%)

2013 - 2014 529 528 530 498 2,085 673 (32%)

2012 - 2013 522 576 499 559 2,156 566 (26%)

2011 - 2012 592 555 556 565 2,268 571 (25%)

2010 - 2011 567 609 590 533 2,300 583 (25%)


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Enrollment by ETHNICITY:

The population in the city of Culver City is 39,691. Since 2010, the population has changed only

by 2.1% percent. While the ethnic breakdown of Culver City High School mirrors the ethnic

breakdown of public education in southern California, it does not reflect the ethnic breakdown

of the city. The white inhabitants in Culver City tend to be older and not of school age. As

these older residents sell their houses, it is expected that the city’s population will become

more diverse. The median age of Culver City residents is 38 years old. The median household

income is $77,333.

Demographics have not changed significantly since the last full WASC self-study, 2010.

Populations have held steady with Culver City High School’s current student population and

enrollment as follows: Hispanic (39%), African American (24%), White (21%), Asian (12%),

Filipino (2%), Pacific Islander (0.6%) and American Indian or Alaskan Native (1.4%)


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Enrollment by ETHNICITY:

School

Year

American

Indian

Asian Pacific

Islander

Filipino Hispanic African

American

White Multiple /

No

Response

2014-15 21 258 12 44 782 444 406 47

2013-14 20 250 12 36 790 432 422 46

2012-13 13 251 15 45 838 526 481 0

2011-12 19 255 18 48 880 535 490 23

2010-11 30 255 21 60 885 547 493 9

2009-10 45 248 20 57 889 571 488 6

English Language Learner Enrollment

Culver City High School has seen a steady decline in the population of English Language

Learners (ELL) since the last WASC report 2009-2010 as a result of increase in language fluency

reclassification. The school offers ELL Specially Designed Academic Instruction in (SDAIE)

content classes that provides for the needs of students needing additional help in English

Language Arts, Math, Social Science, Health and Biology. Additionally, support is available

exclusively in English Language Arts courses to assist the students’ comprehension level from

their target language to English.


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ENGLISH LANGUAGE LEARNER Info: Language Proficiency

School Year # ELL #FEP #RFEP

2015-2016 67 418 275

2014 - 2015 103 665 13

2013 - 2014 103 667 25

2012 - 2013 120 662 13

2011 - 2012 128 716 N/A

2010 - 2011 154 665 22

2009 - 2010 165 677 33

CELDT PERFORMANCE DATA:

Culver City High School ELL students mostly score in the intermediate, early advanced and

advanced ranges (84% average), with a steady increase each year of more students performing

at the Early Advance and Advance level.


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CELDT Performance Data

2015-2014 2014-2013 2013-2012

Performance Level

9th 10th 11th 12th Total 9th 10th 11th 12th Total 9th 10th 11th 12th Total

Advance 4 3 5 6 18 0 1 5 3 9 1 2 ⧫ 0 4

Early Advance 13 11 10 12 46 8 9 16 14 47 0 0 ⧫ 3 4

Intermediate 4 9 4 2 19 11 6 3 4 24 0 2 ⧫ 3 6

Early Intermediate

2 1 2 0 2 2 3 1 2 8 2 0 ⧫ 0 2

Beginning 2 0 2 0 2 1 0 0 1 2 1 2 ⧫ 0 3

# Tested 23 24 23 21 91 22 19 25 24 90 4 6 3 6 19


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In an effort to improve the classification and reclassification of ELL students, CCUSD has began

monitoring data more frequently to ensure the proper classification for these students beyond

CELDT test scores. With the assistance of the on-site part-time ELD Coordinator, District ELD

Coordinator and ELD counselor, examining various factors such as past success in previous

courses, CAHSEE exam scores, grades, CST scores, CELDT scores and the consideration of

teacher input and approval have contributed to the increase of students being reclassified and

meeting their sufficient English proficiency.

Staff: Classified

School Year Paraprofessionals Office/Clerical Other

2013/2014 19 19 64

2012/2013 12 15 71

2011/2012 20 13 45

2010/2011 23 13 46

2009/2010 24 9 28

Culver City High School staff is supported by classified staff. The paraprofessionals which

consist of Instructional Aides and Teacher’s Assistants. The office/clerical staff is comprised of

Principal and Assistant Principal’s secretaries, Guidance office secretary followed by two

attendance and two guidance office clerks. The other remaining classified staff includes food

service, custodial, Maintenance and Operations, security, health aide and library support staff

employees.


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Certificated Staff & Experience

School Year

Average Year of Service

Average Years in District

# First Year Staff

# Second Year Staff

Doctorate Master’s Plus 30

Master’s Bachelor’s Degree +30

Bachelor’s Degree

2015- 2014

15 13 13 5 5 0 72 0 23

2014- 2013

15 13 6 2 4 0 62 0 32

2013- 2012

14 12 20 19 4 32 26 21 12

Since Culver City’s last full WASC visit in 2010, there have been significant changes in the

leadership both on-site and at the district level. Beginning this school year, the administration

staff has a new Principal, Dr. Lisa Cooper, who was a former At-Risk and ELD Counselor as well

as Assistant Principal over Discipline and Student Activities on campus. Dr. Cooper transitioned

into Interim Principal last October 2014 as a result of the Principal at that time, unexpectedly

resigning from his position to secure another position outside of the district. Additionally, two

out of the three Assistant Principals are also new in their positions for this school year having

served as interim Assistant Principals during the 2014/15 school year. Dubois McMillan, a

former Computer Applications and Game Design CTE teacher on campus, seamlessly shifted

into interim Assistant principal by fulfilling Dr. Cooper’s previous administrative role. Mr.

McMillan currently oversees Attendance and Discipline (A-Z) and Athletics.

During December of 2014, another unexpected change occurred with our administration where

a recently hired Assistant Principal over Discipline and Athletics resigned from the position

midway through the school year. Fortunately, CCHS was able to secure Kelli Tarvyd, a veteran

Social Sciences teacher and former Technology Coordinator to oversee Attendance and

Discipline (L-Z) and Student Activities as Interim Assistant Principal. This year, she is two of

three Assistant Principals on staff. Finally, Dr. Lisa Michel, a veteran math teacher and


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department chairperson was hired as the Assistant Principal over Curriculum and Instruction

during the 2012/2013 school year.

The district leadership has changed as well. Beginning 2012/2013 school year, a new

superintendent was hired, Mr. David LaRose. He began his first year as superintendent in the

district having a clear vision and goals declaring that “Success for ALL takes us All...” That same

year, a new Assistant Superintendent of Business Services, Mr. Mike Reynolds, joined Culver

City Unified School District. The following school year, 2013/2014, a new Superintendent over

Educational Services, Dr. Kati Krumpe, was hired. One of the major responsibilities of the

district administration is to oversee all compliance mandates and to ensure that each student

possess the academic and personal skills necessary to achieve his/her highest potential as a

valued, responsible member of society by providing challenging, personalized educational

experiences in a safe, nurturing environment and by fostering a passion for teaching and

learning with committed parent and community involvement.

Collaboration Time and Bell Schedules

Integral to the Professional Development plan for Culver City is finding time to meet, plan,

write, and provide demonstrations of new curriculum. Currently, staff meet every Wednesday

in their professional learning communities during minimum day schedule for collaboration

time. Additionally, school-wide staff meetings are also held once a month which incorporate

universal, research-based strategies for increasing student achievement. These strategies are

the topics of ongoing collaborative conversations and the focus of informal observations with

peers and administrators. See Bell schedule (Regular and Minimum Day) in Appendices.

CCHS Graduation Rates

Our mission at Culver City High School is to prepare all of our students with a strong foundation

of skills and knowledge to succeed in their educational pursuit. The overall graduation rate for

CCUSD has been met what is required to meet graduation rates? and steadily rising over the

last six years. During the 2011/2012 school year, the school district was in the second year of

program improvement as a result of graduation rate of ELL students not being met. Although

there are relatively fewer ELL students at CCHS by 12th grade, even though they have been


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reclassified, they are still considered EL students , those students who have not been

reclassified as re-designated fluent English proficient (RFEP) also had challenges passing the

California High School Exit Exam (CAHSEE). As a result, any student in the subgroup who does

not pass the exam and, therefore, does not graduate represented a significant percentage of

the subgroup.

Beginning 2012/2013 school year, the ELD Department, ELD Counselor and Assistant Principal

over Curriculum and Guidance began implementing targeted intervention and support provided

during the school day and after school to improve the pass rate of the CAHSEE which in turn,

would increase the graduation rate. All 10th grade ELL students as well as 11th and 12th grade

students who had not passed one or more sections of the CAHSEE exam were identified and

encouraged to attend an after school program to prepare for the CAHSEE exam.

The CCHS staff works collaboratively in teams that function as Professional Learning

Communities, PLCs who focus their work on the following four critical questions by Mathos and

Mohamed - Changing School Cultures:

● What do we want students to know? Identify Essential Standards

● How will we know if they have learned it? Common Assessments

● What will we do if they don’t learn? Intervention

● What will we do if they already know it? Enrich & Extend Learning

The goal of the intervention/prevention programs involve a school-wide system that includes

culturally responsive practices where collaboration, high quality instruction, balanced

assessment and a multi-level system of support occurs during the school day, and student

needs are identified, assessed and served.

Some of the ways student needs are identified include middle school counselors meeting with

the high school counselors and administration to discuss and identify ninth grade students who


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28

need additional support. ‘Hope List’ formerly called ‘hot list’ emails are encouraged and allow

for frequent exchange of communication and dialogue among teachers, counselors and

administration to discuss students who need extra help and support. Additionally, the

guidance counseling team, intervention counselors, school psychologist and entire

administrative team meet exclusively on a weekly basis and conduct Friday Student Study Team

meetings (FSSTs). These meetings generally last an hour and a half and allow for the team to

collectively discuss and systematically identify students who need additional support as well as

examining intervention and prevention programs that can address their needs.

As we continue to work to clarify the answers to the first two questions, we must not wait to

focus on the third question: What do we do if they don’t learn? The intervention process must

begin at the first signs of struggle, apathy, or withdrawal. Beginning 2013/14 school year,

CCHS modified our school goals to address the needs of students by responding to intervention

and increase student achievement.

SCHOOL GOALS:

1. All students will graduate

2. All students will be proficient in ELA and Math

3. All students will be college/career ready.

4. All students in 9th grade will earn 60 credits

5. All students will participate in athletics and/or extracurricular

activities


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CCHS Intervention/Prevention Programs that are currently in place 2015/2016:

PROGRAM TITLE GOALS:

TEAM 9/10

Students, who in 8th and 9th grade were identified as needing some extra help, are enrolled in a 5th period class with senior/junior Chirons (mentors) serving as 2:1 advisors.

CHIRON (ACADEMIC MENTOR)

11th and 12th grade students who are recommended and chosen based on GPA and behavior record to serve as mentor’s 2:1 ratio to 9th and 10th grade students in the Team 9/10 course. Chiron mentors undergo training and commit to having the class during one period out of the day to assist their mentee(s).

LINK CREW High school transition program that welcomes freshmen and makes them feel comfortable throughout the first year of their high school experience through both social and academic mentoring.

CENTAUR PLUS (Bell Schedule located in Appendices)

Designed to provide academic support to all students within the school day on Mondays and Thursdays through a 24 minute academic tutorial opportunity for all students in the subject of their greatest need. This is a chance for teachers to give skill-based interventions as well as homework completion assistance.

ATHLETICS + ACADEMICS (A+A) Tutoring Program that targets athletes who need additional academic help and support before and after school.


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PEER TUTORING

Before and after school tutoring program open for all students to attend who seek additional academic help. Peer tutors are current students who have undergone training and meeting academic qualifications to assist others.

CHARACTER COUNTS Program that promotes academics, social/emotional learning and character development within the school climate. Students are acknowledged and rewarded for positive behavior that reflects one of seven pillars that is taught, enforced and modeled: (7) Pillars include: Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship.

ELD/ CELDT STUDY SKILLS COURSE

Three week summer school course designed to prepare students to pass the ELA section on CAHSEE and sharpen their English lit skills. Additionally, students will use the achieve 3,000 reading program as well as take the CELDT test the last day of class.

SUMMER BRIDGE ‘STUDY SKILLS’ COURSE

Six week summer school course targets incoming freshmen who did poorly throughout middle school. Many of these students are also in TEAM 9. The course combines AVID and Link Crew lessons in addition to working on academic skills such as: (studying, note taking, learning preferences, organization, prioritizing, etc.). Social skill topics and self-empowerment is also explored and addressed in addition to practicing the six pillars from Characters Count Program: Trustworthiness, Respect, Responsibility, Fairness, Caring and Citizenship.


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Culver City High School Graduation Requirements /

UC & CSU Admission Requirements

CCHS Graduation Rates

School Year # of students graduating/# in Senior

class

Percentage graduating

# of Grads with UC/CSU required

courses met (A-G)/ % of graduates

2014 - 2015 Available in Jan Available in Jan

57%

2013 - 2014 461/498 91.8% 219/50%

2012 - 2013 508/568 91% 230/45.3%

2011 - 2012 514/560 90.89% 221/45.3%

2010 - 2011 477/533 90.1% 184/38.6%

2009 - 2010 457/514 92% 150/32.8%

SUBJECT CCHS Requirements Univ. of California Admissions

Requirements

California State Univ.

Admissions Requirements ENGLISH

4 years 4 years 4 years

MATHEMATICS 3 years (Algebra I

Required)

3 years required, 4 recommended (topics

covered should include Algebra I & II and

Geometry)

3 years (Algebra I, Geometry

reticient Algebra II)

SCIENCE 2.5 years (including health,

1 biological & 1 physical

sciences)

2 years required, 4 recommended (topics

studied must be from two of the disciplines of

biology, chemistry, astronomy and physics)

2 years required, 3 recommended

(biology, chemistry, physics,

astronomy, or other acceptable

laboratory science) HISTORY / SOCIAL

SCIENCE

3.5 years 2 years 2 years

VISUAL OR

PERFORMING ARTS 1 year 1 year 1 year

FOREIGN

LANGUAGE 1 year

2 years required, 3 recommended of the same

language other than English 2 years of the same language other

than English

PHYSICAL

EDUCATION 2 years including PE I and

PE II

ELECTIVES 50 credit 1 year 1 year


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Measures of Student Achievement:

The Standardized Testing and Reporting (STAR) Program ended on July 1, 2013. The STAR

program was replaced by the CA Assessment of Student Performance and Progress (CAASPP)

system. The Star tests and CAASPP cannot be reliably compared because CAASPP evaluates

new standards that emphasize analytical thinking, problem solving and communication skills.

The CAASPP System encompasses the following required assessments:

● Smarter Balanced Summative Assessments for English–language arts (ELA) and

mathematics in grades 3 through 8 and grade 11.

○ Except for the groups listed below, all students at the designated grade levels

are required to participate:

■ Students with disabilities who take alternative assessments for ELA

and mathematics

■ English learners who have been enrolled in a school in the United

States for less than 12 months (ELA only)

○ Alternate assessments include ELA and mathematics assessments in grades 3

through 8 and grade 11, and the California Alternate Performance

Assessment (CAPA) for science in grades 5, 8, and 10.

■ Students with significant cognitive disabilities who are unable to take

the Smarter Balanced Assessments even with accessibility supports,

and whose individualized education program (IEP) indicates

assessment with an alternative test. fragment - complete sentence

○ Science assessments in grades 5, 8, and 10 (i.e., California Standards Tests

[CST], California Modified Assessment [CMA], and CAPA)

The CST for science is required for all students in grades five, eight, and ten unless their

IEP indicates assessment with CMA or CAPA. The CMA for science is for students with

disabilities whose IEP indicates assessment with the CMA. The CAPA for science is for

students with significant cognitive disabilities who are unable to take the CSTs even with

accessibility supports and who’s IEP indicates exemption.


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3-Year API Achievement by Ethnicity and subgroups

Groups Number

of

Students

Included

in 2011

Growth

API

2011

Growth

API

Number

of

Students

Included

in 2012

Growth

API

2012

Growth

API

Number

of

Students

Included

in 2013

Growth

API

2013

Growth

API

Schoolwide 1686 813 1623 821 1545 832

African-American 400 780 365 787 354 788

American Indian or Alaska Native

19 818 10 ⧫ 2 ⧫

Asian 193 881 192 892 181 912

Filipino 40 900 32 903 22 901

Hispanic or Latino 659 774 634 782 614 797

Pacific Islander 14 827 16 891 9 ⧫

White (Not Hispanic)

353 864 358 867 344 887

Socioeconomically Disadvantage

704 769 633 776 677 793

English Learners 277 694 275 703 232 729

Students with Disabilities

121 578 116 585# 120 589

# = Subgroup API growth target not met

⧫ = Not enough data to report


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In the last few years, Culver City High School has continued to improve upon its co-lab classes

(mainstreaming Special Education students with general ed students). In every core subject,

general ed and SAI teachers work together to create the least restrictive environment for the

students. The English and Social Studies departments, in particular, have been strengthening

their models of the co-lab classes, with partner teachers sharing the responsibilities of

supporting student learning. The partnerships are unique, depending on the particular pairs. In

some pairings, the general ed teachers drive the content and class activities, while the SAI

teachers are responsible for modifying all assignments and assessments, as necessary. In other

pairings, the teachers share in lesson planning and facilitating instruction. All the students in

the co-labs benefit from two instructors, as well as instructional aides.

English Language Arts - Adequate Yearly Progress


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Year ADV % Prof. % Basic % Below

Basic

Far Below

Basic %

% Not

meeting

Standards

ENGLISH 9

2014 No data No data No data No data No data No data

2013 41 37 16 4 2 22%

2012 41 29 22 6 2 30%

2011 41 27 22 7 4 35%

2010 32 37 23 6 3 32%

ENGLISH 10


2013 37 33 25 4 1 26%

2012 36 26 25 10 3 38%

2011 30 33 28 6 3 37%

2010 31 28 27 9 6 42%

ENGLISH 11


2013 32 30 26 10 3 39%

2012 28 30 27 8 6 41%

2011 25 31 24 11 9 44%

CAASPP System of Assessments Results:


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ENGLISH 11

School Year Standard

Exceeded

Standard

Met

Standard

Nearly

Met

Standard

Not Met

Total # Meeting

Standards

2015 32% 44% 18% 6% 76%

2014 ?N/A N/A N/A N/A Field test year for

CCHS – did not

receive any results

CST and 2014 and beyond CAASPP System of Assessments Results:

Year ADV

%

Prof.

%

Basic

%

Below

Basic %

Far

Below

Basic %

% Not meeting

Standards

Life Science 10

2015 35% 33% 26% 4% 1% 31%

2014 40% 31% 21% 5% 3% 29%

2013 38% 34% 21% 5% 1% 27%

2012 42% 30% 20% 7% 2% 29%

2011 33% 30% 29% 5% 3% 37%

2010 32 37 23 6 3 32%

CAASPP System of Assessments Results:


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MATH Grade 11

School

Year

Standard

Exceeded

Standard

Met

Standard

Nearly

Met

Standard

Not Met

Total # Meeting

Standards

2015 18% 22% 23% 37% 40%

2014 ?N/A N/A N/A N/A Field test year for

CCHS – did not receive

any results

Our Assistant Principal over Curriculum and Instruction, Dr. Lisa Michel is an experienced math

teacher and department chairperson, and spent two years working for WestEd, where she was

steeped in education research projects. She has been charged with evaluating our math program

and providing leadership in implementing a program that will be more effective using researched

based strategies. In place for the past two years are concurrent support classes for students

struggling in Algebra classes. In addition to implementing the Common Core standards through

lesson planning and student learning and engagement in mathematics, for the past three years,

the district office has supported our collaboration with Loyola Marymount University

Mathematics Leadership Corps (MLC). Within the program, instructional coaches assist our

math teachers to develop a culture of mentoring, coaching and professional development.

Furthermore, the goals are to improve teachers overall instruction and delivery of mathematics

content.

With this approach, students are provided opportunities to be assessed repeatedly on the essential

standards until they demonstrate mastery. Poor grades and assessment scores from failed

attempts are replaced when the student finally demonstrates mastery. There is no penalization

with a student’s final grade by cores from earlier in the semester when they were struggling with

concepts.

Overall, this past year, there has been an upward trajectory with progress and improvement on

standardized math tests with students meeting or exceeding math essential standards. This is a

great improvement from (2010-2013) CST student math results.


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Mathematics - Adequate Yearly Progress

CST General Math

2010-2011 2011-2012 2012-2013

Grade Level 9th 10th 11th 9th 10th 11th 9

th 10th 11th

Students Tested

152 63 197 103 56 41 82 142 58

% Advanced 3% 44% 13% 2% 48% 3% 3% 0% 2%

% Proficient 32% 44% 34% 23% 39% 8% 24% 14% 10%

%Basic 47% 10% 34% 45% 13% 40% 50% 28% 31%

% Below Basic

14% 2% 17% 25% 0% 45% 13% 48% 35%

% Far Below Basic

3% 0% 2% 5% 0% 5% 10% 11% 22%

% Not meeting Standards

64% 12% 53% 75% 13% 90% 73% 87% 88%


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CST Algebra I

2010-2011 2011-2012 2012-2013

Grade Level 9th 10th 11th 9th 10th 11th 9th 10th 11th

Students Tested

160 110 35 235 105 41 210 142 53

% Advanced 2% 0% 3% 3% 0% 3% 2% 0% 2%

% Proficient 21% 13% 3% 25% 16% 8% 21% 14% 10%

%Basic 38% 32% 14% 35% 34% 40% 38% 28% 31%

% Below Basic

32% 46% 51% 31% 43% 45% 31% 48% 35%

% Far Below Basic

7% 9% 29% 6% 7% 5% 9% 11% 22%


77% 86% 94 72% 84% 90% 78% 87% 88%


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CST Geometry

2010-2011 2011-2012 2012-2013


Students Tested

174 163 108 179 134 92 157 152 68

% Advanced 14% 1% 1% 15% 4% 1% 16% 1% 0%

% Proficient 42% 17% 9% 36% 8% 2% 41% 16% 6%

%Basic 32% 33% 30% 35% 37% 25% 26% 38% 20%

% Below Basic

10% 41% 44% 12% 42% 47% 17% 42% 64%

% Far Below Basic

2% 7% 17% 2% 10% 25% 0% 3% 11%


44% 81 91% 49% 88% 97% 43% 83% 94%


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CST Algebra II

2010-2011 2011-2012 2012-2013


Students Tested

70 168 153 50 168 135 57 185 120

% Advanced 30% 17% 2% 60% 8% 2% 75% 12% 1%

% Proficient 0% 42% 18% 36% 41% 18% 14% 42% 12%

% Basic 0% 30% 40% 2% 36% 40% 11% 29% 28%

% Below Basic

0% 9% 25% 2% 13% 25% 0% 15% 47%

% Far Below Basic

0% 2% 15% 0% 3% 15% 0% 1% 13%


0% 41% 80% 4% 52% 80% 11% 45% 88%


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Summative Math

2010-2011 2011-2012 2012-2013


Students Tested

56 200 53 205

% Advanced 48% 21% 43% 17% 22%

% Proficient 39% 35% 49% 36% 38%

%Basic 13% 25% 8% 28% 24%

% Below Basic

0% 16% 0% 19% 15%

% Far Below Basic

0% 3% 0% 19% 15%


13% 44% 0% 1% 1%


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43

World History

2010-2011 2011-2012 2012-2013


Students Tested 4 575 3 1 529 2 556 3

% Advanced 44% 48% 21% 41%

% Proficient 24% 39% 35% 28%

% Basic 19% 13% 25% 20%

% Below Basic 8% 0% 16% 4%

% Far Below Basic 6% 0% 3% 7%

% meeting Standards 68% 87% 56% 69%

U.S. History

2010-2011 2011-2012 2012-2013


Students Tested 573 530 485

% Advanced 33% 36% 44%

% Proficient 33% 30% 25%

% Basic 18% 21% 19%

% Below Basic 6% 6% 7%


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% Far Below Basic 11% 6% 6%

% meeting Standards 66% 66% 69%

Biology

2010-2011 2011-2012 2012-2013


Students Tested 395 210 49 450 161 37 346 122 24

% Advanced 45% 9% 6% 39% 10% 25% 39% 5% 33%

% Proficient 29% 21% 16% 36% 29% 19% 38% 25% 29%

% Basic 21% 49% 43% 21% 41% 22% 21% 50% 21%

% Below Basic 4% 13% 22% 2% 15% 17% 1% 17% 17%

% Far Below Basic 1% 8% 12% 1% 6% 17% 1% 3% 0%

% meeting Standards 74% 30% 22% 75% 39% 44% 77% 30% 62%

Earth Science

2010-2011 2011-2012 2012-2013


Students Tested 114 10 5 94 9 9 86 21 17

% Advanced 5% 1% 3% 0% 6%

% Proficient 19% 20% 31% 26% 24%

% Basic 50% 38% 34% 37% 47%

% Below Basic 18% 28% 20% 5% 0%

% Far Below Basic 8% 13% 12% 32% 24%

% meeting Standards 24% 21% 34% 26% 30%


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Chemistry

2010-2011 2011-2012 2012-2013


Students Tested 227 142 217 156 232 124

% Advanced 24% 7% 31% 19% 33% 11%

% Proficient 41% 15% 40% 24% 32% 20%

% Basic 31% 58% 24% 43% 31% 42%

% Below Basic 3% 14% 4% 12% 3% 18%

% Far Below Basic 0% 6% 0% 2% 1% 9%

% meeting Standards 65% 22% 71% 43% 65% 31%


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Physics

2010-2011 2011-2012 2012-2013


Students Tested 162 131 151

% Advanced 24% 30% 30%

% Proficient 45% 47% 38%

% Basic 30% 20% 29%

% Below Basic 1% 3% 2%

% Far Below Basic 1% 0% 1%

% meeting Standards 69% 77% 68%


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Grade 9 Performance:

* = Fall Semester 2008-2009 2011-2012 2014-2015

Grade 9 Student Total 622 561 516

Failing 1 class* 50 50 39

Failing 2 classes* 29 20 8

Failing 3+ classes* 26 30 21

Total # of Fs* 199 205 126

10 or more period Absences 165 129 108

Understanding our student needs, we have implemented intervention programs which include

the following: Link Crew, 8th-9th grade Summer Bridge six week program, ELL three week

summer intervention program utilizing ‘Achieve 3,000’ differentiated instruction program and

Centaur Plus academic intervention and enrichment program. Additionally, awareness of


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48

teacher communication and collaboration among middle school faculty as well as counselor

intervention programs in place which include two full-time intervention counselors.

Furthermore, the Local Control Funding Formula (LCFF) supplemental money acquired in

2014/15 school year has been used to address special populations which included our ninth

grade students.

2012-2015 CAHSEE Pass Rates in Math for 10th

Year Number of

Students

Tested

Number

Passed

Percent

Passed

English Only

Students

Passed

Percent

2014 -2015 507 484 95% 96%

2013-2014 488 469 96% 95%

2012-2013 545 522 96% 96%

2012-2015 CAHSEE Pass Rates in Math for 10th

graders Language Fluency

Year Initially

Fluent

English

Proficient

(IFEP)

Percent

Passed

Reclassified

Fluent English

Proficient

(RFEP)

Percent Passed

English

Learner

Students

Percent

Passed

Number

not passed

2014 -2015 95% 99% 81% 23

2013-2014 99% 100% 84% 19

2012-2013 100% 96% 75% 23


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2012-2015 CAHSEE Pass Rates in English Language Arts for 10th

graders

Year Number of

Students

Tested

Number

Passed

Percent

Passed

English Only

Students

Passed

Percent

2014 -2015 520 489 94% 96%

2013-2014 511 473 93% 94%

2012-2013 560 528 94% 95%

2012-2015 CAHSEE Pass Rates in English Language Arts for 10th

graders Language

Fluency

Year Initially

Fluent

English

Proficient

(IFEP)

Percent

Passed

Reclassified

Fluent English

Proficient

(RFEP)

Percent Passed

English

Learner

Students

Percent

Passed

Number

not passed

2014 -2015 97% 98% 57% 31

2013-2014 97% 96% 38% 38

2012-2013 99% 95% 70% 32

Many of the ELL students in the cohort for the 2013/14 school year were at a level one beginner language fluency which impacted the number of students who did not pass the ELA section


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SAT Scores

Year Name Enrollment Number

Tested

Average

Reading

Score:

Average

Math

Score:

Average

Writing

Score:

Percent of

Scores > =

1,500

2013-14 Culver City

High

2,085 479 516 515 508 52%

Statewide 1,952,314 296,908 473 488 475 39%

2013-12 Culver City

High

2,156 320 507 520 503 51%

Statewide 1,875,026 200,543 492 508 489 46%

2011-12 Culver City

High

2,268 319 501 505 496 47%

Statewide 1,797, 138 194,191 491 510 491 46%

Scholastic Aptitude Test (SAT) Performance Data Since 2011-2012, the percentage of test takers

on the SAT scoring above 1,500 has increased from 47% to 52%. The number of test takers has

increased each year with approximately over ¼ of our student population taking the exam. We

anticipate this number increasing as a result of providing the PSAT free of charge to all 10th

graders this past school year. Culver City High School students continue to outscore test takers

statewide (average score 44%) scoring at or above a 1500.


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ACT Scores

Year Name Number Tested Percent tested Average Score: Percent of Scores

> = 21

2013-14 Culver City

High

126 6% 22.75 62%

Statewide 97,607 5% 21.75 56%

2013-12 Culver City

High

165 8% 23.0 68%

Statewide 90,986 18% 21.87 57%

2011-12 Culver City

High

145 6% 22.33 57%

Statewide 87,016 17% 21.81 56%


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Culver City High School promotes a culture that asks all students to take the AP examination at

the culmination of the AP course. CCHS offers 15 AP courses. Since 2011, the number of

students passing at least one exam in a testing year has either increased or shown a little

fluctuation with a slight decline during 2012 and 2015 school year; though, the number of

students who took exams as well as the number of exams taken from various disciplines have

gradually increased. Our students success on these exams far exceeded that of students across

the state and globally. The overall data is strong, yet CCHS will continue to explore the

implications of the changes in the data.


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Average Rate of Daily Attendance

School Year %

2014-2015 96.32

2013-2014 96.46

2012-2013 96.18

Truancy

With the increase of more tardy sweeps occurring throughout the school day over the past two

years, attendance and more specifically, truancy has improved. Tardy sweeps are randomly

done during any period where if a student comes late to class, they are automatically assigned

a detention.

Suspension and Expulsion Information

Last year, there was a significant increase of ninth grade students getting suspended and up for

expulsions. There were a cohort of students who had habitual behavior issues stemming back

from middle school. As a result, ninth grade students are another subgroup where we pay close


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attention, monitor their progress and respond to intervention immediately when we see lack of

progress

Student Perception Data: (Charts located in Appendix)

CCHS values student’s voice and perception of their educational experience. At the end of the

school year, CCHS students took a brief survey answering various questions. Overall, students

fill safe and connected on campus. Physical violence does not pose to be a problem. Two

thirds of students feel that teachers treat students fairly and overwhelmingly, majority of

students plan to attend college after high school.

Parent Perception Data: (Graphs located in Appendix)

Parent involvement is noticeable on our campus. This past fall, parents took an online survey

which captured data in various areas. The results of the data revealed 82% are aware of how to

find or retrieve answers to questions that arise. Majority of parents reported that they feel

CCHS respects and values diversity among people and cultures. Nearly 80% feel there are

adequate communication exchanges taking place among faculty and staff. Over 80% of parents

feel welcomed when on campus. This is an area we would like to see improve. Last, ¾ of

parents feel well informed on student’s progress.


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Chapter II: Progress Report

Summarize progress on each section of the current school wide action plan that incorporated all school wide critical areas for follow-up from the last full self-study and all intervening visits.

Comment on the original critical areas for follow-up not in the current plan.

Culver City High School is a data-driven institution. Since our last full WASC Self-Study and visit

in spring 2010, a variety of data has been provided to faculty members and the site Leadership

Team on a regular and ongoing basis. This data is used to identify strengths and areas for

continued improvement (both school-wide and for individual departments/teachers), to

develop new programs to address identified areas for growth, set budgetary priorities to align

resources based on instructional need, create professional development plans, and to evaluate

the effectiveness of our instructional program.

Additionally, the school has made adequate progress in its WASC goals as validated during the

midterm visit in 2013. The visit resulted in a full three-year extension, thus completing the six-

year cycle. The basis of the midterm validation primarily had to do with the success of Culver

City High School in making progress toward the school-wide critical academic needs (CANs).

The 2009-2010 report identified three areas of needed growth/improvement:

1. Improve achievement among English Language Learners and Students with Disabilities (Student Achievement)

a. Student Outcomes addressed: Critical Thinkers, Adaptable Problem Solvers, Collaborative Workers, Effective Communicators

2. Increase number of students achieving proficiency in CST Math and Language Arts (Student Achievement)

a. Student Outcomes addressed: Critical Thinkers, Quality Producers, Adaptable Problem Solvers, Self-Guided Achievers, Effective Communicators

3. Increase number of students completing A-G requirements (Student Achievement) a. Student Outcomes addressed: Self-Guided Achievers, Critical Thinkers,

Adaptable Problem Solvers, Quality Producers, Effective Communicators


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In meeting CAN#1 goal, student achievement among English Language Learners and Students

with Disabilities has improved greatly. In an effort to improve the classification and

reclassification of ELL students, CCUSD has began monitoring data more frequently to ensure

the proper classification for these students beyond CELDT test scores. With the assistance of

the on-site part-time ELD Coordinator, District ELD Coordinator and ELD counselor, examining

various factors such as past success in previous courses, CAHSEE exam scores, grades, CST

scores, CELDT scores and the consideration of teacher input and approval have contributed to

the increase of students being reclassified and meeting their sufficient English proficiency.

In the last few years, Culver City High School has continued to improve upon its co-lab classes

(mainstreaming Special Education students with general ed students). In every core subject,

general ed and SAI teachers work together to create the least restrictive environment for the

students. The English and Social Studies departments, in particular, have been strengthening

their models of the co-lab classes, with partner teachers sharing the responsibilities of

supporting student learning. The partnerships are unique, depending on the particular pairs. In

some pairings, the general ed teachers drive the content and class activities, while the SAI

teachers are responsible for modifying all assignments and assessments, as necessary. In other

pairings, the teachers share in lesson planning and facilitating instruction. All the students in

the co-labs benefit from two instructors, as well as instructional aides.

With the implementation of refined school goals beginning 2013/14 school year, CAN#2, was

addressed through several measures which included: Professional Learning Communities

focusing on the four guiding questions through Mathos and Mohamed, both LACOE and district

training in common core, providing increased professional development across all departments,

a focus area of the month to check for student understanding regarding teaching and

instructional strategies, undergoing the third year of Mathematics Leadership Corps (MLC)

curriculum utilized by the math department, 15 minute administration classroom observations

and LCAP spending on specific populations to address specific issues. Our school-wide focus

continues to be on instructional strategies and student engagement. English Language Arts


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Teachers learned how to interpret raw and scaled CST scores, CAHSEE scores while

continuously administering three benchmark tests per year.

There has been success with meeting CAN#3 where the number of students completing A-G

course requirements has increased each year increasing eligibility to attend a four year

university upon graduation. CCHS has continued to emphasize a college going culture through

annual culture chats in which administrators go into every English class and discuss pathways to

college. Counselors also provide classroom presentations by grade level and emphasize college

entrance requirements, preparation for entrance exams, and the application process.

Additionally, we have grade level college evening events, coordinate two Parent Engagement

Night events held in the fall and spring which offers several workshops that focus on college

preparation and readiness, host a college fair with over 100 colleges and universities

represented, offer local and distant college tours throughout the school year, host application

workshops, and publicly recognize and publicize student acceptances to four year universities.


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Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress

Provide an overall summary from the analysis of the profile data

● Based on past progress and current data, explain the implications of the data with respect to student performance

● Select two to three critical learner needs based on the data, noting the correlated schoolwide learner outcomes

● List important questions that have been raised by the analysis of the student performance, demographic, and perception data to be used by Home and Focus Groups in their study.

Implications of the Profile and Progress Data Areas of Strength

● Culver City High School (CCHS) is proud of our immensely diverse student population across all areas: culturally, racially, socio-economic and religion.

● CCHS embraces ‘students voice’ by having over 60 student run clubs on campus ● CCHS is proud of the fact that 34% of all students at Culver City High School participate

in at least one of 23 CIF sports offered. It is our collective belief that student participation in co-curricular and extra-curricular programs deepens the connection to school.

● CCHS is proud to have accreditation status for being a Civic Learning Democracy School where civic learning is incorporated across content.

● CCHS is proud of the API score of 832 has risen 6 points and met its overall growth target.

● CCHS is proud that over 95% average of 10th grade students at Culver City High School passed the English-Language Arts and Mathematics portion of the CAHSEE since March 2013.

● CCHS is pleased that to offer 15 AP courses, and a greater number of students are taking and passing the AP exams in the spring.

● CCHS continues to promote and encourage a college-going culture where over half the senior class are eligible to attend a four-year university.

● CCHS is proud to offer Prime Time Sports athletic program, a special needs athletic program sponsored by the NFL Network and we are the only district in the league that is separate from LAUSD.

● CCHS is pleased to have been able to offer a full-time contract to our AVID teacher and enrollment in the program has increased by nearly 70 students since the 2008-2009 school year. AVID students constitute 16% of Culver High School’s student population for the 2013-2014 school year.

● CCHS has shown marked improvement with an increase in ninth grade students earning


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their 60 credits as a result of less fails in their classes.

● We are proud of the Fall 2014 introduction of the Culver City High School Centaur Plus program and the number of students who have self-selected courses to assist them academically to show overall improvement in their learning.

● We are proud of the fact that school attendance has remained consistent over the past four school years with an average 96% monthly attendance rate. We are also proud of the significant reduction in the number of detentions, Friday Schools and suspensions issued during the 2012-2013 school year with the implementation of Restorative Justice practices.

Critical Learner Needs

From the data, the school has identified three significant challenges that must be addressed in order to achieve success with the action plan and improve student performance, and the instructional environment:

1. What modifications can be made to our school-wide intervention programs to meet the needs of students.

2. Analyzing the lowest performing subgroup data (African-American students, ELL students, Special Education students and Low Income students) and examine where LCAP funding can best improve and support student performance and achievement.

3. How are teachers using formative assessments to drive the work of accountability.


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Critical Learner Questions

In order to address the challenges facing Culver City High School, as outlined above in the Critical Learner Needs, the school has to address the following questions when developing the school-wide action plan:

1. How are each of the intervention programs ( Centaur Plus; Team 9/10; Peer Tutoring;

Chiron academic mentor; Link Crew; Athletics + Athletes; Character Counts – Pursuing

Victory With Honor; ELD/CELDT Study Skills Summer Course and Summer Bridge Study

Skills Course) effectively serving students with Centaur Plus being a targeted program to

address.

2. How do we continue addressing the academic needs of all students of all ability levels

through cross-curriculum collaboration, with increased and directed focus on lowest

performing student subgroups.

3. How can we ensure students are connected to school and from the first day of school

and will continue efforts throughout the school year.

4. What is the data teachers are acquiring through PLC collaboration and use of

instructional practices through utilization of a viable curriculum where student

assessments, common benchmarks and use of common formative assessments (CFA)

and discussions addressing essential standards around the four guided questions is used

to inform instruction.


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Beginning in February 2015, CCHS began the review process of our LCAP, collecting data,

surveys that were administered to students, parents and staff. Meetings were held that

involved district personnel, teachers, PTA, School site council, ELAC and booster groups to

solicit feedback to ensure the LCAP addressed the needs of our students.

In the fall of 2015, through a series of meetings, Administration met and developed three

essential goals. These goals are based on student, staff, parent surveys, feedback and input.

The findings in this self-study required some revision, as seen in chapter 5, but these goals

represent the general direction of Culver City High School over the next 6 years. The goals fall

into two major categories—student need (goal 1, 2 and 3 ) and staff need to support students

(goal 4 ). Chapter 5 further clarifies in detail each goal with specific benchmarks and

performance indicators of success. The goals for this WASC cycle are:

Goal #1 STUDENT ACADEMIC SUPPORT and SYSTEMATIC PROCESS FOR INTERVENTION PROGRAMS

Every student will progress academically through each grade level ensuring college and career

readiness by the end of 12th grade.

Goal # 2 STUDENT ACADEMICS STUDENT

To ensure open access to all courses, all students will be enrolled in all required areas of study

Goal #3 THE WHOLE CHILD

Provide a school environment which establishes physical and cultivates emotional security,

facilitates responsible decision making, and ensures learning and student connectedness

through academics, athletics, activities, the arts and/or a relationship with a caring adult

Goal #4 USE OF STUDENT DATA TO INFORM INSTRUCTION

Through PLC Collaboration, all staff will share best instructional practices and programs, and

implement effective 21st century classroom instruction aligned to the new California Standards.

.


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Chapter IV: Self-Study Findings

Introduction

Culver City High School formed eight focus groups to conduct the WASC Focus on Learning Self-Study for Chapter IV. Each focus group included teachers from various departments, counselors, classified staff members, administrators, students, parents, district officials, and community members. Focus group members met on Professional Development days to review and discuss the five categories of criteria which are the guidelines for systematic school improvement. Each Focus Group discussed the criteria, indicators, and prompts for their assigned

For each criterion, respond to the indicators and related prompts for each criterion and note the supporting evidence. Refer to the areas to analyze and examine in determining the degree to which the criterion is being met. For each category, provide: (1) a summary of the degree to which the criteria are being met and include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs; (2) the identification of strengths; and (3) the identification of prioritized growth areas.

Note: The five criteria categories are:

A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

B. Standards-based Student Learning: Curriculum

C. Standards-based Student Learning: Instruction

D. Standards-based Student Learning: Assessment and Accountability

E. School Culture and Support for Student Personal and Academic Growth


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Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

Focus Group Facilitators:

Jerrod Dien- Math Carlos Valverde- ASB Director

Jamie Snyder- English Tim Walker- Guidance Counselor

Focus Group Members:

A1- A2 A3- A5

Alexis Butler- Art

John Del Mano- Instructional Aide

Alicia Dordoni – ELD Instructional Aide

Dee Edmiston - Receptionist

Robin Ensley- Modern Language

Denise Greenberg- Science

Jonelia Guinn – Assistant Principal Secretary

Phylis Heiner – Budget Secretary

Xavier Juaregui – Instructional Aide

Helen Lee- Math

Madrid- Career Counselor

Ciara Mansour- Science

Dominique Sharp – Walker – Guidance Support

Dan Carter- Science

Andrew Doan- Math

Penny Fien – Art

Anthony Fournier- Special Education

Michelle Garcia- Salas – Guidance Support

Kendra Gyepes- Social Studies

Stacey Harding – Modern Language

Jose Herrera- Instructional Aide

Lin Hsaio – Instructional Aide

Michael Marsh- Math

Rachel Snyder- Social Studies

Becky Stanis – Athletics and Discipline Secretary

Jenny Ta- Science

Jeana Williams- Fuller


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CATEGORY A: ORGANIZATION: Vision and Purpose, Governance, Leadership, Staff, and Resources

A1. Vision and Purpose Criterion

To what extent (a) does the school have a clearly stated vision and mission (purpose) based on its student needs, current educational research, the district Local Control and Accountability Plan (LCAP), and the belief that all students can achieve at high academic levels and (b) is the school’s purpose defined further by school wide learner outcomes and the academic standards.

CULVER CITY HIGH SCHOOL

Mission Statement

Culver City High School is an engaged and caring academic community where diversity is valued and respected. We are committed to educating and inspiring all students to become life-long learners and contributing members of our global society.

Vision Statement – Imbedded in School-wide Goals: 1. All students will graduate. 2. All students will be proficient in ELA and Math. 3. All students will be college/career ready 4. All students in 9th grade will earn 60 credits. 5. All students will participate in athletics and/or extra-curricular activities.


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Vision-Mission-School-wide Learner Outcomes - Profile

Indicator: The school has established a clear, coherent vision and mission (purpose) of what students should know and demonstrate; it is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn and be college and career ready.

Prompt: Evaluate the degree to which the development of the school’s statements has been impacted by pertinent student/community profile data, identified future global competencies, and current educational research.

Findings Evidence

Culver City High School is an engaged and caring academic community where diversity is valued and respected. We are committed to educating and inspiring all students to become life-long learners and contributing members of our global society.

School-wide Goals:

- All Students will graduate

- All Students will be proficient in ELA and Math

- All Students will be college/career ready

- All Students in 9th grade will earn 60 credits

- All Students will participate in athletics and/or extra-

curricular activities

CCHS Mission Statement

Vision Statement

imbedded in school-wide

goals. Adopted 2013.


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Development/Refinement of Vision, Mission, Schoolwide Learner Outcomes

Indicator: The processes to ensure involvement of representatives from the entire school, business, industry, and community in the development/refinement of the vision, mission, and schoolwide learner outcomes are effective.

Prompt: Evaluate the effectiveness of the processes

Findings Supporting Evidence

Strategic planning progress began in January 2008 with the

development our mission statement, which can be clearly

articulated and represents the values that are most important

at CCHS. An outside facilitator guided this process. All voices

were heard and incorporated including CCHS staff and parent

groups for approval. An awareness campaign was launched

beginning with the translation of the statement into the four

languages taught at CCHS (English, Spanish, French, and

Japanese). A mission statement poster was created and

displayed in each classroom throughout the school as well as

used in used in class documents such as syllabi,

parent/student handbook, and on school website

The Single Plan for Student Achievement goals reflect school-wide purpose based on student needs.

One of CCHS’ objectives is for all of its students to achieve the Expected School Wide Learning Results of being effective communicators, critical thinkers, self-guided achievers, involved citizens, adaptable problem solvers, collaborative workers and quality producers. Students demonstrate their excellence in co-curricular activities.

Implemented the Four Guiding Questions

1- What do we want students to know?

2- How will we know when they know it?

3- What do we do when they don’t?

4- What do we do when they do?

.

Process of revising Mission

Statement

The Single Plan for Student

Achieve

Socratic seminars; variety of

English classes; in-class

debates; science labs;

Centaurian online newspaper

CCUSD and CCHS Professional

Development of Mattos and

Mohammed workshops –

Response to Intervention


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Understanding of Vision, Mission, and Schoolwide Learner Outcomes

Indicator: Students, parents, and other members of the school and business community demonstrate understanding of and commitment to the vision, mission, and the schoolwide learner outcomes.

Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, and schoolwide learner outcomes.

Each class offers clearly stated expectations that are in line with the ESLRs and state curriculum standards in terms of providing a challenging and rigorous curriculum

Mission Statement and Vision

of CCHS


The school and community work together to provide the best possible learning environment. The community has supported hiring two intervention counselors, one career counselor, DIS counselor, full-time Guidance office secretary, and ELD Instructional Aides

.

Staff Lists


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Regular Review and Revision

Indicator: The school is implementing an effective process for regular review/revision of the school vision, mission, and the schoolwide learner outcomes based on student needs, the district LCAP, global, national and local needs, and community conditions.

Prompt: Evaluate the effectiveness of the process for revising these statements with wide involvement.


Each year, School-Site Council takes student, parent, and staff surveys and feedback, along with input from the PTSA, and the District and Board to revisit and revise the school’s vision, mission and learner outcomes. The results of the findings and revised goals are submitted to the Board for approval annually and communicated to the community electronically from both the district and school site.

.

Stakeholder meeting minutes,

board minutes and website

information


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A2. Governance

To what extent does the governing board (a) have policies and bylaws that are aligned with the school’s purpose and support the achievement of the schoolwide learner outcomes and academic, college and career standards based on data-driven instructional decisions for the school; (b) delegate implementation of these policies to the professional staff; and (c) monitor results regularly and approve the single schoolwide action plan and its relationship to the Local Control and Accountability Plan (LCAP)?

Governing Board

Indicator: The policies and procedures are clear regarding the selection, composition, and specific duties of the governing board, including frequency and regularity of board meetings.

Prompt: Provide evidence that the policies and procedures regarding the selection, composition, and specific duties of the governing board, including the frequency and regularity of board meetings are clear.


The Governing Board of the Culver City Unified School District meets twice monthly and the goals of CCUSD are aligned with the board’s goals. The board is actively involved in policy making, curriculum approval and collective bargaining.

CCHS uses multiple forms of student performance data at the beginning of each year to develop its single plan for student achievement (SPSA)

District and site objectives and policies are communicated to the professional staff at the beginning of each school year.

.

Board bylaws and policies support

new programs and classes;

Professional Development.

Single Plan for Student Achievement

Professional development;

departmental goals established


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Relationship of Governance to Vision, Mission, and Schoolwide Learner Outcomes

Indicator: The governing board’s policies and district-wide improvement plans are directly connected to the school’s vision, mission, and schoolwide learner outcomes.

Prompt: Evaluate the adequacy of the policies and district LCAP to support the school’s vision, mission, and schoolwide learner outcomes through its programs and operations.

Understanding the Role of the Governing Board

Indicator: The school and business community understand the governing board’s role, including how parents can participate in the school’s governance.

Prompt: Evaluate the ways the school community and parents are informed as to how they can participate in the school’s governance including their role in the determination of the district LCAP.


Board policies and administrative regulations support and assist the administration of the school.

Policies and regulations

available on the CCUSD

website


Parents participate actively on School-Site Council, PTSA, DLAC and Oversight Committees at the district.

Committee Rosters


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Governing Board’s Involvement in the Review and Refinement

Indicator: The governing board is involved in the regular review and refinement of the school’s vision, mission, and school-wide learner outcomes.

Prompt: Evaluate the processes for involving the governing board in the regular review and refinement of the school’s vision, mission, and school-wide learner outcomes.

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: Determine whether there is clear understanding about the relationship between the governing board and the responsibilities of the professional staff and how that understanding is developed and maintained.


The Board of Trustees annually reviews the school’s SPSA

The School-Site Council reviews the District Board Goals during the preparation of the SPSA

Board minutes

School Site Council

minutes


The Board of Trustees delegates to the Superintendent the implementation of the District’s vision and mission.

The Superintendent of the District regularly communicates the direction of the Board to the principal

The staff receive regular newsletters from the principal and information from the superintendent that share the progress of the school and the District toward the increase in student academic success. Additionally, Board meetings are sometimes televised, recorded and posted on-line for staff to review and stay current on the District and site direction

.

Board minutes

Superintendent and principal

emails

Superintendent and principal

newsletters; on-line Board

meetings on the District

website


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Board’s Evaluation/Monitoring Procedures

Indicator: There is clarity of the evaluation and monitoring procedures carried out by the governing board in relationship to the LCAP metrics, including the review of student performance toward career and college readiness, overall school programs and operations, and the fiscal health of the school.

Prompt: Determine the degree to which there is clarity of the evaluation and monitoring procedures carried out by the governing board, including the annual LCAP assessment of district goals and the Eight State Priorities.

Complaint and Conflict Resolution Procedures

Indicator: The established governing board/school’s complaint and conflict resolution procedures as they apply to the school’s stakeholders are effective.

Prompt: Comment on the effectiveness of the established governing board/school’s complaint and conflict resolution procedures.


The district frequently asks for and receives briefings from District cabinet on student performance at CCHS

.

Board Minutes


Williams Uniform Complaint policy posted in classrooms

.

Available in classrooms


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A3. Leadership: Continuous Planning and Monitoring Criterion

To what extent, based on student achievement data, does the school leadership, parent/community, and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic, college and career standards? (b) To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan and make recommendations to modify the Local Control and Accountability Plan (LCAP) based on analysis of data to ensure alignment with student needs.

Broad-Based and Collaborative

Indicator: The school’s planning process is broad-based, collaborative, and has the commitment of the stakeholders, including the staff, students, parents, and business community.

Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-based collaborative and fosters the commitment of the stakeholders, including the staff, students, parents, and business community.


School-Site Council comprised of students, staff and parents develops the SPSA.

CCHS has several site and district decision-making groups comprising administrators, staff and other community stakeholders to oversee and monitor all aspects of its standards-based curriculum and student achievement

.

School Site Council

minutes

CCUSD Board of Trustee;

School Site Council;

Principal’s Cabinet; WASC

Leadership Team; Group

reports


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School Plan Correlated to Student Learning

Indicator: The school’s Single Plan for Student Achievement is directly correlated to the analysis of student achievement data about the critical learner and career readiness needs; schoolwide learner outcomes; and academic, college, and career standards.

Prompt: How do staff ensure that the analysis of student achievement of the critical learner and career readiness needs, schoolwide learner outcomes, and academic and career readiness standards are incorporated into the single plan and impact the development, implementation, and monitoring of the single plan and the LCAP?.


CCHS leadership and staff continue to make student achievement their highest priority, with specific attention placed on standards-based education so that all of CCHS students can demonstrate the school’s student outcomes, goals and expected school-wide learning results

.

API; CAHSEE test results;

AP test results; standards-

based workshops;

standards-based lesson

plans.


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Correlation of ALL Resources to the Schoolwide Learner Outcomes, the Single Plan Student Achievement, and the LCAP

Indicator: There is correlation of the allocation of time/fiscal/personnel/material resources to the implementation, monitoring, and accomplishing of the Schoolwide Learner Outcomes, the Single Plan for Student Achievement, and the LCAP.

Prompt: Evaluate the degree to which the allocation of all resources supports the implementation, monitoring, and accomplishment of the Schoolwide Learner Outcomes, the Single Plan for Student Achievement, and the LCAP.


New standards-based classes have been added to provide students more choices and greater access to a wide variety of classes in order to fulfill single plan goals.

The Principal meets with departments and department chairs as needed to discuss data and develop strategies for improvement toward monitoring and reaching single plan goals.

CCHS’ leadership and staff offer numerous tutorial opportunities for students to receive additional support for all core classes to help improve student performance and reach the Expected School-wide Learning Results.

CCHS offers a CAHSEE-prep class designed to reinforce and review standards-based testing curriculum

Teachers are using class websites to post homework/class information and using Aeries.net more frequently to post grades so that both the student and parents are informed.

Course Catalog; board

agenda/minutes

Department meeting agendas;

principal’s calendar and meeting

notes;

Centaur Plus Intervention

Tutorial session (2X a week)

After-school peer tutoring

CAHSEE-prep class ; study skills

classes offered after

school/summer for interested

students;

Edmodo; Facebook; Moodle;

Weebly; Google sites,


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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 throughout all programs. This includes an evaluation of the collegial strategies used to implement innovations and encourage improvement, such a shadowing, coaching, observation, mentoring, and group presentations.

Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs? Provide representative examples and data regarding impact on student learning.

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?


Departments develop and work on goals that benefit students and student learning.

Department meeting

agendas


PTSA participates in the evaluative process of the school by providing feedback and input to the principal

.

PTSA minutes


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Internal Communication and Planning

Indicator: The school has effective existing structures for internal communication, planning, and resolving differences.

Prompt: How effective are the existing structures for internal communication, planning, and resolving differences.

CATEGORY A: ORGANIZATION

A4. Staff: Qualified and Professional Development Criterion

To what extent (a) does a qualified staff facilitate achievement of the student academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development? What is the systematic approach to continuous improvement through professional development based on student performance data, student needs, and research?


All stakeholders have access to the administration through emails and meetings as needed

.

Emails and calendars


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Qualifications and Preparation 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 all staff members in all programs, including online instruction, are qualified based on employment policies and practices, staff background, training, and preparation are qualified for their responsibilities.


All CCHS teachers are NLCB-certified and most have CLAD credentials.

Many CCHS teachers have post-graduate degrees in education or their discipline.

All of CCHS’ guidance counselors have PPS counseling credentials.

All first- and second-year teachers meet with BTSA mentors prior to and during the school year to discuss school objectives, goals, standards, expectations, etc.

.

Personnel Records

Personnel Records

Personnel Records

BTSA records


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Staff Assignment and Preparation

Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments, including online instruction and focused programs, so that the expertise of the staff members is maximized in relation to impact on quality student learning.

Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process to ensure all staff are qualified and prepared or their responsibilities, including any type of online instruction.

Defining and Understanding Practices/Relationships

Indicator: The school implements a clear system to communicate administrator and faculty written policies, charts, and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.

Prompt: Evaluate the system used to communicate administrator and faculty written policies, charts, pacing guides and handbooks that define responsibilities, operational practices, decision-making processes, and relationships of leadership and staff.


Supports Professional Development throughout school year

.

PD year long


All staff receive staff handbook that covers school policy, master schedule, district policy, administrative roles, department chairs information

.

Staff handbook


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Support of Professional Development

Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the academic, college, and career readiness standards and the schoolwide learner outcomes

Prompt: How effective is the support of professional development/learning?

Supervision and Evaluation

Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff.

Prompt: How effective are the school’s supervision and evaluation procedures?


Teachers can create and deliver departmental PD at any time, and it is supported with compensation by the site administration

Teachers, Counselors and admin can attend conferences, workshops

.

Departmental goals and

budget request

Budget requests and

submission of request to

attend within certain time

frame.


The school follows contractual obligations related to evaluation timelines.

The school administration reinforces school-wide instructional goals through the evaluation and observation process.

.

CCUSD collective

bargaining agreement

Teacher goals; school-wide

goals; departmental goals


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CATEGORY A: ORGANIZATION

A5. Resources Criterion

To what extent a) are the human, material, physical, and financial resources sufficiently utilized effectively and appropriately in accordance with the legal intent of the program(s) and Local Control and Accountability Plan (LCAP) to support students in accomplishing the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes?

Allocation Decisions

Indicator: There is a relationship between the decisions about resource allocations, the school’s vision, mission, and student achievement of the schoolwide learner outcomes, student needs identified in the district LCAP, academic standards, and the college—and career-readiness standards.

Prompt: To what extent are resources allocated to meet the school’s vision, mission, and student achievement of the critical learner needs, the schoolwide learner outcomes, student needs identified in the district LCAP, academic standards.


PTSA leadership and the school administration collaborate on

how the budget is developed and funds are dispersed to teachers.

PTSA agendas and minutes


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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.

Prompt: Evaluate the effectiveness of 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.


The District and the site ASB both have annual audits and the

findings are immediately addressed.

District audit papers

Facilities

Indicator: The school’s facilities are adequate to meet the school’s vision, mission, schoolwide learner outcomes; the educational program and are safe, functional, and well-maintained.

Prompt: Specifically, to what extent do the facilities support the school’s vision, mission, schoolwide learner outcomes, the educational program, and the health and safety needs of students?


Some classrooms have air conditioner though, most of the

facilities do not have air condition which makes it challenging

for students to learn and teachers to teach and staff to do their

assigned duties as a result of uncomfortable heated

temperatures.

Complaints from staff,

students and parents


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ACS WASC Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category A are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs.

Culver City High School is a vibrant school community. Data in chapter 1 shows evidence of a

large percentage of students who develop personal, social and creative excellence through the

school’s many extra-curricular and co-curricular programs. Academic excellence is valued where

all stakeholders take great pride.

The Culver City School Board represents one traditional high school, one continuation high school, one

middle school, five elementary schools, one independent school, one adult school one online academy

school, and a child development center. The Board’s mission is to equally represent all schools. CCHS’

mission, vision, school goals are and ESLRs are aligned with the goals of the Governing Board and are

supported by the district. Not directly tied to specific policies, they can be interpreted within them.

At CCHS decisions are made by staff and administration collaboratively, supporting the implementation

of a standards-based education for all students. The Leadership Team which includes: Principal, the

three Assistant Principals, the department chairs, a counselor, the technology coordinator, the athletic

director, and ASB director. This team meets once a month and their minutes are disseminated to the

rest of the faculty through the department chairs and bi-monthly department meetings. The full

faculty also meets once a month to address school-wide issues and review instructional strategies.

The school board works with district administration to make educational decisions for the school. The

district administration works with site administration to implement these educational decisions.

Summary:


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Parents are encouraged to participate at both the district and site level.

Culver City High School’s vision and mission are clearly stated for all stakeholders to see and are

supported by the District. CCHS and CCUSD offer ample support programs for all students including an

online independent specialized education program, a wide range of courses from student academic

support classes to AP in order to serve all students with appropriate academic rigor, and many sports,

arts, and clubs in order to allow students to succeed according to the mission, vision and school goals,

ESLRs, and college readiness.

Prioritize the strengths and areas of growth for Category A.

CCUSD and CCHS offer ample support programs for all students.

There are a wide range of courses from student academic support classes to AP in order to serve all students with appropriate academic rigor, and many sports, arts, and clubs in order to allow students to succeed according to the mission, vision, ESLRs and college readiness.

CCUSD and CCHS are aligned with focusing on the ‘whole child’ and four guiding questions to assess student learning.

Weekly professional development and PLC time on Wednesday’s after school

Professional developments and in-service time needs to be utilized more effectively by engaging teachers in important and relative subject matter for all teachers.

Facilities improved to sustain extreme hot temperatures

Continue to work on imbedding Student Outcomes and mission statement into school culture.

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Strength

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Growth


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Category B: Standards Based Student Learning- Curriculum


Brandy Peacock- Physical Education

Marcos White- Career Technical Education


B1- B3

John Bakunin- Science

Becky Breitwieser- English

Dan Fagas- Guidance Counselor

Margaret Fujisawa – College Career Center Tech

Genevieve Gilbert- Rolfe- Social Studies

Jennifer Kochevar- Social Studies

DuBois McMillan- Administration

Jose’ Meza – Instructional Aide

Toshiko Naganohara -

Jill Novick- English

John Roth- Special Education

Akiko Sato- Modern Language

Joan Yen- Math

CATEGORY B: Standards-based Student Learning: Curriculum

B1. Rigorous and Relevant Standards-Based Curriculum Criterion

To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes. Through standards-based learning (what is taught and how it is taught), how are these are accomplished?


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Current Educational Research and Thinking

Indicator: The school provides examples that document the effective use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program that prepares students for college, career, and life.

Prompt: Comment on the effective use of current educational research related to the curricular areas to maintain a viable, meaningful instructional program for students. Examine the effectiveness of how the school staff stay current and revise the curriculum appropriately.

Findings Evidence

All course content is rigorous and aligned to state standards.

CCHS API scored increased from 826 to 832

CCHS Science department teachers used three full PD days to

unpack the Next Generation Science Standards

Subject-alike class curricula match in terms of content,

themes, pacing etc.

CST Scores /

Standardized test scores

CCHS PD Agenda

‘Common

Assessments/Pacing

Guides/Department

Collaboration (PLC)


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Academic and College – and Career-Readiness Standards for Each Area

Indicator: The school has defined academic standards and college – and career-readiness standards for each subject area, course, and/or program and, where applicable, expectations within the courses that meet the UC “a-g” requirements.

Prompt: Evaluate to what extent there are defined academic standards and college-and career-readiness standards for each subject area, course, and/or program that meet state or national/international standards and, where applicable, expectations within courses that meet the UC “a-g” requirements.

Findings Evidence

UC/CSU A-G readiness is the scheduling standard in the

counseling department. All students, grades 9-12 are

scheduled such unless they explicitly opt out, which is

extremely rare.

The Course Description Handbook at CCHS clearly states the

courses that are UC/CSU A-G approved.

Ccourses are UC/CSU A-G approved is a high priority at CCHS.

Courses are rarely approved for students that do not have or

do not have the possibility of being approved.

Over half of all CCHS graduates are UC/CSU ready – 57%

Students enrolled in AVPA Art program take UC/CSU

transferable Art classes through West LA community college

Counseling process and

protocol

CCHS Course Description

Handbook

Course approval timeline

Ed data and transcript

review

West LA community

college partnership


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Congruence

Indicator: There is congruence between the actual concepts and skills taught, the academic standards, the college—and career-readiness standards, and the school-wide learner outcomes.

Prompt: Evaluate the extent there to which there is congruence between the actual concepts and skills taught, the academic standards, the college—and career readiness standards, and the school-wide learner outcomes.

Findings Evidence

Centaurs In Action (CIA) is a PLC at CCHS dedicated to

increasing civic learning and engagement for our students.

Will be an accredited democracy school in April – One of ten

schools in CA.

The Science department has developed a greater emphasis on

hands on demonstration of knowledge and technical writing

in conjunction with the Next Generation Science Standards.

Modern Language and Art have increased the focus on culture

and creativity as a foundational component of the student

educational experience.

Math department partnership in the LMU the MLC program.

In this approach students are provided opportunities to be

assessed repeatedly on the essential standards until they

demonstrate mastery of essential standard.

Used among several

departments

Democracy School

Designation

Next Generation Science

Standards

Modern Language and

Art Syllabi

Course syllabi, grading

and meeting essential

standards.


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Student Work—Engagement in Learning

Indicator: The school’s examination of representative samples of student work and snapshots of student engagement in learning demonstrates the implementation of a standards-based curriculum and the school-wide learner outcomes.

Prompt: Evaluate to what extent 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 addressing of the school-wide learner outcomes.

Findings Evidence

Student work is representative of the student’s engagement

and learning, but the examination of student work by teachers

in a collaborative environment is limited due to limited

collaboration time. This would be an area of emphasis should

the amount of collaboration time increase.

Ed Council Calendar

committee goals

Integration Among Disciplines

Indicator: There is integration among academic and career technical disciplines at the school and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability, and security are maintained.

Prompt: Evaluate to what extent is there integration among disciplines and where applicable, integration of outsourced curriculum into the program so that curricular integrity, reliability and security are maintained.

Findings Evidence

Career technical education (CTE) offerings slightly declined

during 2014-2015 however, the school added Computer IT

Essentials CTE course this past year and seeking to offer a

Hospitality course spring of 2016.

Continue to offer other courses during the school day and after

school

CCHS Master Schedule

Digital Photography,

Advanced Digital

Photography, Computer

Applications, Retail

Marketing, Auto I/II ,

III/IV, Animation,

Robotics and Sports

Medicine


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Curricular Development, Evaluation, and Revisions

Indicator: The school assesses its curriculum review and evaluation processes for each program area, including graduation requirements, credits, and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum. This assessment includes the degree to which there is involvement of key stakeholders (governing board members, teachers, parents, and students).

Prompt: Comment on the effectiveness of the school’s curriculum review, evaluation, and review processes to ensure student needs are being met through the curriculum; include the extent to which there is involvement of key stakeholders.

Findings Evidence

School-wide curriculum review and evaluation occurs meeting

with Ed Council. This review and evaluation includes

graduation requirements, credits, homework and grading

policies. The curriculum and instruction standing committee

works on new initiatives and projects. Each department is

responsible for reviewing curriculum to ensure students’

needs are met through a challenging, coherent and relevant

curriculum. The school administration is responsible for

ensuring there is involvement of key stakeholders.

Teachers are challenged by administration to write new

curriculum and create challenging pathways for students. New

courses such as AP Environmental Science and Computer

Science are expected to be available 2016/2017 school year.

CCUSD goals, vision and

mission of CCHS

CCHS master schedule


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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: Determine the extent there to which key stakeholders are involved in the selection and evaluation of the curriculum to ensure it matches the school’s mission and school-wide learner outcomes. Particularly evaluate the strategies used to solicit teacher input into the design of the curriculum and the use of technology within the curriculum.

Findings Evidence

Teachers base curriculum design on state and national

standards, and are in the process of updating those standards

to those outlined in the common core.

Use of more technology using the Odyssey Learning Program,

an online math program. Canvass –providing written and

audio feedback on writing assignments

Socratic Seminars during class instruction, Achieve 3,000 for

ELL students

Teachers work to enhance student understanding that subject

matter is relevant and interesting by designing projects that

have real world applications while adhering to state and

national standards.

Students have access to, and are enrolled in, high-level

classes across curriculum. Students are taking college prep

and AP courses that are rigorous by design and help to

District common core

training and teacher

lesson outcomes as

outlined by both

summative and

formative assessments

Technology Use

Differentiation of

curriculum

Students are involved in

projects that take them

outside of the classroom

to apply what they have

learned: service projects,

science experiments and

extracurricular

performances and

competitions.

Majority of CCHS

students take college

preparatory,


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prepare students for college studies.

Teachers meet within their departments to create and

streamline curriculum that meets rigorous and relevant

standards-based standards. Meetings are informal between

teachers. Departments meet formally for two hours every

other month. Much more time for teachers to meet is

needed.

accelerated, honors and

AP classes; full menu of

special education

courses.

Math department,

English department.

Articulation and Follow-up Studies

Indicator: The school articulates regularly with feeder schools and local colleges and universities and technical schools. 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 and technical schools, including comments on the regularity and effectiveness of these effects. What has been revealed through the follow-up studies of graduates and others regarding the effectiveness of the curricular program?

Findings Evidence

CCHS staff participates in PD with the middle school in CCUSD.

PD days were dedicated for teachers 6-12 to articulate and

develop instructional strategies and share content.

CCHS administrators meet frequently with middle school and

district administrators to coordinate academic program,

evaluation procedures and PD goals.

PD Agenda

District curriculum

department agenda and

minutes


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B2. Access to Curriculum Criterion

To what extent do all students have equal access to the school’s entire program and are provided assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and career goals?

Variety of Programs—Full Range of Choices

Indicator: All students are able to make appropriate choices and pursue a full range of realistic college/career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students.

Prompt: How effective are the processes to allow all students to make appropriate choices and pursue a full range of realistic college/career and/or other educational options? Discuss how the school ensures effective opportunities for career exploration, preparation for postsecondary education, and pre-technical training for all students.

Findings Evidence

All students have access to the full range of classes

offered at CCHS. While there are prerequisites

required for some classes, each student at CCHS has

equal access to every academic path offered at the

school. Pre-requisites are limited to ensuring students

have been exposed to necessary content and have

demonstrated mastery of the content as a predictor to

future success. For example: the pre-requisite for AP

Calculus is Pre-Calculus.

CCHS has seven counselors. Five counselors divide up

the students 9-12 by alpha of last names and provide

complete PPS counseling services, one college

counselor and one career counselor who provide

college and career counseling to all students.

In spring, all CCHS 9th grade students meet college

counselor in group setting to develop four- year plan

either on paper or use of CCGI (online college planning

tool). At that time the student has the ability to

discuss enrollment in any course in which they express

Student schedules;

Course description

handbook; Teacher class

assignments and course

placement and waivers

by department

CCHS Staffing

Four year plan;

Counseling Calendar


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interest.

All CCHS 10th grade students meet with career

counselor in group setting to complete career interest

inventory.

The College and Career Center (CCC) is open to all

students.

Students are allowed to take online courses for either

acceleration (upon approval) or remediation through

WASC accredited on-line schools.

A large selection of summer school classes available to

any student who would like to participate for either

remediation or limited acceleration.

CCHS offers extensive opportunities through its

alternative and independent study programs.

Students struggling with curriculum have access to a

wide variety of support classes to assist with their

success.

Counseling Calendar

CCC sign-ins and

calendar

Permission from

counselor, administrator,

transcripts

Summer school course

catalog; enrollment

records; CCHS website

Culver Park Alternative

High school, CCUSD adult

school, i-Academy,

Independent Studies

Student Academic

Support classes: CAHSEE

Math, Algebra Support,

Study Skills (summer

course), Peer Tutoring,

Centaur Plus tutorial lab


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Accessibility of All Students to Curriculum

Indicator: A rigorous, relevant, and coherent curriculum to all students is accessible to all students through all courses/programs offered. 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 all students.

Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs. To what extent do the instructional practices of teachers and other activities facilitate access and success for all students?

Findings Evidence

The curriculum of the college-prep (CP) level classes is rigorous, as summative testing data shows CCHS students scoring well above state and national averages based on CAHSEE data. The pace of CP courses, level of expectation and accountability, and the depth of inquiry in CP courses prepare CCHS students for success in college.

The number of students that are taking high-level classes, including college prep and AP, is above the national average including AP exams

Student enrollment data,

standardized test data,

graduate surveys.

AP enrollment and

performance data.

Student-Parent-Staff Collaboration

Indicator: Parents, students and staff collaborate in developing and monitoring a student’s personal learning plan, and their college/career and/or other educational goals. (This includes the evaluation of whether online instruction matches the student’s learning style.)

Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, and their college/career and/or other educational goals.

Findings Evidence

The CCHS counseling department facilitates two Parent Engagement Night per year (Fall and Spring). Topics from the course description handbook, college admissions are discussed.

Counseling Calendar


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CCHS College and Career Center organizes numerous visits from colleges as well as college admissions officers and experts, both during the school, as well as at night, to educate both students and parents on the college admissions process.

CCC calendar

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: Evaluate the effectiveness of the ways the school ensures that processes are utilized for monitoring and making appropriate changes in students’ personal learning plans (e.g., classes and programs).

Findings Evidence

All CCHS 9th – 11th grade students meet with his or her counselor one-on-one for scheduling up-coming classes for the following year. At that time the student has the ability to

discuss enrollment in any course in which they express interest.

Students with specific disabilities have access to either an Individualized Education Program (IEP) or 504 program tailored to their needs. This allows student modifications to normal classroom routines that enable them to participate in mainstream classrooms with little to no disruption to their education.

Counseling Calendar

IEP / 504 Plans


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Variety of Programs—Full Range of Choices

Indicator: All students are able to make appropriate choices and pursue a full range of realistic college/career and/or other educational options. The school provides for career exploration, preparation for postsecondary education, and pre-technical training for all students.

Prompt: How effective are the processes to allow all students to make appropriate choices and pursue a full range of realistic college/career and/or other educational options? Discuss how the school ensures effective opportunities for career exploration, preparation for postsecondary education, and pre-technical training for all students.

Findings Evidence

All CCHS 9th – 11th grade students meet with his or her counselor one-on-one for scheduling up-coming classes for the following year. At that time the student has the ability to discuss enrollment in any course in which they express interest.

Counseling Calendar


B3. Preparation for Career and College Criterion

To what extent, upon completion of the high school program, are students that have met all of the requirements of graduation, prepared with success in college, career, and life?


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Real World Applications—Curriculum

Indicator: All students have access to rigorous and relevant curriculum that includes real world applications that will prepare students for success in college, career, and life.

Prompt: Evaluate ways the school ensures that all students have access to a rigorous and relevant curriculum that includes real world applications that will prepare them for success in college, career, and life.

Findings Evidence

The predominant focus of CCHS curriculum is college readiness. Courses focus on skill development in reading, writing, math and artistic creativity, as well as content mastery.

Incorporating ESLR’s into Curriculum

CCHS course description

handbook

ESLR’s and school-wide

outcomes

Meeting Graduation Requirements

Indicator: The school implements academic, college—and career-readiness support programs to ensure students are meeting all requirements, including the CAHSEE.

Prompt: Comment on the effectiveness of the academic, college—and career-readiness support programs to ensure students are meeting all requirements, including the CAHSEE.


Ninety-one percent of CCHS seniors completed the requirements for graduation in 2013-2014

Approximately 96% of 10th and 11th graders at

CCHS passed the CAHSEE during the 2013-2014

school year

.

Student transcripts: CEBs

graduation Data

CAHSEE Data


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Category C: Standards Based Student Learning- Instruction


Andy Owens- Social Studies

Marion Serra- Career Technical Education Support


C1- C2

Susie Flores- Athletics/ Discipline Secretary

Amy Hale- Special Education

Kristine Hatanaka- Modern Language

Rebekah Howard- Guidance Counselor

Diane Laetz- Science and Math

Ravi Malla- Math

Lisa Michel- Assistant Principal

Conally Owen- English

Rick Prieto- Physical Education

David Rowcliffe – CTE Auto Teacher

Kathy Scherling- Science and Math

Grace Wong- Math

Caleb Worthington- Instructional Aide

Jahmal Wright- Physical Education


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ACS WASC Category B: Standards-based Student Learning: Curriculum:

Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category B are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs.

Culver City High School prepares today’s young people to become the critical thinkers, quality

producers, collaborative workers, self-guided achievers, adaptable problem solvers, effective

communicators and involved citizens of tomorrow by providing classes for all students that are both

rigorous and aligned to California State Standards. CCHS provides a 4-year comprehensive academic

program where all students have open access to high level, rigorous courses. Built in support and

academic interventions allow for student success building toward appropriate post-secondary options.

CCHS incorporates academic intervention throughout our students’ four years at CCHS to keep them

on track for meeting graduation requirements. Seniors work closely with teachers and counselors to

ensure they meet all necessary requirements for graduation. Students in danger of failing have

alternatives to help them avoid failure and are offered opportunities for remediation in order to

graduate on time and by meeting the necessary requirement.

Whether students are enrolled in Regional Occupation Program classes, Academy of Visual and

Performing Arts classes, Advancement Placement or Honors classes, Specially Designed Academic

Classes in English (SDAIE), General or Special Education classes, Culver City High School provides a well

rounded, relevant education and which demonstrates an ongoing commitment to academic

excellence.

Summary:


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All students have access to high-level classes and the instruction to achieve success in those classes.

This success is demonstrated through in-class and standardized assessments. Whereas some progress

in curriculum development has been made, the faculty at CCHS needs more opportunities to

collaborate both within specific departments and across departments in order to create curricula that

align with the Common Core, as well as new courses.

Prioritize the strengths and areas of growth for Category B.

Counselors work with students throughout the entire four-year process of

graduation, with a UC/CSU A-G focus, and continually readjust their schedules

according to their personal needs.

CCHS offers a rigorous, standards-based curriculum for students of all learning

abilities, evidence by continual growth in API, and all stakeholders (students,

parents, teachers, counselors, administrators and others) have input into

students’ plans for education and their routes to graduation.

Students have access to a vast array of choices when it comes to curriculum and

placement opportunities. In addition, they have the support system in place to

help them to understand which classes are right for them, ensure appropriate

placement, and they get personally developed plans for their individual needs.

Offer several forms of remediation for credit-recovery to ensure meeting

graduation requirements

Increase availability of summer programs and course offerings

Increase the number of semester long elective courses offered

Continue to increase student enrollment in college prep (A-G) classes to increase

Category B: Standards-based Student Learning: Curriculum: Areas of Strength

Category B: Standards-based Student Learning: Curriculum: Areas of Growth


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percentage of students who meet CSU/UC requirements upon graduation

Continue to provide support for and develop student skills in math and English

with emphasis on the needs of underperforming students.

Work to create more standardized formative assessments throughout

departments in order to provide common measures of student achievement,

and enhance the school’s ability to determine rigor, relevance and coherence on

an on-going basis


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CATEGORY C: Standards-based Student Learning: Instruction

C1. Challenging and Relevant Learning Experiences Criterion

In order to achieve the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes, to what extent are all students involved in challenging and relevant learning experiences?

Results of Student Observations and Examining Work

Indicator: The school’s observations of students working and the examining of student work provide information on the degree to which all students are engaged in challenging and relevant learning to assist them in achieving the academic standards, the college—and career-readiness standards, and the school-wide learner outcomes. The school, particularly, has evaluated the degree of involvement in the learning of students with diverse backgrounds and abilities and modified approaches based on findings.

Prompt: Comment on the degree to which all students are involved in challenging learning to achieve the academic standards, the college—and career-readiness standards, and the schoolwide learner outcomes. Include how observing students working and examining student work have informed this understanding.


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Culver City students complete various assignments across subject areas that reflect a challenging work experience. The work is standards-based and reflects the school’s ESLR’s. Departments are encouraged to create and use common formative assessments.

New teachers are active visiting classes and observing veteran teachers.

CCHS students complete numerous types of work

at very high levels that reflect a challenging

learning experience. The work is standards-based

and/or reflective of the school’s Expected School-

wide Learning Results.

For the 2015/2016 school year, AVPA college

courses have included 25 classes in Visual Art,

Music, Dance, Film, and Theatre. A class offered in

Human Development through the CCHS Guidance

Office has also been included in the college courses

offered on campus. Advanced courses of study at

universities/Visual and Performing Arts colleges,

specialized programs, and scholarships have

continually been awarded to CCHS AVPA students

to prepare students for higher education.

CCHS AVID program helps many students prepare

for college. There are two designated class

periods.

Each senior participates in a Civic Action Project

(CAP)

All 9th grade students take a rigorous fitness test

.

All Departments

PD Goals / New Teacher

Orientation

CCUSD/CCHS goals

AVPA Curriculum and

Courses

Rosters and sample lesson

plans

Examples include water

filtration system, recycling

and compost program.

CA State Standards


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Student Understanding of Learning Expectations

Indicator: The students know the standards/expected performance levels for each area of study.

Prompt: Examine and evaluate the extent to which students know the standards/expected performance levels before beginning a new area of study; an example of online instruction is the use of pacing guides.


15 AP courses offered across all disciplines

Students earn recognition for outstanding

achievement in national testing programs such as

National Merit Scholarship and Advanced

Placement

Open access to AP Courses

CTE Course Competitions

.

Course description

handbook

Student Schedules

Number of students

enrolled

Sports Medicine team

winning regional award


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Differentiation of Instruction

Indicator: The school’s instructional staff members differentiate instruction, including integrating multimedia and technology, and evaluate its impact on student learning.

Prompt: How effectively do instructional staff members differentiate instruction, such as integrating multimedia and technology? Evaluate the impact of this on student learning


SDAIE classes are offered across the curriculum to help our English Language Learners

Approximately 96% of 10th and 11th graders at

CCHS passed the CAHSEE during the 2013-2014

school year

Achieve 3,000 used for Level 1 and 2 English

Language Learners in ELD support classes

Canvas used to communicate and design

curriculum on a daily basis with students. Also

provide written and audio feedback on writing

assignments.

Teachers at CCHS use multiple methods for

instruction. They utilize the instructional strategy

that is the most effective for the delivery of

content to students. Teachers transition well

between delivery methods in order to make the

differentiation seamless –from lecture, to dialogue,

to inquiry, to in-class collaboration, to hands-on

learning through labs or manipulatives. All these

types of instructional strategies occur naturally

throughout the course of the lesson. Teachers

determine need through frequent checks for

understanding.

.

Course offerings and

course description

handbook

CAHSEE Data

ELD Curriculum

Technology use

Classroom Observations

Technology usage

Differentiation of

instruction practices


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C2. Student Engagement Criterion

To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels?

Current Knowledge

Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology.

Prompt: Evaluate the extent to which teachers effectively use a variety of strategies including multimedia and other technology in the delivery of curriculum.


One hundred percent of the teachers are NCLB and CLAD compliant

Counselors delivery powerpoint and prezi grade level presentations

.

District

Guidance lesson plans


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Teachers as Coaches

Indicator: Teachers work as coaches to facilitate learning for all students.

Prompt: Evaluate and comment on the extent to which teachers work as coaches to facilitate learning for all students. Provide examples.


CCHS teachers use numerous strategies and instructional methods to deliver curriculum, engage their students, move beyond the book and classroom, and improve student performance such as Socratic seminars; teacher websites; online assignments; directed lessons; large and small group settings; peer assessment, and tutoring

Teachers use professional development

opportunities to learn new teaching methods and

learn new ways to motivate students, including

individual conference attendance as well as

district-sponsored staff-wide professional

development days.

.

Classroom observation

Voluntary staff

development descriptions,

sign-in sheets


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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: Evaluate and comment on the ways in which student work demonstrates 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.

Additional Online Instruction Prompt

Indicator: 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.

Prompt: Evaluate and comment on how well the representative samples of student work demonstrate that students are able to think, reason, and problem solve in group and individual activities, projects, discussions and debates, and inquiries related to investigation.


Student work portrayed and displayed in various classrooms, front office and district office

.

Observation


Varying among disciplines, students work

individually and in groups on student assignments,

projects, and labs.

.

Classroom Observations


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Real World Experiences

Indicator: All students have access to career awareness, exploration and preparation that may include such activities such as job shadowing, internships, apprenticeship programs, regional occupational programs, on-the-job training programs, community projects and other real world experiences and applications.

Prompt: Evaluate the degree to which the—opportunities for access and involvement in a variety of real world experiences are available and effective.


Job Shadow program offered through the college

and career center

Internship program

Teachers and staff take students on field trips

where they receive real-life exposure to what they

are being taught and where they have the

opportunity to apply what they learned in class in a

real-world setting by experiencing what they see in

books and on-line first hand. Educational and

research opportunities such as Museums, Art

galleries, Musical performances, North East College

Tour, Broadway Plays in NYC, Sojourn to the Past

Trip, Galapagos Islands, Spanish Immersion trips.

.

College and Career Center

Tech

Facilitated by Career

Counselor.

School Calendar


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ACS WASC Category C: Standards-based Student Learning: Instruction:


Review all the findings and supporting evidence and summarize the degree to which the criteria in Category C are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs.

Culver City provides a strong, academic, and interest-based learning environment aimed at

intensifying and diversifying students’ educational experiences, with emphasis on rigor, college-

level skills, and personal character building. CCHS has worked to increase access to

technologies in the classroom, improving classroom environments, technological infrastructure,

and access for both students and teachers.

Teachers and staff have continuously reported better reliable internet network needs to be

streamlined in all classrooms and facilities on campus. Computer connections are at times very

slow which impact the usage during instructional time. More technology equipment available

for students (computers, iPads, tablets, etc.) since the current use of C.O.W.S does not provide

enough computers school-wide.

Summary:


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Prioritize the strengths and areas of growth for Category C.

CCHS offers a challenging educational experience that prepares well-rounded students

for life beyond the classrooms, and a diversity of experience to accommodate the

various interests and complex scheduling needs of the student population, offering

individualized plans for each student.

Teachers use technology in classes

Teachers develop a wide variety of challenging curricula for each subject

Broad offering of curricular and extracurricular program s to better meet individual

student needs and interests.

Encourage better communication and collaboration within and between disciplines,

including encouraging teachers to observe and discuss with each other so as to diversify

instructional strategies.

Increase in technology equipment for students

More Staff development opportunities surrounding technology usage

Category C: Standards-based Student Learning: Instruction: Areas of Strength

Category C: Standards-based Student Learning: Instruction: Areas of Growth


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Category D: Standards Based Student Learning- Assessment and Accountability


Patricia Northington- Science Penny Schulte- English

Keao Tano- Math Craig Wisner- Art


D1- D2 D3

Floris Bochner- Sr. Office Assistant

Felicia Cordell- English

Ed Goodin- Social Studies

Steve Gyepes- Guidance Counselor

Phillip Hernandez- Modern Language

Rebekah Kinsella- Social Studies

Hanna Nelson- English

Lynne Alexander – Instructional Aide

Wendy Beckendorf- English

Victoria Delfin- Guppy- Instructional Aide

Doreen Donahue- Math

CATEGORY D: Standards-based Student Learning: Assessment and Accountability

D1. Using Assessment to Analyze Monitoring and Report Student Progress Criterion

To what extent does the school’s staff use a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the school’s staff, students, parents, and other stakeholders?


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Professionally Acceptable Assessment Process

Indicator: The school staff uses effective assessment processes to collect, disaggregate, analyze, and report student performance data to all stakeholders.

Prompt: Evaluate the effectiveness of the assessment processes.

industry community informed about student progress toward achieving the academic standards, the college—and career-readiness standards, and the school-wide learner outcomes.


In 2014/15 school year, CCHS adopted PLC learning communities in all disciplines across the campus where common assessments are created; test essential standards and create testing methods. Also norm the testing process and plan for retesting. The results of the assessments are compared and discussed within the people in the department and checked to see how that data can be used to answer the guiding questions:

1. What do we want students to know? 2. How will we know when they know it? 3. What do we do when they don’t? 4. What do we do when they do?

All students and parents are provided access to grades online through aeries.net portal

Aeries.net capability to analyze the progress of students

CAHSEE results are mailed home and stored in CUM file and in Aeries student data base

CELDT results are mailed home and stored in CUM file and in Aeries sent data base

School provides attendance and grade reporting via one website (Aeries)

.

Utilization of Professional

Development strategies

Online accessibility to monitor

progress

Example includes disaggregate data

Standardized test results sent

directly to residence

Test results sent directly to

residence

Aeries student database

Teacher websites; publication of


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Monitoring and Reporting Student Progress

Indicator: There are effective processes to keep district, board, parents, and the business and industry community informed about student progress toward achieving the academic standards, the college and career-readiness standards, and the schoolwide learner outcomes.

Prompt: Evaluate the effectiveness of the processes that inform appropriate stakeholders (governing board members, teachers, students, parents, business/industry community) about student achievement of the academic standards, the college—and career-readiness standards, and the school-wide learner outcomes.

Student performance data is disseminated via school board meetings; site council and committees; accountability and achievement reports; PTSA events; Student Orientations; Staff Meetings; Department meetings

Academic Performance Index;

CAASPP; CAHSEE test results; AP

Exams; Principal’s Honor roll


CCHS uses Aeries.net to keep parents up-to-date on student academic progress

The school communicates information on student performance

The school administration reports to the Superintendent and cabinet academic performance results

The principal regularly updates the PTSA executive committee and the School-Site Council on the progress made by students academically

School board meetings showcase performance assessment data results

Principal posts student results via newsletter on school website

.

Aeries.net

School profile

Principal and Leadership

PTSA and SSC minutes

School board meeting minutes

Information on achievement

including test scores


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Parent/Community and Student Achievement

Indicator: The school ensures that the parents and school community understand student achievement of the academic standards/schoolwide learner outcomes through the curricular/co-curricular program

Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that parents and school community understand student achievement of the academic standards/schoolwide learner outcomes through the curricular/co-curricular program.


3 week D/F list was started during year 2014 to alert parents of students non performance at an earlier time

Grades and academic performance available online

Once in Aeries.net, parents and students can choose which language to have the site presented to them in.

Quarterly ELAC meetings discuss and share student data and performance

.

Letters mailed home

Aeries parent portal

Language friendly to

report and monitor

academic progress

Honor students re-

classified. Explain

reclassification process


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Monitoring of Student Growth

Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic standards, the college—and career-readiness standards, and the schoolwide learner outcomes.

Prompt: Evaluate the system used to monitor the progress of all students toward meeting the academic standards, the college—and career-readiness standards, and the schoolwide learner outcomes.


Team 9/10 was created based on student’s performance levels and assessment data.

Math department at CCHS uses learning logs with students to keep track of their test results and needed improvement.

Teachers make themselves available to meet outside of class time.

Administration, counselors and the school registrar monitor and update student progress toward graduation by tracking transcripts against graduation and UC/CSU requirements for every student on an on-going basis.

.

Intervention program for

academically struggling

students

Monitoring student

progress

Email communication;

office hours

Transcript work by

counselors and guidance

techs; leadership work

with Assistant Principal


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D2. Using Assessment to Monitor and Modify Learning in the Classroom Criterion

To what extent do (a) teachers employ a variety of appropriate formative and summative assessment strategies to evaluate student learning? (b) Students and teachers use these findings to modify the learning/teaching practices to improve student learning?

Appropriate Assessment Strategies

Indicator: Teachers use appropriate formative and summative 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: Evaluate the effectiveness and appropriateness of the assessment strategies selected based on the programmatic goals and standards to determine student achievement. Evaluate the selection of and the use proctors, the security systems for test documents, and the means to maintain the integrity of the assessments.


CCHS has some benchmark assessments in a few departments, but a greater emphasis needs to be placed on the creation of formative assessments to identify students with skill deficiencies that need additional assistance.

Departments evaluate student performance data on class assignments in order to consider modifications in instruction during departmental time every other month.

In 2013, the Math department adopted the MLC program through LMU. Assessment strategies include quick checks, and mater checks. Results discussed with students

.


(RTI)

Departmental Goals


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Demonstration of Student Achievement

Indicator: A range of examples of student work and other assessments demonstrate student achievement of the academic standards, the college—and career-readiness standards, and the schoolwide learner outcomes, including those with special needs.

Prompt: Evaluate how student work and other assessments demonstrate student achievement of the academic standards, the college—and career readiness standards, and the schoolwide learner outcomes.

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 information to modify the teaching/learning process.

Prompt: How effective are the standards-based curriculum-embedded assessments in English language and math and all other curricular areas as students apply their knowledge?


Student work is representative of the student’s engagement and learning and present in classrooms.

.

Ongoing


Benchmark assessments available if a few departments however, greater emphasis and needs to be placed on creation of formative assessments and contribution to PLC.

.

Examining effective

practices and use of data


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Student Feedback

Indicator: Student feedback is an important part of monitoring student progress over time based on the academic standards, the college—and career-readiness standards, and the schoolwide learner outcomes. Interviews and dialogue with representative students inform the degree to which learning experiences are relevant in preparing students for college, career, and life.

Prompt: Using interviews and dialogue with students, evaluate the extent to which students understand the expected level of performance based on the standards and the schoolwide learner outcomes in relation to preparation for college, career, and life. Evaluate the effectiveness of the student-teacher interaction and monitoring of student progress based on student feedback.

Modification of the Learning/Teaching Process

Indicator: Assessment data is collected, analyzed, and used as the basis to make decisions

and changes in the curricular and instructional approaches to ensure students are prepared for success in college, career, and life.

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.


Grade results: In class assignments, test, exams, projects, quizzes, rubrics available for students.

.

Teacher feedback


Teachers and counselors analyze students’ prior coursework to determine subsequent year’s student schedule and adherence to prerequisites set for certain courses. The master schedule is built around student need.

Teachers provide alternative assessment strategies for non-traditional student populations and for grouping or pairing students in a classroom.

.

Student schedules;

academic grades; grade-

level courses, course

description sheet

Alternative forms of

assessment


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D3. Using Assessment to Monitor and Modify the Program Schoolwide Criterion

To what extent does (a) the school, with the support of the district and community, have an assessment and monitoring system to determine student progress toward achievement of the academic standards, the college- and career-readiness standards, and the schoolwide learner outcomes? (b) The system drive the school’s program to continually improve and to allocate resources to effectively meet student needs?

Assessment and Monitoring Process

Indicator: The following stakeholders are involved in the assessment and monitoring process of student progress: district, board, staff, students, parents, and the business and industry community.

Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student progress. Include district, board, staff, students, parents, and the business and industry community.


CCHS monitors student progress in several ways to ensure student success and to help students achieve the ESLRs

Leadership and counselors monitor student grades at the 5, 10, 15 and 20 week grading period to identify students who are at-risk in academics. Attendance and behavior on-going monitoring throughout school year.

The Student Attendance Review Board monitors and counsels students who have attendance problems.

The School Board reviews student achievement annually through the School Site Plan approval process, making suggestions for ways to improve

Funding used for (2) Intervention Counselors who work closely with students at-risk and monitor their progress on a frequent basis.

.

Progress reports; teacher referrals;

SST mtg; IEPs; 504 reports; on-line

grade; attendance reports; ‘Hope

List.’

Progress reports; grades,

Aeries.net; SARB; Counseling

department records.

SARB contracts, attendance

reports, meeting reports,

Counselors

School Site Plan goals for student

achievement

Counseling Resource


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Schoolwide 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: Comment on the overall effectiveness of how assessment results have caused changes in the school program, professional development activities, and/or resource allocations, demonstrating a results-driven continuous process. Examine examples and comment on the overall effectiveness of changes in the online opportunities, professional development of the staff, and the resource allocations to support student


Team 9/10; Chiron mentoring; Academics + Athletes (A+A);

Centaur Plus; Summer Bridge Program and ELD/CELDT Study

Skills Summer Course are intervention targeted programs

created to assist students in need.

.

Students placed or

assigned to programs

based on their

assessments and

achievement data.


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ACS WASC Category D: Standards-based Student Learning: Instruction:

Assessment and Accountability:


Review all the findings and supporting evidence and summarize the degree to which the criteria in Category D are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs.

Culver City High School proudly shares student data with students, parents, faculty,

newsletters, on the school website, at board meetings, emails home to parents, and even on

the marquee (college acceptances). Not only is data shared, but teachers and counselors also

use student grades and summative scores to plan curriculum and schedules accordingly so that

students are in the right class at the right time with the right teacher. Teachers communicate

student performance via Aeries.net where grades are kept relatively current and are accessible

at all times.

CCHS employs several methods for assessing and monitoring student progress toward

achievement of the academic standards and the expected school wide learning results. Each

class at CCHS offers students a course syllabus at the beginning of the school year that outlines

course content as well as school wide learning results.

Teachers spend time and effort to assess their students. Departments also use common

assessments to maintain consistency in content and in class rigor, but more work is needed

here. CCHS also needs to explore ways in their response to intervention when evaluating

student performance as it relates to the four guiding questions. CCHS communicates academic

success and challenges to all stakeholders but recognizes can always do more in the area of

communication and strives to do so. There is a considerable amount of formative assessment

Summary:


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and analysis of performance data by individual teachers in a solo manner. In order to help

students who are struggling and improve the academic performance of struggling students,

teachers need to work together to develop effective adjustments in teaching, re-teaching and

learning process based on the performance demonstrated on formative assessments.

Prioritize the strengths and areas of growth for Category D.

CCHS uses numerous sources of data to monitor and assess student performance in

order to make necessary changes in instruction and assessment.

AERIES Parent portal provides online access to student attendance and academic

records.

Built in collaboration time (Wednesday department meetings) is allocated to analyze

data

Promote consistency both within departments and across departments in types of assessment

and grading.

More frequent communication with data results

Data analysis needs to focus more on specific groups who are underperforming such as

“African-American, ELL and Low Income” sub groups.

CCHS needs to continue to explore ways to enable under-achieving students to succeed based

on data analysis.

Explore ways to increase parental involvement and communication specifically with subgroups

that are underperforming.

Departments determine areas of need to develop and evaluate the effectiveness of rubrics and

other common assessments to implement common core.

Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Strength

Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Growth


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Category E: School Culture and Support for Student Personal and Academic Growth


Melanie DeArmond- Modern Language Bill Minguet- Social Studies

Tony Spano- Art Peggy Simons- Science


E1- E2 E3

Leron Azeroual- Math

Carina Diaz- Modern Language

Graham Lockett- Science

Ray Long- Social Studies

Rosa Maldonado- Intervention Counselor

Erica McGuire- English

Elliot Mende- Social Studies

Dave Mielke- Psychology/ Sociology

Montero- Modern Language

Kaitlin Pappert- English

Rachel Rubin- Green- Science

Val Yokogawa- Physical Education

Manuel Chavez- Custodian

Cyndia Acker- Ramirez- Modern Language

Annie Barten- English

Rochelle Brody- Instructional Aide

Alex Davis-Math/ CTE Coach

Laurie Gatz- English/ Language Development

Chiaki Gomyo- Modern Language

Ann McCabe- Science

Ola Moore- Technology

Farhang Pernoon- English

Dan Phillips- Specialist/ Workability

Luis Rodriguez- Modern language

Brandon Tasaki- Math

Thelma Valverde- College Counselor

Justin Wong- Math


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CATEGORY E: School Culture and Support for Student Personal and Academic Growth

E1. Parent and Community Engagement Criterion

To what extent does the school leadership employ a wide range of strategies to encourage family, business, industry, and community involvement, especially with the learning/teaching process?

Regular Parent Involvement

Indicator: The school implements strategies and processes for the regular involvement of family, business, industry, and the community, including being active partners in the learning/teaching process for all programs. The school involves parents of non-English speaking, special needs and online students.

Findings Evidence

CCHS uses a wide variety of communication strategies to

inform parents and the community. Through these channels,

all stakeholders are encouraged to become more involved.

These items include: CCHS website; CCUSD website; Principal

Newsletters; Aeries.net (grade book) online parent portal;

robo call (automated); Culver Currents Newspaper (printed

and online); PTSA emails, course syllabi, (8) grade reports are

mailed home throughout the year: 5/10/15 progress reports

and 20 week semester report card.

Targeted PARENT Events: Monthly Counseling meeting:

‘Coffee and Chat’ CELD Information and Awards Nights (Fall

and winter); Community Scholarship Night; Back-to-School-

Night/ Open House; Parent Engagement Night (Fall and

Spring) beginning 2014-15; AVID Parent Night; AVPA Parent

Information Night; Financial Aid Night; Grade Level College

Nights (9th grade), (10th and 11th grade) – 2013/14

Culver City Education Foundation; PTSA meetings; Site

Council, Booster Club, ELAC Committee,

D

Communication online,

print and postal mail

Parental Communication

In-person

Parent, Family, Business

and Industry School

partnerships and

involvement


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Prompt: Evaluate the strategies and processes for regular involvement of the family, business, industry, and the community, including being active partners in the learning/teaching process. Comment on the effectiveness of involving parents of non-English speaking, special needs and online students.

Use of Community Resources

Indicator: The school uses business, industry, and community resources to support students, such as professional services, business partnerships, guest speakers, job fairs, field trips to local employers, and evaluation of student projects and classroom presentations.

Prompt: How effective is the school use of community resources to support students?

Findings Evidence

Career Counselor organizes career guest speakers throughout

the year where students are provided the opportunity to

listen, observe and interact with career professionals from a

variety of industries and professions during lunch time inside

of the College and Career Center (CCC).

Job-shadow programs facilitated by College and Career Center

Tech. Students shadow a professional for a day.

Student internships offered and provided locally in the area

Students enrolled in Special Education program work closely

with workability teacher who assists with job placement for

those students locally in the area through the workability

program.

CCHS students are required to complete service-learning

hours in order to graduate, encouraging relationships in the

community

Smash Box make-up studios along with other community

organizations donate hair goods, make-up, dresses, and offer

free cosmetic and hair services the day of prom to students

Lunch and Learns

promoted throughout

campus in

announcements,

posters/flyers, website,

twitter.

Facilitated by College

and Career Tech.


Counselor

Facilitated by

Workability Teacher

Graduation

requirements

‘Project Prom’ –


Counselor


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who are in need and are attending prom.

Second year of Non-Profit Fair held on campus which allow

students to find organizations with various causes where they

can get involved within their community and complete service

learning hours as well.

d

Facilitated by ASB

Director and City Council

Member


E2. School Environment Criterion

To what extent (a) is the school a safe, clean, and orderly place that nurtures learning and (b) does the school have a culture that is characterized by trust, professionalism, high expectations for all students, and a focus on continuous school improvement?

Safe, Clean, and Orderly Environment

Indicator: The school has existing policies and regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety.

Prompt: Comment on the effectiveness of a) the existing policies and use of resources to ensure a safe, clean, and orderly place that nurtures learning and b) all aspects of the school with respect to safety regulations including effective operating procedures for internet safety.

Findings Evidence

During 2014/15, CCHS had a large school-wide campaign led

by students entitled ‘GREEN 5.’ The goal of the campaign is to

practice environmental sustainability with recycling being a

huge focus and efforts to reduce campus litter.

Custodial staff regularly and frequently cleans campus

facilities and stocks supplies

Compost /trash/

recycleable bin displayed

and available around

campus.

Restrooms and other

facilities


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CCHS employs a wide variety of safety strategies throughout

the campus. Four full-time security officers, a director of

security, and a student support/probation officer are on

campus daily.

Numerous cameras have been installed throughout the

campus and are monitored on a regular basis throughout the

day.

All teachers have emergency supplies and evacuation maps in

easily accessible parts of their classrooms.

CCHS adheres to a district-wide safe schools plan

CCHS staff frequently trained for preparedness through

conducting fire, earthquake and emergency drills d

Personnel Records;

observation

Cameras/ security

monitoring station

Observation/inspection

Safe Schools Plan

Observation/Inspection


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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: Evaluate the school’s work to ensure the effectiveness of an atmosphere of caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.

Findings Evidence

Culver City High School is an engaged and caring academic

community where diversity is valued and respected. We are

committed to educating and inspiring all students to become

life-long learners and contributing members of our global

society.

CCHS Discipline Matrix and ethics code clearly describe

inappropriate behavior and resulting consequences. The

attendance policy is clear to all stakeholders

Communication maintained between administration and

students and parents as well as between staff and students

and parents on disciplinary issues.

CCHS site administrators and security staff monitor the

campus during student drop-off and pick-up, nutrition,

brunch, lunch, passing periods, and most on-campus activities

to ensure all staff, students, and visitors behave in an orderly

and respectful manner

Teachers and counselors write letters of recommendation and

send student transcript

A variety of classes are available to meet the needs of

students

CCHS Health Center provides a nurturing environment D

Mission Statement

Discipline matrix, ethics

policy

Administration emails and

discipline forms

On-campus observations

Common Application, Docu-

fide, Community Scholarship

Master schedule, course

description handbook

Accessible and available


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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

CCHS maintains a high level of professionalism by maintaining a high standard of academic excellence, classroom management, and a healthy school environment.

CCHS teachers and staff are highly professional and conduct themselves as such with students, providing them with the best possible educational experience.

Survey results indicate students feel they trust at least one adult at school from whom they can seek help if needed.

CCHS rewards good character for both its staff and its

students; places a strong emphasis on ethics among all

stakeholders; actively promotes student well-being and tries

to develop a nurturing and trusting learning and teaching

environment for all of its stakeholders. Through observations

both students and staff are selected to be honored and/or

nominated for recognition.




Classroom observations

Administration and

parents

Student Survey

Principal weekly memo,

Character Counts

monthly awards

(student), Student of the

month; Employee of the

year; teacher of the year;

certificated and

classified staff of the

year


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E3. Personal and Academic Support Criterion

To what extent (a) do all students receive appropriate academic support and intervention to help ensure school, college, and career success? (b) do students with special talents and/or needs have access to a system of personal support services, activities, and opportunities at the school. (c) are these enhanced by business, industry, and the community.

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, including an individualized learning plan.

Prompt: Evaluate the availability and the adequacy of services, including referral services, to support students in such areas as health, career, and personal counseling and academic assistance, including an individualized learning plan.

Findings Evidence

CCHS has multiple support systems for student success.

Support is offered to all students at CCHS in the areas of

academics, college admission assistance; vocational

opportunities, attendance, discipline, mental and physical well

being, etc. Counseling services are accessible to all CCHS

students through self-referral, peers, teachers, parents,

counselors and leadership staff.

Students have access to all forms of counseling services

outside of PPS and college and career, such as mental health,

and drug and alcohol. Students have availed themselves of the

counseling services by self-identifying, and some have been

referred by staff. Have the option to go individually or in

group counseling d

Counselors; Intervention

counselors: school

psychologist; nurse,

SART and SARB; The

College and Career

Center; Sandy Siegal

Health Center (located

on campus) and provides

individual and group

counseling from trained

interns in Master’s

program from various

higher education

institutions.


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Direct Connections

Indicator: The school demonstrates direct connections between academic standards, college—and career-readiness standards, and schoolwide learner outcomes, 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: Evaluate the ways that there are direct connections between academic standards, college—and career-readiness standards, and schoolwide learner outcomes 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

CCHS has five Guidance counselors with areas of specialties

(Mediation, AVID, NCAA Coordinator, At-Risk and ELD) as well

as two intervention counselors, one college and one career

counselor to support students’ progress and provide a direct

connection for students between academics and students

services. All CCHS students are given access to dozens of

school and community activities and opportunities designed

to promote personal growth, school unity, and student

achievement. Numerous community groups offer a wide

range of services and support groups that are made available

to all CCHS students.

Culver Closet: Space on campus where students who are in

need of articles of clothing or toiletries can have access to the

items for free.

Backpack Program: Program available for students whose

family are in need of food. Students take home a backpack

filled with food that are dry goods (Can food, pasta, etc.) over

the weekend and return the backpack empty on Monday.

Board Principle: “Success for

ALL takes ALL…”

School Learner Outcome:

“All students will be involved

and eligible to participate in

a sport or extracurricular

activity”

Counselor meetings with

students/parents; School

Psychologists

District and School

philosophy of “Educating the

WHOLE child.”

Donations provided families

and donors in the

community.


Counselor. Students can

either be referred or self-

refer.


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Support and Intervention Strategies Used for Student Growth/Development

Indicator: Strategies are used by the school leadership and staff to develop and implement 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 effectiveness of the types of strategies used by the school leadership and staff to develop and implement personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum.

Findings Evidence

CCHS provides a rigorous curriculum that promotes student

learning and success.

Teachers make themselves available before, in between and

after classes for students to help them succeed academically.

Intervention: Students can seek extra help during a 24

minute period twice week in a subject area they need

additional help in.

Counselors dedicate considerable time to evaluating student

performance and level of coursework for the following year.

Those decisions are finalized in collaboration with teachers,

Assistant Principal over Curriculum and Instruction, students,

and parents through the sharing of potential rosters and class

lists.

Students who fall behind are allowed free access to makeup

options via summer school, adult school, i-academy or on-

campus remediation (beginning Fall of 2015). The policy

regarding credits allowed on the transcript for make-up class

is significantly more liberal than classes allowed on the

transcript for enhancement or initial credit.

Standardized testing

data

Teacher calendars

Master schedule

Centaur Plus Program

Counseling protocol

Alternative credits

policy; transcript

protocols


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Findings Evidence

During 2014/15, CCHS had a large school-wide campaign led

by students entitled ‘GREEN 5.’ The goal of the campaign is to

practice environmental sustainability with recycling being a

huge focus and efforts to reduce campus litter.

Custodial staff regularly and frequently cleans campus

facilities and stocks supplies

CCHS employs a wide variety of safety strategies throughout

the campus. Four full-time security officers, a director of

security, and a student support/probation officer are on

campus daily.

Numerous cameras have been installed throughout the

campus and are monitored on a regular basis throughout the

day.

All teachers have emergency supplies and evacuation maps in

easily accessible parts of their classrooms.




Compost /trash/ recycle

able bins displayed and

available around

campus.

Restrooms and other

facilities

Personnel Records;

observation

Cameras/ security

monitoring station

Observation/inspection

Safe Schools Plan

Observation/Inspection


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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: Evaluate the extent to which 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. Evaluate the processes that are used to identify under-performing or struggling students and the interventions to address these identified student learning needs.

Findings Evidence

All special education students have formal Individual

Education Plans (IEPs). Transition plans are developed in

accordance with the law with special education students

before graduating.

All 504 plans are updated annually. New students are

admitted as the need arises.

Students have numerous class choices from which to choose,

and tutorial options exist to meet individual student needs.

All English Language Learners are assigned to one counselor

who monitors academic progress and provides counseling

throughout the year.

English Language Learners are supported in core content curriculum through SDAIE classes

Language acquisition for Level 1 and 2 English Learners is facilitated in ELD classes.

IEPs; Transition plans

504 Plans

Master schedule; Course

Description Handbook;

after- school tutoring

schedule

Counselor specialty;

Aeries database

SDAIE classes in all core

subject areas in all grade

levels.

Achieve 3,000 software,

class syllabi and

observation


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CCHS offers classes for those students who need remediation and/or extra support

Peer Tutoring available for students before/after school

Intervention methods:

CAHSEE math, Algebra

support, 2nd and 7th

period remediation

(beginning this fall 2015),

Centaur Plus Program

and Summer School

Intervention program:

Free and on-campus

Equitable Support to Enable All Students Access to a Rigorous Curriculum

Indicator: Through the use of equitable support all students have access to a challenging, relevant, and coherent curriculum. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the availability of additional support such as extra class time, tutoring, or types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day).

Prompt: After studying the accessibility of a challenging, relevant, and coherent curriculum and from examining the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments), evaluate the impact of the types of alternative schedules available for repeat or accelerated classes (e.g., summer, class periods beyond the traditional school day) on student achievement.

Findings Evidence

CCHS provides a rigorous curriculum that promotes student

learning and success. • Students have unlimited access to all

classes. The master schedule is student-centered in that

student load determines the number of sections in all

departments.

Students at CCHS attend mainly attend summer school on

campus to remediate classes.

Incoming 9th grade students who need additional support

Standardized testing

data

Summer school options



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academically are encouraged and invited to the summer

bridge program where they can earn up to 10 elective credits.

English Language Learners are encouraged to take Study Skills

course for preparation of the CELDT exam. This past summer

(2015), it was a ELA CAHSEE Prep course

During the school day, CCHS began offering this past fall one

period of remediation specifically designed for credit retrieval.

The school has from 8-15 students in the section on-going

depending on need.

This past summer (2015), summer school was available for

acceleration for incoming 9th grade students to take required

courses to graduate: Health and Global Issues. Seeking to

have other classes available for students to accelerate over

summer.

Bridge Summer Course


ELD/CELDT Summer

Course

On-site remediation

Acceleration options

Co-Curricular Activities

Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards, the college—and career-readiness standards and the schoolwide learner outcomes.

Prompt: Evaluate the extent of availability and link of curricular and co-curricular activities for all students to the academic standards the college—and career-readiness standards, and the school-wide learner outcomes. How effective are these efforts?

Findings Evidence

CCHS offers a variety of world-class co-curricular programs.

Annually, an average of 1/3 of the student population

participates in at least one co-curricular program. These

programs are also award winning on a local, state and

national level. CCHS believes strongly that students must be

involved in one of these programs, an athletic program and/or

School website; SARC;

Student Handbook

Student Learner

Outcome


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be active in one of the 60+ ASB affiliated clubs.

CCHS Yearbook has been recognized and received awards for

its presentation

CTE Courses offered during the school day and after-school

CCHS offers over 23 varsity sports. Each year, an athletic team

wins a competitive award at the regional, state or national

level

Each year a handful of students are accepted and receive a

scholarship to attend the highly selective Ryman Arts summer

program

Culver City High School’s Academy of Visual & Performing Arts

(AVPA) is a "specialized secondary program" created in 1996

through a grant from the state of California with major

support from Sony Pictures Entertainment. The program

offers intensive classes, workshops, and programs in

departments of Music, Theatre, Visual Art, Film, and Dance.

Culver City HS also offers regular day classes in Music, Visual

Art, Film, and Theatre that also count as credits towards an

AVPA Certificate of Completion. Business and institutional sponsors include: Sony Pictures

Entertainment, The Actors’ Gang, Center Theatre Group, The

Los Angeles County Museum of Art, CCUSD Front & Center

Theatre Collaborative, the Fineshriber Family Foundation,

Playa Vista, Museum of Contemporary Art, the Culver City

Education Foundation, and West Los Angeles College.

d

Yearbook

CTE Enrollment

Titles recognized and

acknowledged in GYM

AVPA - Art

Website, brochure


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ACS WASC Category E: School Culture and Support for Student

Personal and Academic Growth:


Review all the findings and supporting evidence and summarize the degree to which the criteria in Category E are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified critical learner needs.

At Culver City High School there is a close connection between the school, family, business,

industry and the community. These support stakeholders are invested in the school and provide

support in many different ways with financial support being foremost, but also with time, talent

and resources. There is a generous level of support from private and corporate businesses

including the Culver City Ed Foundation, Sony Studios, Rotary Club, Booster Club and CCHS

Community Scholarship.

CCHS provides crucial support services for students, assisting in the graduation process, and

preparing them for success beyond high school. CCHS extra-curricular and co-curricular

programs are world-class and provide students an enriched educational experience. Students

have unlimited access to a rigorous curriculum delivered by a highly educated, highly qualified

teaching staff. Additionally, students receive support and opportunities through many of the

programs and 60 plus clubs offered on campus. CCHS offers various counseling opportunities

that address academic, career, personal/social through individual and group settings. The

Sandy Siegal Health Center on campus provides a gamut of services for students. Students may

be referred or refer themselves to the Health Center for personal or emotional counseling.

Summary:


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Culver City High School maintains a high level of professionalism by maintaining a high standard

of academic excellence, classroom management, and a healthy school environment. Culver City

rewards good character for both its staff and its students; places a strong emphasis on ethics

among all stakeholders; actively promotes student well-being and tries to develop a nurturing

and trusting learning and teaching environment for all of its stakeholders.

Prioritize the strengths and areas of growth for Category E

CCHS has many active student organizations and groups on campus to provide support

and belonging for its student population

Parental and community support exist on many levels at CCHS

The freshman Link Crew Program is designed to help with the transition from middle to

high school

There is a variety of classes offered on campus for all kinds of students with all kinds of

college and/or career goals

Diversity among students and staff is highly valued

Strategies for reducing congestion/crowding in the halls should be explored

Extreme hot temperatures in the classroom during summer and early fall months

Class size: High numbers problematic where there are too many students/desks which

can cause a safety concern.

In order to reach the next level of achievement, CCHS must refine and enhance specific

support systems and interventions to address all students but specifically the lowest

performing sub groups (Low income, African American and ELL students) to best

improve and support student performance and achievement.

Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Strength

Category E: School Culture and Support for Student Personal and Academic Growth: Areas of Growth


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Prioritized Areas of Growth Needs from

Categories A through E

Prioritize the growth areas from the four categories.

Develop consistency and effective use of intervention programs, namely Centaur Plus

school wide academic intervention and enrichment, to assist all students to reach

grade-level proficiency.

Through PLC collaboration, work to create more standardized benchmark formative

assessments throughout the departments in order to provide common measures of

student performance that will be used to inform instruction around the four guided

questions when addressing essential standards.

Develop specific support systems to ensure students are connected to school from the

first day of school and will continue efforts throughout the school year.

Create a data analysis process that focuses on specific groups, such as African American,

English Language Learners and Low Income students that seeks to modify teaching

practices in order to improve student performance and target specific areas of need. A

key component in the process needs to be the communication of data to students, staff

and parents. .


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Chapter V: Schoolwide Action Plan

A. Revise the single schoolwide action plan, i.e., Single Plan for Student Achievement. Ensure the plan is aligned with the Local Control and Accountability Plan.

B. State any additional specific strategies to be used by staff within each subject area/support program to support sections of the schoolwide action plan.

C. Describe the school’s follow-up process, ensuring an ongoing improvement process.

Formal action plans from each Home Group are not necessary; the critical emphasis is the consensus and commitment from all shareholders to implementing the various sections of the schoolwide action plan.


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RATIONALE:

In order to effectively serve the needs of students, we need to examine what

modifications need to take place in our intervention programs and specifically, Centaur

Plus academic and enrichment program.

In order to reach the next level of achievement, CCHS must develop and refine specific

support systems and intervention programs for every sub-set of the student population.

While the school has implemented several modes of supporting and addressing student

needs, more is still needed with ensuring one hundred percent participation and among

students and staff LCAP fun. Most current API and AYP data identify subgroups that are

not meeting Annual Measureable Objectives [AMO] targets.

Focus groups identified as a prioritized area for growth improving subgroup

performance on standardized tests, meeting GPA requirements to be eligible to

participate in extracurricular activities, increase in graduation rate and identifying

appropriate plans for African-American, English Language Learners and Low Income

student sub group student achievement.

ESLRS addressed: Critical Thinkers, Self-Guided Achievers, Involved Citizens, Collaborative

Workers, Quality Producers, Adaptable Problem Solvers, Effective Communicators.

Goal #1 - - Every student will progress academically through each grade level ensuring college and career readiness by the end of 12th grade (Pupil Outcome).

Action Item Implementer Target

Date

Success

Indicator

Reporting

Method

Counselors, administrators, and teachers will receive training and information around the UC/CSU and NCAA requirements.

All Staff Counselors

2014-2015 57% of CCHS grads meet the UC/CSU college entrance requirements with

Counselors will administer informal student assessments during grade level class presentations and individual


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completion of A-G courses.

student appointment to assess student awareness of current UC/CSU and NCAA requirements.

Summer Bridge - Students identified as academically deficient in 8th grade are invited to attend the Summer Bridge class to earn 10 high school credits. The class focuses on skills necessary to be academically successful in high school.

High School and Middle School Administration High School and Middle School Counselors Intervention Coordinator High School and Middle School Teachers

Year 1 Culver City Middle School provides a list of 8th grade non promoted students at the end of each year.

Intervention Coordinator and AP, Curriculum & Guidance will review grades at close of summer program and will monitor the performance of participating students at each grading period throughout the 9th grade year to evaluate the impact of the program.

Tutoring for all subjects will be available before and after school through the Peer Tutoring Program.

All Staff Year 1-6 Fall semester 2014-2015 (68) 9th graders failed one or more classes, this is a decrease of 30% from the 2011-2012 school year when the Peer tutoring program was implemented

Failing grades take students

Peer tutoring coordinator will document student attendance and report to administration quarterly. Surveys will be administered to tutors and participating students at the end of the year.


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off the high school graduation track.

Continued and increased Peer tutoring provides students support needed that include study skills, organizational skills, time management, and tutoring in core subjects.

Instructional support for EL students will be provided including two instructional assistants. ELD Class provides intensive English language development (ELD) to targeted students. EL stipend provided for EL Coordinator. SDAIE Classes/Clusters - Science and/or core classes in which clusters of language learning (EL) students with similar language needs are assigned. Teacher is trained to use EL instructional practices. Additionally, peer tutors who speak the cluster students’ native language are assigned to the class to assist.

Teachers ELD Coordinator ELD Counselor

Year 1 2014-2015 10% of the total number of ELL students tested place in beginning levels 1&2 on CELDT, not fluent in conversational English.

Requiring intensive instruction and support. 2014-2015 CAASPP ELA and Mathematics results showed 0%

Intervention Aides effectiveness will be evaluated through observation and feedback from classroom teachers. Program and materials effectiveness will be assessed by the monitoring of improving CELDT scores, CAHSEE pass rates, grades, and teacher feedback at the end of each semester.


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of EL students performed at standard in both content areas.

Practice SAT administered during the school day to encourage college interest. All 10th graders will take the exam with an option to opt-out. 11th graders can also sign-up to take for a fee and the school site will financially assist any student not able to pay the fee and have proof of free and reduced lunch.

All Staff

AP Curriculum / Guidance

Counseling Staff

Year 1 2014-2015 57% of CCHS grads meet the UC/CSU college entrance requirements with completion of A-G courses.

AP of instruction & Curriculum will keep data on students that took the exam this year and compare to SAT scores next year.

Double-Block Math Classes: Two period math class that meets the same curriculum, scope, sequence, and timeline at the equivalent one period, grade level math class. The additional time provides the teacher the opportunity to utilize different instructional practices, teach pre-requisite skills, and provided additional time and support for students to master essential standards.

Administration: Principal / AP Curriculum and Instruction Teachers

Year 1 2014-2015 Mathematics CAASPP reports that 0% of EL students met standard compared to 41% to all students.

19% of socially economically disadvantaged students met standard.

Intervention Coordinator, Principal, and AP-Curriculum & Guidance will monitor math grades for all students in math support classes at each grading period to evaluate effectiveness of support.

College Field trips to expose students to college campuses and experiences. AVID requirement, ELD, and intervention classes will be targeted.


2014-2015 57% of CCHS grads meet the UC/CSU college entrance

College acceptance and enrollment data


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requirements with completion of A-G courses.

AVID: College-focused, elective course designed to support targeted students’ access to rigorous coursework. Class teaches college/career readiness and preparedness

All Staff AP Curriculum / Guidance Avid Coordinator Avid Counselor Teachers

Year 1 2014-2015 57% of CCHS grads meet the UC/CSU college entrance requirements

AVID Coordinator, AVID Counselor, and AP-Curriculum and Guidance will monitor student course placement and academic progress.

9th / 10th Grade Intervention Course including TEAM 9/10 class, but not limited to: Mandatory elective course designed to support targeted students’ grade level core classes. Focus of class is to pre-teach core essential standards, review prerequisite skills needed to master core essential standards, and provided extended time to learn core essential standards.

Administration: Principal, AP Curriculum / Guidance Intervention Coordinator Teachers

Year 1 2014-2015 57% of CCHS grads meet the four year UC/CSU college entrance requirements with completion of A-G courses.

In 2014-2015 20% of 9th graders did not complete their freshman year with all 60 credits due to failing grades.

Intervention Coordinator, Principal, and AP-Curriculum and Guidance will monitor student grades in all classes at each grading period to evaluate effectiveness of intervention classes.


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College Night Fair. Over 150 colleges are invited to participate in our annual college night to expose students to various colleges and entrance requirements.

Counseling Staff Years 1-6

2014-2015 57% of CCHS grads meet the UC/CSU college entrance requirements with completion of A-G courses and 91% high school graduation rate

College acceptance and enrollment data collected by our College Counselor and guidance office.

To promote 21st century learning, CCHS will have a Computer Technology Technician to operate and service all technology in Tech-Center and computer/tablet carts.

Principal IT Coordinator

Year 1

Technology inventory list, needed repairs, and teacher request.

Principal and IT Coordinator will evaluate the effectiveness of the employee on an annual basis through standard personnel evaluation process.

Academics + Athletics Tutoring/Mentor Program: Students in danger of becoming ineligible to participate in sports (GPA sub 2.0) will be assigned a teacher mentor and school age academic tutors to work on academics instead of practicing at least once per week.

AP Athletics Teachers

Year 1 17% of students (9th-12th) in 2014-2015 was not eligible to participate in extracurricular activities based on the CIF and CCHS 2.0 GPA eligibility requirement.

AP - Athletics will collect feedback from teachers and run eligibility reports for all participating students at each quarter to evaluate the effectiveness of the intervention


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Intervention Coordinator: teacher will be assigned to serve as intervention coordinator for 40% of the day. Duties include overseeing all intervention classes, monitoring at-risk students, and designing and implementing and intervention schedule.

Administration Intervention Coordinator Teachers

Year 1 2015-2016 Fall D/F report showed 31% of 9th graders

46.6% of 10th graders,

48% of 11th graders, and

33.5% of 12th graders with a D or F at the 10 week progress reporting period.

Principal and AP-Curriculum and Guidance will evaluate the impact of the position at the end of the school year. Criteria for effectiveness includes effective coordination of professional development, support for intervention teachers, and implementation of intervention schedule.

AP Exams: Administration of AP exams for all students in AP classes.

Administration Counseling Staff

Years 1-6

During the 2014-2015 AP test administration, 521 CCHS students took 1,047 subject test.

The passage rate (3 or higher score) was 74.5%.

Testing coordinator to provide summary of effectiveness of the testing administration. Principal and AP-Curriculum and Guidance will examine participation rates at the close of each testing administration.

Student planning trackers for all 9th grade, EL, and AVID students

All Staff Teachers determined that student organization would lead to a higher level of success.

Trackers handed out at registration and used to track students during intervention periods


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2014-2015 57% of CCHS grads meet the UC/CSU college entrance requirements with completion of A-G courses and

91% high school graduation rate

Field trips to enrich instruction and student learning.

ALL Staff 2014-2015 CHKS results showed that 52% of 9th graders and 55% of 11the graders experiences meaningful participation at school.

CCHS is committed to ensuring that all students are motivated and connected to their learning.

Teachers will submit summary report of each field trip to principal including feedback from students to evaluate the quality of experience.

Centaur Plus is designed to

ALL Staff

Year 1

2015-2016

PLC collaboration


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provide academic support to all students within the school day. Without increasing minutes in the school day, presently the Monday/Thursday bell schedule incorporates a 24-minute academic tutorial opportunity for all students in the subject of their greatest need. This is a chance for teachers to give skill-based interventions as well as homework completion assistance.

Fall D/F report showed:

31% of 9th graders,

46.6% of 10th graders,

48% of 11th graders, and

33.5% of 12th graders with a D or F at the 10 week progress reporting period.

2014-2015 57% of CCHS grads meet the UC/CSU college entrance requirements with completion of A-G courses

91% high school graduation rate.

in identifying students in need of additional help and targeted intervention sessions


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RATIONALE:

Most current API and AYP data identify subgroups that are not meeting Annual

Measureable Objectives [AMO] targets.

Focus groups identified as a prioritized area for growth improving subgroup performance

on standardized tests, meeting GPA requirements to be eligible to participate in

extracurricular activities, increase in graduation rates and identifying appropriate plans

for LCAP funds to provide specific support systems for every sub-set of the student

population, but more is needed to support targeted subgroups: African-American, English

Language Learners and Low Income student with student achievement.



Goal #2 - To ensure open access to all courses, all students will be enrolled in all required areas of study to successfully prepare them for college and career (Conditions of Learning).


Date

Success

Indicator

Reporting

Method

Honors/Accelerated Classes: CCHS is committed to ensuring that all students have access to honors/accelerated coursework in math, core, and science.

AP Curriculum/ Guidance Counselors Teachers

Year 1 2014-2015 57% of CCHS grads meet the UC/CSU college entrance requirements with completion of A-G courses.

AP - Curriculum & Guidance - give teachers reverse verification lists in the spring to verify that interested students are meeting course requirements; provide a ‘Scheduling Fair’ in advance of scheduling so that students make informed decisions about rigor of courses. Ensure that summer work assignments are


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appropriate and attend to rigor of courses.

Identify underrepresented groups in advanced classes and target for recruitment in Honors, AP, or advanced math and Science. Administer PSAT (free of charge) to ALL 10th grade students.

AP Guidance /Curriculum Teachers Counselors

Year 1 Enrollment data in honors and AP courses to identify underrepresented groups.

AP - Curriculum & Guidance will report enrollment in AP and Honors classes annually to evaluate for growth.

Guidance counselors are doing classroom guidance and activities around college and career education. Counselors also need some professional development to ensure that they are up to date on information around ELLs, college and career requirements, Counseling standards as well as other counseling related topics.

Counselors Rate of non-compliance of A-G courses (43% 2014-2015). Conference will ensure that counselors are up to date on college information.

Classroom guidance, usage of CCGI, implementation of information counselor’s gain from conference attendance.


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RATIONALE:

As a major goal, student outcome and remaining consistent with the district’s vision,

student connectedness and involvement on campus is a strong focus area for CCHS.

Educating the ‘Whole Child’ is a major established district-wide.



Goal #3 - -Ensure every student is connected to school through academics, athletics, activities, and the arts with a focus on having a relationship with a caring adult (Engagement).


Date

Success

Indicator

Reporting

Method

Provide information and awareness to 8th grade students and parents through 8th grade orientation, AVPA Orientation, Athletics presentation, scheduling presentations by counselors, and class scheduling meetings during Spring of 8th grade year.


Years 1-6

586 students currently on 2015 Fall and Winter rosters and participating on an athletic team.

240 currently dualed enrolled in AVPA courses through West LA college.

Counselors will evaluate the effectiveness of presentations each year through individual inquiries during the scheduling process.

Back to School Launch "A Day in a life of a Centaur". First Day of school events. Students will be informed about school rules and expectations as well as making connections with adults on campus and school resources.

All Staff Year 1 During the 2014-2015 there were 5 expulsion recommendations and 66

First day of school surveys.


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School spirit activities and how to be involved in activities, clubs, athletics, and AVPA.

suspension

The truancy rate was 40% among all grade levels. Providing students the expectations and rules from the first day of school stresses the importance and that we value them as a school.

Teacher survey reflected that 100% of CCHS teachers preferred for students to inform of the school rules and expectations on the first day of school to set a tone and culture.

College Counselor meets with all 9th graders to start a four year plan for high school graduation and college eligibility. Counselors continue to develop four year plans through their visits to Social Studies classes. Dual enrollment

Counselors Year 1 240 CCHS are currently dual enrolled in the AVPA and

Counselors will evaluate effectiveness of presentation through pre-post surveys to students about


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opportunities through the AVPA and West LA college.

receiving college credits through West LA College.

the content of their presentations. AVPA Co-Directors report dual enrollment numbers.

Career counselor meets with all 10th graders through their Social Studies classes to take a career assessments and introduce CTE classes. Field trips focused on college and career are available to all students. Seniors take community college placement exams though classes. Lunch and Learns are accessible to all students and feature varied professions. Job shadow program available to 11th & 12th graders.

Counselors Year 1 Student awareness of college and career options.

450 CCHS students are currently enrolled in CTE classes at CCHS.

CCHS will continue to build career pathways grades 6-12 through CTE programs.

Administrator, College and Career Center

Link Crew freshman support program provides orientation for all incoming 9th graders and pairs upper-class mentor to each student. Link Crew mentors freshman in small group session during academic intervention time. Target EL, Low income

Administration Link Crew Coordinator Counselors

Year 1 CCMS provides the high school data at the end of each academic year including non promotion and at-risk students. 2014-2015 20% of 9th graders did not

Link Crew Coordinator - Link Crew leaders and freshman will respond to survey regarding effectiveness of Link Crew program.


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complete their freshman year with all required credits (60 credits) due to failing grades.

Fall 2015 10-week progress grading period reported 31% of 9th graders currently had a D or F.

Attendance Intervention for students who accumulate unexcused absences and excessive tardies will include meeting with an administrator and parent to improve attendance patterns. An Incentive program will be implemented during the 2015-2016 school year.

Administration 2014-2015 truancy rate school-wide was 40% with 6.8% chronic absentees and 88 SART student/parent meeting with site administrators.

Administrators will review attendance / truancy rates regularly (monthly) to evaluate the effectiveness of SARB.

School will continue to develop means for intervention and student behaviors that treat the cause of the behaviors rather than punishment. Alternatives to suspensions include: counseling, group counseling / therapy, community service, positive behavior / restorative justice

All Staff Administration Counselors Teachers

2014-2015 total of 5 expulsion recommendations and 66 student suspension

California Education

Administrators will examine patterns of behavior for repeat offenders and identify patterns of behavior following


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workshops. Code limited suspendable offences and efforts to increase restorative practices to support students and focus on corrective behaviors and not punishment.

alternative means of correction to determine impact.

Prime Time Sports athletic program. Students with a disability pair with a mentor coach and participate in competitive sports in a league with other participating schools.

AP Athletics Lack of student access for students with special needs.

Student participation

Student encouragement cards. All staff receives note cards every month to send students notes of encouragement and/or acknowledgement of progress.

ALL Staff CHKS reported that over half of CCHS students felt a moderate level of caring from adults on campus.

Sending personal notes of encouragement has motivated and increased engagement between students and

CHKS for the current school year


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staff.

Teachers and students have reported positive feedback and experiences with the note cards.

Counseling (Academic & Behavior): Targeted students required to meet with counselor(s). Students are assigned based on grade reporting and/or teacher/administrator referral. Hope List/ Friday Student Support Teams.

Counselors Teachers Administrators School Psychologist

Based on teacher/counselor referrals to counseling services.

Each Friday SST team will revisit examine students receiving these supports to evaluate effectiveness of interventions and make recommendations for changes.

Team will consider academic and behavioral performance of students.

Health Center – Group & Individual Counseling Students identified for individual or targeted group counseling will be referred to Health Center by counselor, teacher, administrator, SST, or school psychologist for

All Staff Year 1 Based on teacher/counselor referrals to counseling services.

At-risk counselors will communicate bi-weekly with Health Center representatives to monitor the


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weekly counseling. attendance and progress of students assigned to individual and group counseling.

Friday SST group will recommend changes based on progress reports from at-risk counselors

Character Counts / PVWH: Campaign to promote the attributes of the six pillars of character including respect, responsibility, caring, fairness, trustworthiness, and citizenship. Expenses include: campaign materials / banners and professional development.

All Staff In analyzing the discipline data it was determined the majority of the referrals are from targeted LCAP sub-groups Discipline data, Character counts student/teacher survey

Administrators will analyze and evaluate discipline data each semester to evaluate the effectiveness of the Character Counts and PVWH programs.

(2) Intervention Counselors and one Guidance Counselor for summer months (June-August). Counselors will counsel summer bridge students and continue support for current CCHS students throughout the summer months with an emphasis on LCAP sub-groups.

Counselors

Student behaviors and academic performance.


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CCHS Culver Closet provides daily essentials and school supplies for students and their families.

All Staff Communication with the District US committee, Director of Pupil Services and direct contact with students and families

Inventory

CCHS Administrators and Counselors seeking restorative justice practices and training to address student behavior in a positive and supportive manner. This would included training/PD/supplies

Administration Counselors

2014-2015 total of 5 expulsion recommendations and 66 student suspensions. California Education Code limited suspendable offences and efforts to increase restorative practices to support students and focus on corrective behaviors and not punishment.

Student discipline data


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RATIONALE:

There is urgency around a viable curriculum being taught within departments that

addresses essential standards, formative assessments, and common bench marks using the

same the curriculum.

Addressing the important question of how teachers are using their PLC time. What is

student data informing us of? Keeping in mind the four guiding questions of response to

intervention district-wide, what are we learning from how our students performed? How

will this information guide and/or inform our work with assisting students to master

essential standards.



Goal #4 - -Through PLC collaboration, all staff will share best instructional practices and programs, and implement effective 21st century classroom instruction aligned to the new California Standards (Conditions of Learning).

Action Item Implementor Target

Date

Success

Indicator

Reporting

Method

All departments will continue to create and revise Essential Standards and common assessments, the results of which will be reviewed and analyzed to 1) make curriculum decisions, 2) identify instructional practices that yield the best results, and 3) identify areas for intervention. Expenses include teacher release time, professional development, and supplies.

ALL Staff Student data Each department will provide record to CCHS administration. Department chairs report to Leadership regarding progress. Principal forwards standards and assessments to Ed Services on an ongoing basis.

Professional development opportunities will be made available to support improved instruction, promoting mastery, improving student engagement,

All Staff Informal teacher observations, teacher feedback,

AP - Curriculum, Department chairpersons and Principal will identify needed


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and targeting specific populations for increasing learning. PD includes, but not limited to: Mattos & Muhammad working sessions, AVID Institute, AP Conferences, content specific institutes and conferences, and classroom management trainings.

administrator evaluations, curriculum changes, and staffing changes.

PD in order to support AVID, EL, and AP programs.

Implement common core instruction in math through instructional coaching (MLC). Math Leadership Corps - Common Core instruction in Math with partnership - teachers receive monthly professional development, do instructional rounds and debrief. This is the cost for instructional rounds, professional development and collaboration time and supplies.

Administration: Principal AP Curriculum and Instruction Teachers

Informal teacher observations, teacher feedback, administrator evaluations, curriculum changes, and staffing changes.

2014-2015 SBAC results: 41% of CCHS 11th graders met or exceeded the standard in mathematics.

Principal and AP - Curriculum will attend Instructional rounds, script data, and survey results. Meet with MLD Leadership as needed to monitor program. Regular formal and informal observations of classrooms.

21st Century Classroom Instruction: To ensure teachers are current on up-to-date immersion methodologies and supported in their understanding of Common Core, ELD, NGSS standards, and Social Studies “The History Project.” Goal is to provide all students, targeting low income and EL students 21st century experiences and timely instructional strategies.

Administration Teachers

Years 1-6

2014-2015 CAASPP results report 0% EL students met or exceeded ELA standards, 41% nearly met standard and 59% did not meet standard.

PLC and teacher observational data. Student work samples.


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In Mathematics 0% EL students meet standards, 18% nearly met, and 76% did not meet standards.

CCHS is committed to promoting Civic learning with a mission to provide ALL students with the knowledge, skills, and dispositions to become informed, actively engaged citizens in the 21st century. The vision is to ensure that ALL students participate in a civic inquiry and investigation to acquire the knowledge, skills, and dispositions to become informed. CCHS is in our 3rd and final year of the accreditation process to become one of the few fully accredited Democracy schools in Los Angeles County.

All Staff 100% of CCHS teachers have been trained in Socratic Seminar to engage students in civic learning in the classroom.

Teacher observations, collaboration and informal conversations with students and staff.

Technology to support instruction will be maintained and improved such as computers, projectors, and document cameras, etc. Training will be provided by the IT coordinator so that staff can successfully utilize and maintain technological equipment. Includes purchasing of mobile technology and updating the CCHS Tech Center used by students that do not have access to a computer.

Principal IT Coordinator

Instructional technology in classrooms.

IT Coordinator maintains log of repairs and needed purchases; IT Coordinator meets with Principal monthly and updates Leadership Team as needed.


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Appendices:

A. Timeline of WASC self-study process B. Bell Schedules

C. Results of Parent Surveys

D. Results of Student Surveys

E. UC ‘a-g’ approved course list and ‘AP’ approved course list

F. School Profile

G. Centaur Plus Enrichment and Intervention Terminology

H. PLC Cheat Sheet


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Appendix A: Timeline of WASC Activities

April 2015 Leadership Team meets to go over community profile data, progress report since last WASC visit, and structure of future Focus Group meetings

June 2015 Electronic surveys go out to students

Summer 2015 WASC Coordinator meets with Administration Coordinator begins to compile data for Chapter 1: Student /Community Profile

August 18, 2015 Focus Group Meeting

August 21, 2015 All Staff Meeting

September , 2015 Home Group Meeting

September 15, 2015 Focus Group Meeting; Leadership Team meets after Focus Groups

October 7, 2015 All Staff Meeting

October 9, 2015 Resignation of WASC Coordinator

October 14, 2015 Home Group Meeting

October 15, 2015 New WASC Coordinator - Candice Mackey Begins position

October 21, 2015 Focus Group Meeting; Leadership Team meets after Focus Groups. WASC Committee chair scheduled to meet with Principal, WASC Coordinator and Leadership team but was CANCELLED by Visiting Committee Chair

October 27, 2015 WASC Coordinator and Principal RE-SCHEDULED to meet with Visiting Committee Chair at CCHS but was CANCELLED by Visiting Committee Chair

October 29, 2015 WASC Coordinator and Administration Meeting: Planning for Nov. 4th ALL Staff Meeting to create sub-groups within focus groups

November 4, 2015 ALL Staff Meeting

November 11, 2015 Home Group Meeting

November 13, 2015 WASC Coordinator and Administration/Leadership Meeting: Discussion on what are important questions that have been raised by the analysis of the student performance, demographic, and perception data to be used by home and focus groups in their study.

November 17, 2015 Focus Group Meeting

November 18, 2015 WASC Coordinator and Administration/Leadership Meeting: Discussion and production of School-wide Action Plan Goals

December 4 , 2015 WASC Coordinator submits rough draft of first 4 Chapters of Self-Study for review, editing and revising.

December 16, 2015 WASC Coordinator, Principal and Administration team meet with Visiting Committee Chair at CCHS.


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January 6, 2016 ALL Staff Meeting

January 19, 2016 Home Group Meeting

January 25, 2016 Draft Report sent out to Visiting Committee

January 29, 2015 Final Report sent out to Visiting Committee

Appendix B: Bell Schedules

REGULAR SCHEDULE

PERIOD TIME MINUTES

0 7:05 – 8:00 55

Passing Period 8:00 – 8:05 5

1 8:05-9:01 56

Passing Period 9:01-9:07 6

2 9:07-10:07 60

NUTRITION 10:07-10:22 15


3 10:27-11:23 56


4 11:29-12:24 55

LUNCH 12:24-12:59 35


5 1:04-1:59 55


6 2:05-3:00 55


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Minimum Day Collaboration Schedule:

PERIOD TIME MINUTES

0 7:20 – 8:00 40

1 8:05-8:45 40

2 8:51-9:35 44

3 9:41-10:21 40

Brunch 10:21-10:46 25

4 10:51-11:31 40

5 11:37-12:17 40

6 12:23-1:03 40

Collaboration, Tutorial, Faculty Meetings, etc.

Minimum of 1 hour, Approx. 1:10 – 2:10 PM

60+


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CENTAUR PLUS BELL SCHEDULE

PERIOD TIME MINUTES

0 7:05 – 8:00 51

Passing Period 8:00 – 8:05 6

1 8:05-8:56 51


2 9:01-9:56 55

NUTRITION 9:56-10:11 15


3 10:16-11:07 51


4 11:12-12:03 51

CENTAUR PLUS 12:08 - 12:32 24

LUNCH 12:32-1:07 35


5 1:12-1:59 51


6 2:09-3:00 51


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Appendix C: Results of Parent Surveys/Questionnaire

Yes 82%

No 18%

I know where to have my questions answered at

CCHS.

0

5

10

15

20

25

30

35

40

Strongly Disagree

Disagree Neutral Agree Strongly Agree

CCHS respects and values people of diverse cultures.

Series1


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4 1

18

27

32

Strongly Disagree


I receive enough communication from CCHS.

Series1

4 3

17

39

20

Strongly Disagree


I am well-informed about how my child is doing in school.

Series1


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Appendix D: Results of Student Surveys/ Questionnaire

66

15

Yes No

I feel welcome at CCHS.

Yes No

Strongly Agree 16%

Agree 42%

Neither Agree nor Disagree

32%

Disagree 6%

Strongly Disagree

4%

I feel safe in my school.


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Strongly Agree

6%

Agree 16%

Disagree 43%

Strongly Disagree

19%

No Opinion

16%

Physical violence (fighting, bullying, intimidation) is a big problem at my school.

Strongly Agree 19%

Agree 35%

Neither Agree nor Disagree

32%

Disagree 7%

Strongly Disagree

7%

I feel I am part of this school.


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0

50

100

150

200

250

300

Strongly Agree Agree Neither Agree nor Disagree

Disagree Strongly Disagree

The teachers at this school treat students fairly.

0

100

200

300

400

500

600

700

800

900

Yes No Maybe

I plan to attend college after High School


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Appendix E: UC a-g approved course list and AP approved course list

University of California A - G Course List

Courses to meet requirements for admission:

underlined courses denote extra honors credit: A=5, A-HISTORY World History

European History (AP) U.S. History U.S. History (AP)

U.S. Government U.S. Government (AP

E-MODERN LANGUAGE *French I French II French III *Japanese I Japanese II Japanese Immersion II Japanese III Japanese IV Japanese V (AP) *Spanish I Immers. Prgrm. for Native Speakers Spanish II Immers. Prgrm. for Native Speakers Spanish III Immers. Prgrm for Nat. Speakers *Spanish I Spanish II Spanish III Spanish Language IV (AP) Spanish Literature V (AP)

B-ENGLISH English 9/SDAIE English 9 (H)

English 10/SDAIE English 10 (H) English 11/SDAIE English 12/SDAIE English Language/Composition (AP) English Literature/Composition (AP) ELD III (maximum 1 unit with other English

ESL, ELD, etc. courses) Intercultural Lit. and Practicum Myth and Legend/Science Fiction and Fantasy

F-VISUAL AND PERFORMING ARTS (*may only be used for the ‘F’ requirement)

*Ceramics *Concert Choir *Concert, Marching Band *Design I/II *Drawing & Painting *Film I/II *Graphic Design I *Music Appreciation *Photo I/II Photo III/IV Studio Art (AP) *Theater I Theater II Theater Company *ROP Animation *ROP Digital Photography ROP Film/Video

C-MATHEMATICS (*may only be used for "C" requirement)

*Algebra IB *Algebra I *Algebra II *Algebra II (H) Calculus AB (AP) Statistics (AP) Finite Mathematics *Geometry *Geometry (H) Trigonometry-Math Analysis

G-ELECTIVE COURSES (All courses listed under A-F with the exception of * Mathematics or * Visual/Performing Arts Courses, plus the following :)

Global Issues Sociology Intercultural Lit. & Practicum Psychology Earth Science Conflict Resolution ROP Sports Medicine AVID Senior Seminar (must remain enrolled in both 11th


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Trigonometry-Math Analysis (H)

and 12th grade for UC credit) Journalism Economics Macroeconomics AP

D-LABORATORY SCIENCE

Astronomy Chemistry Physics Physiology Biology Chemistry (H) Physics (H) Biology H Chemistry (AP) Physics (AP) Biology (AP)


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Appendix F: School Profile


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Appendix G: Centaur Plus Intervention Program Terminology

CENTAUR PLUS TERMINOLOGY

CENTAUR PLUS: School wide academic intervention and enrichment.

ENRICHING STUDENTS: Software system for organizing all CCHS students during Centaur Plus.

LABS: Generic Intervention or Enrichment sessions

OPEN: Students can self-select into these sessions.

CLOSED: Only teachers can assign students to these labs. Students may not self-select.

FRESHMAN FOCUS: 3 week sessions for all 9th graders during the first 3 weeks of Centaur Plus.

These sessions will be led by the Link Crew Leaders.

TYPES of LABS

1. TUTORIAL LAB – CLOSED: For students who did not demonstrate proficiency on the common

assessment (either a specific targeted essential standard or skill). This lab centers on direct instruction

and involves all the teachers of the course. During PLCs, teachers of the course identify 15-18 (total)

students who need to be re-taught. Only the teachers of the subject may assign students to this lab. This

lab will include students from multiple teachers of the subject. Students placed in these labs may not be

overridden unless it is a subject’s priority day. Should be rotated amongst teachers of this subject.

2. GUIDED PRACTICE LAB:

OPEN: Students can be assigned by their teacher or can self-select into the session. Each daily

session will be specific in topic/essential standard/skill so students can determine if this is an appropriate

session to attend. This lab will include students from multiple teachers of the subject. 24+ students.

Academic Mentors. Should be rotated amongst teachers of this subject.

CLOSED: Typically singleton classes, such as AP, Honors, Sports Medicine, Ceramics, etc...

Students may not self-select into these sessions. Requires teacher placement. Minimum 18 students.

3. HOMEWORK CLUBS: Grade level and department labs where students have an opportunity to

quietly work on assignments. Students failing to work by talking, being disruptive, or sleeping, will be

prohibited from attendance to a Homework Club for the remainder of the semester.

Grade Level: 34 Students [OPEN]

Department: General help in subject (for students working on a subject’s assignment wanting

assistance). Goal is to have Academic Mentors in this club. [OPEN]

4. ENRICHMENT: Students may self-select. Offerings such as Chess, Speech and Debate, Yoga, etc…

These labs are not tied to academic classes. 30 students [OPEN]

5. STUDY HALLS: A quiet place for students with Cs or above to work on assignments. No D/F


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students, but D/F students may attend Homework Clubs. Students failing to work by talking, being

disruptive, or sleeping, will be prohibited from attendance to a Study Hall for the remainder of the

semester. These students may still attend Homework Clubs. [OPEN to students without Ds or Fs]

INTENTIONAL NON-LEARNERS: These are those students who are not meeting proficiency because

they choose not to do any work or make an effort despite whatever skills they may have. Based on the

spring survey, students placed in this session will be with an administrator (or counselor) for 5 weeks.

Placement will be reassessed after the 5 weeks. [CLOSED]

THURSDAY 8 PM: Deadline for teachers to place students and for students to self-select for the

upcoming week.


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Appendix H: PLC Cheat Sheet

PLC Discussion – What Sessions to Offer During Centaur Plus

In just a few short weeks Centaur Plus will start.

The work you do as a department and course-alikes during PLCs will go a long way in

making Centaur Plus successful. According to Simplifying Response to Intervention by

Austin Buffum, Mike Mattos, and Chris Weber, think about these “tutorial times for

intervention as not losing instruction time – but restructuring it.”

Each session should revolve around the following 5 types of Labs (See terminology list – for

descriptors).

CLOSED means teachers must select appropriate students (students may not self-select).

OPEN means students can self-select into the session (but teachers can always select students as

well).

TUTORIAL LAB – CLOSED: For students who did not demonstrate proficiency on the

common assessment (either a specific targeted essential standard or skill).

GUIDED PRACTICE LAB:

OPEN: Course-alike sessions. Each daily session will be specific in topic/essential

standard/skill so students can determine if this is an appropriate session to attend.

CLOSED: Typically singleton classes, such as AP, Honors, Sports Medicine, Ceramics,

etc...

HOMEWORK CLUBS: Students have an opportunity to quietly work on assignments.

Across Grade Level: 34 Students [OPEN]

Department: 34 Students [OPEN]

ENRICHMENT: Offerings such as Chess, Speech and Debate, Yoga, etc… These labs are not

tied to academic classes. 30 students [OPEN]

STUDY HALLS: A quiet place for students with Cs or above to work on assignments. [OPEN

to students w/o Ds or Fs]

Guiding Questions

1. What do we want students to know?

2. How will we know when they know it?

3. What do we do when they don’t?

4. What do we do when they do?

What to offer:

Specific, targeted re-teaching, practice, extension opportunities, missed assignments/homework/lab

sessions

The entire staff plays a role in teaching, supervising, and guiding homework assistance

For all interventions, failure is not an option. Our goal is to supervise ALL students to reach grade-level

proficiency.


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PLCs/Course Alike Teachers will meet to identify students who need the following (See tutorial

templates attached):

1. Help with concepts thus needing re-teaching. Collaborative planning avoids repetition. The

purpose of these sessions is NOT to re-teach everything. Identify what is most important for the

students to know. Identify and list which students did not get the skill. Determine teacher(s) to

conduct the session(s) [e.g. Essential standards, thesis statements].

2. Extension opportunities for those students “who do know it”. Determine teacher(s) to conduct the

session(s)

3. Pay attention to what labs (particularly Tutorial and Guided Practice) on your department’s

priority day.

Frequently reassess tutorial sessions

When course-alike teams evaluate grades and underlying problems every three weeks, and apply

intervention processes immediately, they are more likely to improve or correct the problem.

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