WASC Self-Study
advertisement
PALOMAR HIGH SCHOOL Independent Study WASC Self-Study 2006 Focus on Learning Submitted to the Western Association of Schools and Colleges and the California State Department of Education Jamie Baumann, Principal Palomar Committee of the Whole Olga Greenlee, Lead Teacher Alicia Armendariz Dorothy Beer Carrie Haynes Ken McMillen Helen Richards Doug Simon February 26-28, 2007 Palomar High School -1- Focus on Learning … … … February 26-28, 2007 Vista Unified School District Board of Trustees Carol Weise Herrera President Jim Gibson Vice President Steve Lilly Board Clerk Stephen Guffanti Member David Hubbard Member District Administration Dr. Joyce F. Bales, Superintendent Robert J. Pletka, Associate Superintendent; Educational Services Gail Ryan, Assistant Superintendent; Educational Services Myrna Vallely, Assistant Superintendent; Human Resources Palomar High School -2- Focus on Learning … … … February 26-28, 2007 Visiting Committee Representing the WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES and the CALIFORNIA STATE DEPARTMENT OF EDUCATION Chair Ms. Cheryl Jensen Business Education Instructor, Retired Ms. Linda A. Olsen Teacher Helen Hunt Jackson Alternative High School Palomar High School -3- Focus on Learning … … … February 26-28, 2007 TABLE OF CONTENTS Page Chapter 1: Student/Community Profile and …………………………… Supporting Data and Findings Chapter 2: Student/Community Profile Overall ……………………… Summary from Analysis Chapter 3: Progress Report …………………………………………… Chapter 4: Self -Study Findings ……………………………………… A: Organization: Vision and Purpose, Governance, ………… Leadership and Staff and Resource 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 Chapter 5: Schoolwide Action Plan ………………………………… Appendix 1. 2. 3. 4. 5. 6. Palomar High School -4- Focus on Learning … … … February 26-28, 2007 Chapter One: School and Data Vision of Palomar High School Independent Study We envision a school community in which: All students will be prepared and inspired with the skills needed in our multicultural, technological society to be life-long learners and to succeed personally and professionally in a changing world. Each and every student can and will be successful through an individualized plan designed for purposeful growth, beginning with the student’s current capabilities. Each and every student, using the human and material resources of Palomar High School, will have developed a personal approach to becoming a selfactualized adult, capable of facing the challenges and opportunities in preparation for responsible citizenship. Each and every student can and will be prepared with the self-esteem and resiliency to reach an unlimited intellectual, professional and social potential. Mission of Palomar The mission of Palomar High School is to provide a nurturing and safe environment in which students may obtain academic success within a unique, independent study setting. ESLR Review and Examination Process In the fall of 2005, faculty and staff re-examined the ESLRs in light of the current needs. We decided that the existing ESLRs described what we expect from a Palomar graduate. Palomar High School -5- Focus on Learning … … … February 26-28, 2007 Expected School Wide Learning Results - ESLRs Palomar High School students will be: Self-directed learners who: • acquire and apply time management skills • work independently • assess their academic needs and use effective learning strategies • demonstrate goal setting and self-improvement Responsible citizens who: • Accept responsibility for one’s own actions • Demonstrate good decision-making skills that reflect respect, dependability, integrity, and a work ethic Effective communicators who: • Communicate ideas clearly in written and spoken English • Comprehend and respond to written and spoken English • Initiate, receive, and respond effectively to verbal and written messages or alternative forms of communication. Lifelong learners who: • Use technology as a resource • Develop and use critical thinking • Demonstrate literacy and an appreciation for written language • experience fine and performing arts • Practice behaviors that promote physical, mental and emotional wellbeing Palomar High School -6- Focus on Learning … … … February 26-28, 2007 The Vista Community The Vista Unified School District serves a suburban, lower to middle-class population primarily from the cities of Vista and Oceanside. Palomar draws students from all parts of the Vista Unified School District who voluntarily choose Palomar as the school that will best serve their academic needs and social skills. Those who have at least basic skills, but who have shown some signs of becoming a dropout are considered for this school. Palomar High School is an alternative school within the Vista Unified School District and as such, we have no attendance boundaries, with students coming from every part of the district. In recent years, the district as a whole has seen a substantial increase in the percent of families that are immigrants, mostly from Mexico. The economic status of the population has experienced a more polar diversity, mostly due to the changing real estate market, particularly in the upscale areas of Shadowridge and Jeffries Ranch. However, the more urban areas of Vista are still far behind economically with 48% of the population in renter-occupied housing. The city of Vista is located seven miles inland from the Pacific Ocean and has a population of approximately 94,000. The city encompasses 18.6 square miles and is 35 miles north of San Diego. It is a growing city, with a projected population increase rate of 2.3% per year through the year 2010. There is ethnic diversity within the community, with 41% being Hispanic, 47% white, 4% black and 7% Asian and other. Palomar High School -7- Focus on Learning … … … February 26-28, 2007 WASC Accreditation History In 1998 Palomar High School became a candidate for accreditation. During the spring of 1999-2000 Palomar did its first self-study. In March of 2001, the Visiting Team recommended that Palomar High receive a six year accreditation with an interim visit in 2003. The Palomar staff successfully completed the three-year review in the spring of 2003 and continued to work toward the goals indicated for 2004, 2005, and 2006. AYP and API Summary In 2005 and 2006 Palomar met all the Federal Annual Yearly Progress (AYP) criteria except graduation rate in 2006. Palomar High School successfully met the AYP standard for achievement in reading and math and made a 19 point improvement on the Annual Performance Index (API) from 2005 API Base of 629 to the 2006 API Growth of 648. Palomar High School did not receive an API score for the 2003-2004 year, as our participation rate on the state’s standards-based assessments was not numerically significant. As in most alternative high schools, an important goal is having every student pass the CAHSEE. In 2005 83% of our first time test takers passed the Language Arts portion of the CAHSEE and half passed the Math portion. Palomar High School is audited every year by the CDE. This entails reviewing attendance procedures, curriculum suitability, and student work samples. The audit reviews were outstanding with no audit exceptions for the past three years. Palomar High School -8- Focus on Learning … … … February 26-28, 2007 Student Performance Data Academic Progress Indicator (API-State Accountability) Year Score 2002 588 2003 615 2004 2005 No Score 629 2006 648 Change from previous year (number of students) AfricanAmerican (number of students) Latino White (number of students) (number of students) * (82) +27 (84) NA * (2) * (1) NA * (3) * (25) * (27) NA * (7) 619 (55) 599 (49) NA * (26) * (2) * (11) * (27) +14 from 2003 (37) +19 Over the past four years, our API score has risen by 60 points Our African-American and Latino students have no significant numbers Palomar High School -9- Focus on Learning … … … February 26-28, 2007 Adequate Yearly Progress ( AYP-Federal Accountability) Participation Eng Lang Arts 2002-03 2003-04 2004-05 2005-06 No 71.4 Yes 89 Yes 70 Yes 96 Percent Proficient ELA No NA Yes * Yes * Yes 54.5 Participation Mathematics No 80.9 Yes 95 Yes 70 Yes 91 Percent proficient Math Yes NA Yes * Yes * Yes * API Graduation Rate Yes Yes No Yes Yes Yes Yes No Met Proficiency goals for the past three years in both ELA and Math Both ELA and Math scores have insignificant results in various years 24.6 percentage point increase in ELA participation since 2002-03 Increase percentage point improvement in ELA proficiency Participation in Mathematics essentially unchanged Insignificant percentage point improvement in Mathematics proficiency Met API Goals in past two years Met Graduation Rate 2003-2005 Palomar High School - 10 - Focus on Learning … … … February 26-28, 2007 CST - English Language Arts Performance – By Grade – 3 Years Number of students 1 5 7 Percent prof/adv Percent basic * * 86 prof/adv * * 14 basic Percent below basic * * 0 below basic 27 Percent far below * * 0 far below 36 17 14 below basic 20 22 0 far below 76 25 4 far below 66 23 4 Grade 9 2004 2005 2006 Grade 10 2004 15 0 36 2005 2006 23 21 26 24 prof/adv 35 62 basic 2004 52 2 2 2005 2006 70 53 16 26 prof/adv 31 53 basic 2004 68 1 9 28 18 below basic 21 2005 2006 98 81 9 25 30 41 24 17 Grade 11 All Grades Significant increase at grade 11 in percent proficient or advanced Decrease at all grade levels 10 and 11 in percent basic, below basic, and far below basic No significant data in grade 9; therefore, all grade percentages are approximations Palomar High School - 11 - Focus on Learning … … … February 26-28, 2007 CST English Language Arts Performance by Ethnicity – 3 years Number of students AfroAmer Percent prof/adv Percent basic Percent below basic Percent far below 2004 1 * * * * 2005 2006 5 3 * * prof/adv * * basic * * far below Latino 2004 2005 2006 17 22 24 10 10 7 prof/adv * * * basic White 2004 2005 2006 49 65 51 0 0 24 * * * * * below basic * * * below basic * * * * * * far below * * * Insignificant number of African American and Latino students tested There is a decrease in the percentage of students considered proficient or advanced Insignificant number of White students falling in ranges below advanced CAHSEE English Language Arts Number 2004 – 10th grade 2005 – 10th grade 2006 – 10th grade 16 19 24 Percent passed 88 84 83 Mean Scaled Score 392 388 374 Decrease in Percent Passed and Mean Scaled Score reflect need for additional emphasis on preparing students for the CAHSEE test; In response staff revised the Language Arts curriculum Palomar High School - 12 - Focus on Learning … … … February 26-28, 2007 2004-2006 CAHSEE ELA % Passed 90 88 86 84 82 80 2004 2005 2006 1 CAHSEE ELA Pass Rates by Ethnicity Ethnicity Latino (# tested) African American (# tested) White (# tested) Other (# tested) 2005 * * 90 * (10) (01) (20) (00) 2006 47 * 90 * (15) (02) (21) (02) Pass rates insignificant for Latino and African American students in 2005 Latino students testing increased in 2006 at a pass rate of 47%, indicating need for continued curriculum development and testing interventions Pass rates remained steady for white students Palomar High School - 13 - Focus on Learning … … … February 26-28, 2007 CST Mathematics Performance – By Grade – 3 Years Grade 9 Grade 10 Grade 11 2004 Number of students 3 Percent prof/adv * Percent basic * Percent below basic * Percent far below * 2005 2006 5 6 * * prof/adv * * * basic * * * below basic * * * far below * 2004 2 2005 2006 53 21 2004 40 3 11 prof/adv 0 18 22 basic 11 62 44 below basic 53 18 22 far below 35 2005 2006 75 50 3 8 19 25 56 52 26 16 Grade 9 numbers were insignificant, though the number of students testing increased slightly Grade 10 moved from 80% below and far below basic to 66% below and far below basic in 2006; thus, 14% of students increased scores Grade 11 moved from 82% below and far below basic to 68% below and far below basic in 2006; thus 14% of students increased scores In response to test scores, Algebra and Geometry curriculum has been evaluated and restructured to meet state standards Palomar High School - 14 - Focus on Learning … … … February 26-28, 2007 CST Mathematics Performance Algebra 1/ General Math- 3 years Algebra 1 General Math 2004 Number of students 17 Percent prof/adv 0 Percent basic 8 Percent below basic 69 Percent far below 23 0 11 prof/adv 25 23 basic 60 47 below basic 15 19 far below 2005 2006 52 57 2004 1 prof/adv * basic * below basic * far below * 2005 2006 3 3 67 67 33 0 0 33 0 0 Sample size for General Math, 2004, too small for comparison Algebra 1 proficient percentage improved from 0% to 11% with a corresponding decrease in percentage of students in below basic and Far Below Basic CAHSEE Mathematics Number 2004 – 10th grade 2005 – 10th grade 2005 – 11th grade 2006 - 10th grade 2006 - 11th grade Percent passed Mean Scaled Score 373 16 69 21 62 362 22 45 356 23 77 365 21 48 354 15% increase in pass rate from 2005-2006 for 10th grade students taking the test for the first time 11th grade students taking the test for the second time have a much lower pass rate, thus, providing impetus to Palomar’s CASHEE intervention courses for 11TH.and 12TH graders who have still not passed Palomar High School - 15 - Focus on Learning … … … February 26-28, 2007 2004-2006 CAHSEE Math Percent Passed 90 80 70 60 50 40 30 20 10 0 2004 2005 2006 1 CAHSEE Math Pass Rates by Ethnicity ETHNICITY Latino African American White 2005 40 * 65 2006 40 * 68 Rise of 3% in White pass rates from 2005 to 2006 Latino pass rate remains constant at 40% African-American students have insignificant numbers Palomar has responded to low pass rates by incorporating the ALEKS lab, CAHSEE classes, and redesigning the Algebra I and Geometry curriculum Palomar High School - 16 - Focus on Learning … … … February 26-28, 2007 CST Performance Integrated/Coordinated Science 1 Number of students Percent prof/adv Percent basic Grade 9 2004 2005 2006 0 5 1 * * * prof/adv * * * basic Grade 10 2004 2005 2006 0 22 2 * 5% * prof/adv * 48% * basic Grade 11 2004 2005 2006 0 69 4 * 4% * * 35% * Percent below basic * * * below basic * 29% * below basic * 41% * Percent far below * * * far below * 19% * far below * 19% * o In 2005, 48% of 10th grade students scored below and far below basic o In 2005, 60% of 11th grade students scored below or far below basic CST Life Science Grade 10 Number of students Grade 10 2004 2005 2006 0 0 20 Percent prof/adv Percent basic * * 20% * * 60% Percent below basic * * 15% Percent far below * * 5% In 2006, 80% of 10th grade students who took life science test scored basic or above In response to test scores, Palomar created an Earth Science curriculum Palomar High School - 17 - Focus on Learning … … … February 26-28, 2007 Enrollment in College Prep Math Algebra 1 Geometry Algebra II 2003-04 59 56 19 2004-05 65 108 14 2005-06 86 75 9 Students taking college prep math courses have decreased in number due to declining enrollment Increase in the number of students enrolled in Algebra 1 is due in part to the State requirement that all high school students will have completed one year of Algebra prior to graduation Student Enrollment in College Prep English English 9 English 10 English 11 English 12 2003-04 13 53 66 69 2004-05 13 42 92 68 2005-06 22 36 51 69 The increase in the number of 9th grade students reflects district mandate that all students upon graduation will pass four years of college preparatory English The decrease in the number of 10th – 12th grade students reflects the decrease in enrollment Palomar High School - 18 - Focus on Learning … … … February 26-28, 2007 Demographic Data In the formulation of the following graphs, data has been taken from the 2005/06 School Year and Fall, 2006. Enrollment by Grade and Gender – CBEDS, October 2005 Male Female Total 9TH 3 4 7 10TH 10 11 21 11TH 25 25 50 12TH 13 23 36 In 2005, at the beginning of the year, there are more 11th -12th graders and more females than males Enrollment peaks in 11th grade with some students not yet having enough credits to be seniors Female enrollment is higher grades 9, 10, and 12 Enrollment by Grade and Gender – CBEDS, October 2006 Male Female Total 9TH 2 3 5 10TH 3 10 13 11TH 14 11 25 12TH 32 27 59 In 2006, the total enrollment has decreased 58% of the students are seniors Staff is aware the need for increased public relations for the school In response to enrollment decrease, Palomar is working with Vista High School for a computer-generated presentation to be taken to all the local middle schools and high schools Palomar High School - 19 - Focus on Learning … … … February 26-28, 2007 Enrollment by grade for the past three years 9TH 2 4 5 5 2003-04 2004-05 2005-06 2006-07 10TH 6 12 13 13 11TH 28 42 34 25 12TH 95 68 73 60 Traditionally, Palomar High School’s enrollment grows as the year progresses Often, juniors in October become seniors and graduate in the course of the year Our total enrollment has declined due to new charter schools in the area Enrollment Rates 2004 - Fall 2006 120 100 80 60 2004 2005 2006 40 20 0 2007 Percent Ethnic Distribution for the past 3 years 2003 2004 2005 2006 Amer Indian 0 0 0 1 Asian 2 1 2 0 Pacific Islander 0 0 0 3 Filipino 2 0 3 5 Hispanic 35 29 34 33 Afr Amer 5 7 5 4 White 78 82 78 57 Student population remains relatively constant with the exception of the white ethnicity category The constant Hispanic population and a corresponding decrease in White population reflects demographic changes in the community Palomar High School - 20 - Focus on Learning … … … February 26-28, 2007 Mobility Rates 2005-2006 Total number of students at Palomar all year % students completing entire year % students enrolling late and completing year % students starting at beginning and left early 229 students 46 53 33 100% 20% 23% 14% 2005-2006 % students that started late and left early % of graduates with 2 or more years at Palomar 23 at 10% + 4% 66 29 % Early Grads Last year, one-fifth of the students were at Palomar for the entire year. Approximately one-fifth of the students enrolled during the year completed the year at Palomar 48% = Four Year Persistence Rate (after 4 years, the percent of students who did not drop out and entered in grade 9 and remained through grade 12) Almost one-third of the graduates are enrolled at Palomar two or more years Attendance as a percent of Enrollment (ADA %) 2003-04 89% 2004-05 89% 2005-06 91% ADA % increased by 2.4% from 2005-2006 Palomar High School - 21 - Focus on Learning … … … February 26-28, 2007 Truancy and Drop-Outs Total students served Number truant Percent reported truant Number drop outs Percent drop outs 2003-04 480 2004-05 572 2005-06 497 23 69 53 5% 25 12% 65 11 % 37 5% 11% 7% (Percent of drop-outs was calculated by using the total number of students served divided into the total number of drop-outs) During the last school year 11% of Palomar students were reported to our district office as truants The drop-out rate of the total number of students served within the 20052006 academic year was 7%. This is an improvement over the previous year and indicates greater success in encouraging students to complete high school. Suspensions and Expulsions Suspensions or expulsions are rare at Palomar, perhaps less than one per year. Any disciplinary action taken is usually as a result of a student incident on another school’s campus. Important Student Characteristics 2005 - 2006 Working Children Living with parent Percent of students 19% 4% 91% Almost 20% of our students have jobs and 4% have or are about to have children. Palomar is an appropriate placement for many of these students. A large proportion of students are living with one or both parents. Palomar High School - 22 - Focus on Learning … … … February 26-28, 2007 NCLB Compliance Number of faculty Only one area 2 Two areas Three or more 4 1 Over 57% of our faculty is highly qualified in three or more core academic areas Advanced Degrees /Certificates Number of faculty None One Two 0 3 3 Three or more 1 16-20 1 1 20 PLUS 3 1 100% of our faculty has one or more advanced degree Years of Experience Teaching Palomar High School 1-5 1 2 6-10 0 2 11-15 2 1 86% of our staff have more than 15 years of teaching experience 43% of the staff has been at Palomar for more than 10 years Gender Male Female Number 2 5 Ethnicity Percent African American Asian Filipino Latino White 0% 0% 0% 29% 71% Almost 75% of our entire staff is white Palomar High School - 23 - Focus on Learning … … … February 26-28, 2007 Staff Development The Palomar High staff has been in a constant state of staff development for at least the past six years. All our staff development is virtually year-long. The following areas of staff development involved ALL of the Palomar faculty: Word Processing and Internet Access Algebra and Pre-Algebra Accessing the EDUSOFT training to access school data English Language Arts grades 9-12 Geometry ALEKS “Classroom Under Construction”: Rich Grimes “Putting It All Together”: Douglas Reeves Health Cooking United States History World History School Financial Support District-wide the per-pupil ADA rate is $5521.96 Additional Fiscal Resources Palomar has a budget of $729 for English Language Learners and $17,017 for School Improvement. Stakeholders’ Survey In 2006, we began a survey of our students, parents, school community and faculty. Some of the information was used in the development of our ESLR’s. Parents and students generally were pleased with Palomar, citing an increase in student responsibility as a major benefit. Almost half felt that Palomar High School - 24 - Focus on Learning … … … February 26-28, 2007 Palomar was already doing a great job. Ninety-six percent of parents said that Palomar High School was meeting the needs of their students and offered no suggestions for improvement. Palomar High School - 25 - Focus on Learning … … … February 26-28, 2007 Parent Survey Results 2006 – 2007 1. 69% Female 31% Male 2. Please indicate the number of years you have had students at PHS. 50% - 1 yr 38% - 2 yrs 12% - 3 yrs 00% - 4 yrs 3. What grade would you give Palomar High School overall? 50% - A 38% - B 00% - C 00% - D or F There were no responses to D or F. 4. Do you think the PHS curriculum is meeting the needs of your student? 96% -Yes 04% - No 5. How hard do you think PHS students are made to work? 00% - Too hard 19% - Not hard enough 77% - Appropriate for high school 04% - Don’t know 6. Do you favor or oppose increasing the amount of time your student spends at PHS on a daily basis? 62% - Favor 27% - Oppose Palomar High School - 26 - Focus on Learning … … … February 26-28, 2007 7. From what you know about the No Child Left Behind Act (NCLB), how would you say it is affecting your student? 31% - Helping 27% - Hurting 27% - Making no difference 15% - I don’t know 8. How much do you currently help your student with their homework? 38% - Not at all 42% - Once weekly 19% - To completion, 9. I understand the assignment sheet that lists my student’s work. 69% - Completely 15% - Not at all 12% - Some 04% - I’ve not seen it 10. What educational plan have you discussed with your student? 15% - Graduate and get a job 12% - Military 27% - Vocational School 54% - Community College 38% - Community College and Transfer to a 4 year (Multiple answers are reflected) 11. What was your reasoning behind choosing an independent study program for your student? 46% - Flexible Schedule 23% - Early Graduation 08% - Work/Career 23% - Small Setting, 58% - Personal Attention 46% - Make Up Credit (Multiple answers reflected) Palomar High School - 27 - Focus on Learning … … … February 26-28, 2007 12. What academic and personal growth have you seen in your student since enrolling at Palomar HS? 54% - Improved Work Habits 42% - Higher Grades 65% - Improved Responsibility, 31% - Heightened Communication 13. Rate your overall satisfaction with Palomar High School on a scale from 1-10, with ten being the highest. 00% for 1-6 04% - 7 27% - 8 31% - 9 35% - 10 14. Are you willing to participate in the Palomar High School accreditation process? 62% - Yes 23% - No 15. Which, if any, extra-curricular activities would you like to see at Palomar High School? Clubs Home Making Community Service Early Child Development Guitar Art Internships 16. Is your Palomar student making satisfactory progress toward graduation? 04% - Little 08% - Some, 27% - Satisfactory 58% - Ahead 04% - I don’t know. Palomar High School - 28 - Focus on Learning … … … February 26-28, 2007 17. How many hours do you work each week?___ Your Spouse?___, Your Student? Only 17% of our student population have work permits. They work up to 20 hours weekly. Approximately 91% of the parents work full-time. 18. What would you change about Palomar High School’s Independent Study Program? Improve the facility: newer, nicer, larger Consistency MyGradeBook.com Foreign Language Not Much 19. Do you feel comfortable contacting the teachers and/or administration regarding your student? Why? or Why not? 91% - Yes 04% - No 20. What do you like about Palomar High School’s Independent Study Program? Flexible Schedule Individual Attention Learn at your own pace Small population Has time to work Improved homework habits Accountability 21. Have you any talents and/or business knowledge that you would like to share with the Palomar High School student’s? Home building Nursing Self-Esteem Classes Palomar High School - 29 - Focus on Learning … … … February 26-28, 2007 22. Do you feel that your son/daughter is receiving a quality education? 100% - Yes 00% - No 23. Would you like to see Palomar High School expanded? 31% - Yes; 23% - No Many did not respond 24. In planning our curricula, would you want a wide variety of courses or fewer but more basic courses? 54% - variety 12% - basic (11 people had no response) 25. How many hours does your student spend on homework each day? 04% - 1 hr 27% - 2 hrs 04% - 3 hrs 15% - 4 hrs 27% - 5 hrs 04% - 6 hrs 04% - 7 hrs ( 4 had no response) Palomar High School - 30 - Focus on Learning … … … February 26-28, 2007 Student Survey 2006 – 2007 1. Please indicate: 53% Female 47% Male 2. Please indicate the number of years you have attended PHS. 50% - 1 year 34% - 2 years 03% - 3 years 00% - 4 years 3. What grade would you give Palomar High School overall? 50% - A 34% - B 12% - C 00% - D or F 4. Do you think the PHS curriculum is meeting your needs as a student? 90% - Yes 06% - No 5. How hard do you think you are made to work? 03% - Too hard 09% - Not hard enough 84% - Appropriate for high school 04% - Don’t know 6. Do you favor or oppose increasing the amount of time you spend at PHS on a daily basis? 50% - Favor 15% - Oppose 35% - Don’t know 7. How much does your parent help you with your homework? 50% - Not at all 15% - Once weekly 28% - To completion 07% - No response Palomar High School - 31 - Focus on Learning … … … February 26-28, 2007 8. I understand the assignment sheet that lists my work. 94% - Completely 00% - Not at all 00% - Some 00% - I’ve not seen it 9. What educational plan have you discussed with your parent(s)? 28% - Graduate and get a job 03% - Military 12% - Vocational school 28% - Community college 21% - Community college and transfer to a 4-year 08% - No response 10. What was your reasoning for choosing an independent study program? 43% - Flexible schedule 21% - Early graduation 12% - Work/career 09% - Small setting 31% - Personal attention 25% – Make up credit Some multiple responses 11. What academic and personal growth have you seen in yourself since enrolling at Palomar High School? 40% - Improved work habits 34% - Higher grades 56% - Improved responsibility 12% - Heightened communication Some multiple responses 12. Rate your overall satisfaction with Palomar High School on a scale from 1 to 10 with 10 being the highest. 00% - 1 through 4 03% - 5 00% - 6 09% - 7 37% - 8 25% - 9 12% - 10 Palomar High School - 32 - Focus on Learning … … … February 26-28, 2007 13. Do you have a quiet place to work at home without interruptions? 90% - Yes 06% - No 14. Are you willing to participate in the Palomar High School accreditation process? 65% - Yes 28% - No 15. Which, if any, extra-curricular activities would you like to see at Palomar High School? None Sports Sign Language Auto and Wood Shop Music Surf class Computers 16. Are you making satisfactory progress toward graduation? 09% - Little 28% - Some 28% - Satisfactory 18% - Much 17% - No response 17. How many hours do you work each week? Students work 10 to 25 hours per week Moms work 10 to 60 hours per week Dads work 40 to 50 hours per week 18. What would you change about Palomar High School’s Independent Study Program? Nothing Afternoon appointments Palomar High School - 33 - Focus on Learning … … … February 26-28, 2007 19. Do you feel comfortable contacting the teachers and/or administration? Why? or Why not? 97% - Yes 03% - No No reasons were given 20. What do you like about Palomar High School’s Independent Study Program? Working independently Free time Quiet and sleep in Flexible schedule 21. Have you any talents and/or knowledge that you would like to incorporate into your Palomar High School program? 09% - Yes 75% - No 22. Do you feel that you are receiving a quality education? 90% - Yes 03% - No 23. Would you like to see Palomar High School expanded? Why not? 59% - Yes, because it’s a quality school 21% - No, we like it small Why? or 24. In planning our curricula, would you want a wide variety of courses or fewer but more basic courses? 62% - Variety 09% - Fewer and basic Palomar High School - 34 - Focus on Learning … … … February 26-28, 2007 25. What has been your favorite experience at Palomar HS and Why? Making up credits Field trips and community service Completing weekly work Small environment Music class/Band Sleeping in Nice teachers Seeing myself progress Like a big family Making new friends Palomar High School - 35 - Focus on Learning … … … February 26-28, 2007 Chapter 2 Student/Community Profile – Overall Summary from Analysis of Profile Data Major changes since the last WASC Vista Unified School District (VUSD) has hired a new superintendent this year, and as a result there have been some major changes in the direction of alternative education. After a period in which school construction was the district focus, the Board now expects an increase in students’ performance across the district. To this end, they hired Dr. Joyce Bales, a superintendent with a track record of improving scores of the lowest performers. A new emphasis on data collection, evaluation, and data analysis has begun in the Vista Unified School District. Ensuring that all schools teach the same essential standards based on the state content standards is the goal of VUSD. Palomar teachers have collaborated with teachers from both comprehensive high schools to refine the 100-question benchmark assessment for each core course. Staff examined current course content for benchmark exam correlation and has begun the process of redesigning curricula. English: The English teacher has added a grammar component to each course, assigned books from the Board-approved list, and strengthening the senior exhibition project. Palomar High School - 36 - Focus on Learning … … … February 26-28, 2007 Social Studies: The History teachers revised the new Economics, Government, and United States History courses this year, using the new district-approved text. The staff is in the process of implementing the newly adopted World History curricula. Science: For the past six years, Integrated Science has been taught. When tested by the CST, student scores were found to be extremely low. Less than 5% scored in the proficient/advanced range. The science teacher looked at the content alignment for the Integrated Science course and found that the science curriculum taught did not align with the exam. The school now aligns the science curriculum with Biology and Earth Science CST standards. In this sense, data has driven the Science program. The new Earth Science classes are now offered to students and the development of Life Science classes will be the focus of the 2007-2008 school year. After reviewing CST scores in the Biology, Earth Science, and Integrated Science tests the administration informally surveyed teachers and students about their observations, concerns, and suggestions regarding the effective teaching of science at Palomar. In Earth Science, a standard classroom lab is currently not available. Palomar also continues to supplement the text with mini-lab and videos that can be completed at home or in a regular classroom. Math: The Math teacher reorganized Algebra 1A and Algebra 2-1 (first semester.) A new geometry course will be available by the end of the 20062007 school year. Palomar High School - 37 - Focus on Learning … … … February 26-28, 2007 Critical Academic Needs The Palomar High School stakeholders found that student achievement needs to improve overall, but particularly in the areas of math and science. • Alternate curricula and materials will be explored for these areas. • Student mini-classes and tutorials need to be established. • Web-based instruction that students can access at any time needs to be incorporated into the delivery system. Improvement in the math and science academic areas relates to the following Palomar ESLRs: 1. Students will be self-directed learners who assess their academic needs and use effective learning strategies. 2. Students will be life-long learners who develop and use critical thinking. The Palomar High School stakeholders found that student enrollment should increase and attendance should improve. Student and parent connection to the school needs enhancement. Good attendance directly relates to the student success at Palomar. Action plan #2 addresses these needs. Attendance is directly related to the following Palomar High ESLRs: 1. Students are self-directed learners who acquire and apply time management skills and demonstrate goal setting and selfimprovement. 2. Responsible citizens who accept responsibility for one’s own actions, demonstrate good decision-making skills that reflect respect, dependability, integrity, and a work ethic. Palomar High School - 38 - Focus on Learning … … … February 26-28, 2007 Finally, the Palomar stakeholders decided that there is a need to continue to actively pursue connections with post-secondary options for the students, as well as ensure that each student has a post-secondary goal when he/she leaves Palomar. This decision was based on senior exit surveys, parent interest, and a continuation of our last WASC. Action plan #3 reflect’s the school’s decision to focus on post-secondary options and school to career program enhancement and relates to the Palomar ESLR of creating students who are “life-long learners.” Palomar High School - 39 - Focus on Learning … … … February 26-28, 2007 Chapter 3 – Progress Report WASC Team Recommendations from 2001 Recommendation 1: The Palomar faculty and staff review technology usage as an instructional tool, its integration into the school’s curriculum, and to strengthen it to include all curricular areas as well as career applications. Elements need to be linked with providing adequate time for students to use computers at school. The staff needs to be appropriately trained to implement computers within the curriculum. Currently 63% of the independent study courses offer a technology component. Each classroom has been rewired to provide for internet access for computers. Palomar continues to incorporate technology into coursework with Internet searches, CD-Rom use, word processing requirements, audio and CD/DVD players, and office equipment. One instructor purchased the FINALE program, which allows students to write entire musical scores as part of fine arts. Vista Unified School District provides training for staff on a monthly basis that Palomar teachers can attend. In 2005-2006 five computers and three printers were added to Palomar rooms. The district has switched over to an Aeries Browser Interface system that allows teachers to view student test scores, demographic data, and credit history of individual students. Palomar has added the Assessment and Learning in Knowledge Spaces (ALEKS) math option for students, a webbased math program where students can work at their own level, and the Rosetta Stone program, which helps with oral practice labs in Spanish. Palomar High School - 40 - Focus on Learning … … … February 26-28, 2007 The future vision for Palomar includes using more computer-aided instruction. Palomar staff has researched the addition of a comprehensive PLATO web-based instructional delivery system. Currently, resources are being sought for the additional hardware, the software rights, and the building space to infuse a computer lab into Palomar. The new Earth Science adoption has CD-ROMs demonstrating labs and direct instruction for students. DVD players have been ordered. The Palomar staff is not as technologically literate as it could be, but there has been definite progress in integrating more technology into the curriculum since 2001. District budget cuts have severely limited progress for several years. Palomar High School is working towards further technological literacy. Recommendation 2: The total staff continues to expand, facilitate, and simplify access to services provided by the community, such as community college enrollment, broaden cultural activities, and utilize resources to provide networking for students which will enhance student learning and career exploration opportunities. In response to this recommendation, the staff has broadened the cultural and educational opportunities for students and parents. Scholarship information, field trips, guest speakers, garage sales, and evening parent meetings (including a multicultural potluck and game night) have strengthened networking for students. Palomar students have worked with the Vista Chamber of Commerce at three major community-wide events, increasing student opportunity to network with the business community. Palomar Palomar High School - 41 - Focus on Learning … … … February 26-28, 2007 students started a dog therapy program that trains dogs. Palomar students and handlers visit a nursing home, and assist with reading program at Foothill-Oak Elementary School. All students are made aware of the opportunities to concurrently enroll in the local community colleges. College class schedules are available in all classrooms and in the office. Palomar’s Advisor/Lead Teacher works with students to devise a plan for post-secondary education using her extensive knowledge of options for students. The math teacher also instructs courses at a local community college. This is an empowering link for Palomar High School students. The current goal is to further encourage students to take advantage of these opportunities. Recommendation 3: The school needs to improve the link between schools to career and provide students with more extensive career planning opportunities. Efforts should be made to include students into vocational programs such as Regional Occupational Programs (ROP). School-wide efforts to address this area resulted in the development of four new courses of Career Exploration 1 and 2, and Career Intern 1 and 2 as well as the continuing Work Experience 1, 2, 3, 4 courses. Most working students are now enrolled in one of these courses. Senior English has incorporated a senior exhibition focused on career research, resume, and mock job interview. The Foods course includes a project that investigates job opportunities in the food industry. In the past, Adult Education and ROP have made presentations at parent meetings and have designated a program counselor to be available for Palomar and Alta Vista students in transition. Palomar High School - 42 - Focus on Learning … … … February 26-28, 2007 The Palomar affiliation with the Vista Chamber of Commerce provides students multiple networking opportunities with small businesses in town. Recommendation 4: The staff and leadership team implement a plan that utilizes data collected and then relates this data to the coursework content, and the achievement of the ESLRs in reinforcing the standards-based curriculum. The efforts of the Palomar staff have focused on aligning more closely with the District in terms of curriculum and textbook selection, pacing guides, establishing benchmarks, and data collection. Much of Palomar’s curricular focus has been modified to meet new state standards, which relate to the ESLRs. Annually, Palomar staff monitors student scores on both the California Standards Tests and the California High School Exit Exam. Palomar High School has worked with the district and other schools to develop Essential Standards and Benchmark exams, and Palomar is now in the process of auditing school curricula to align them. The staff is writing course syllabi. Most of the data analysis points repeatedly to math as a weak curricular area. The math teacher is looking at math programs that are successful in the independent study environment, and has been working on curriculum that aligns with both the CAHSEE and the CSTs. Recommendation 5: The school leadership and staff develop and implement a plan to actively engage parents and community in refining the Expected School-wide Learning Results and in developing integral partnerships that support a strong connection to school. Prior to the year 2000, all schools in the district used the same ESLRs (Expected School Wide Learning Results). In the 2000-01 school year, Palomar High School - 43 - Focus on Learning … … … February 26-28, 2007 Palomar High School developed its own specific ESLRs. Beginning in 2003 all students and parents reviewed the ESLRs upon enrollment. ESLRs were also posted in all classrooms. Student assignments required that they wrote to one specific ESLR of their choice each week. In the year 2004, the Vista Unified School District moved its focus to the state content standards based format. Student contracts currently incorporate these state standards. The philosophy of the ESLRs continues to be incorporated in classrooms and student assignments. Palomar has developed a strong community support base with a significant amount of evidence indicating growth. We have ties to the San Diego Symphony, the Opera, the Vista Chamber of Commerce, WalMart, the Love on a Leash Organization and John’s Natural Dog Training Company. Students participate in weekly community service projects at Rancho Vista Nursing Home and Foothill Oak Elementary School. Parent attendance at Back to School Night has more than doubled over the past three years. Parents attend a Multi-Cultural/Game Night and an Elective Café. Parents are involved individually with each student's education. Parents receive weekly updates from teachers about student progress. For further explanation of each event, see section E, chapter 4. A School Site Council was formed in the Spring of 2006. This council reviews the ESLRs, course syllabi, and student achievement data in order to update the plan to increase student success and achievement. Palomar High School - 44 - Focus on Learning … … … February 26-28, 2007 Recommendation 6: The school needs to implement a method of follow-up for Palomar High School graduates in order to assist in determining student progress toward attainment of ESLRs and post-secondary success. This area is still in need of refinement. Palomar High School gives all seniors a senior exit survey in which they are asked about their future plans. Many former students visit Palomar High School. A staff member calls families to see what former students are doing. Some information about post-secondary success is gathered through these phone calls, but at best it is inconsistent. Palomar has not achieved a systematic way of following up with graduates. Some alternatives to create a uniform way of collecting such data are being explored. Among these options are to register with “Classmate.com.” This program allows graduates to e-mail information about their achievements after high school. Another option is to formally invite graduates to attend a back-to-school/homecoming night at the school site. This would also allow former graduates to share personal experiences with current students. Progress on the Action Plans from 2001 Action Plan 1: ASSESSMENT and ACCOUNTABILITY Rationale: To ensure that all students have access to a quality education, stakeholders will work together to enhance the use of assessment in order to improve instruction. The Palomar staff continually updates courses; however, the lens is now the California State Standards and alignment, more than the ESLRs. Teachers have redesigned course outlines to show which standards are addressed. Teachers review student progress toward standards in each course. Course Palomar High School - 45 - Focus on Learning … … … February 26-28, 2007 outlines are disseminated to parents. Staff has audited the curriculum for alignment with the California High School Exit Exam and CAHSEE prep direct instruction has been added for students who are struggling. Action Plan 2: CURRICULUM DEVELOPMENT Rationale: To enrich curriculum by expanding course offerings, increasing technology and staff development. The Palomar staff reviews course offerings annually and have expanded course offerings from 61 to 103 since the last WASC. The Palomar staff is in the process of ensuring that course content is aligned with state standards and updating course outlines. Although teachers have learned to use the Aeries Browser System and Edusoft for student data this year, the staff still needs more training in technology. Palomar has added a technology component to the majority of the courses. Palomar High School - 46 - Focus on Learning … … … February 26-28, 2007 Action Plan 3: SCHOOL TO CAREER CONNECTIONS Rationale: To provide students with information and options on postsecondary education and job training. Palomar is purchasing training videos and career exploration software. If a student has a particular interest, we have many community contacts through the Vista Chamber of Commerce. The community service projects through the Vista Chamber of Commerce, Rancho Vista Nursing Home and FoothillOak Elementary give students networking for career exploration. For 20062007, the new academic advisor/lead teacher is a counselor with a tremendous background in post secondary options for students. She works individually with each student on what his or her post-secondary plan will be. Action Plan 4: COMMUNICATION Rationale: To improve communication and involvement with Palomar High School and the community, and to expand students’ options and support. Since the new principal started in 2004, Palomar has been much less isolated from district processes than we were before. Staff participates in all the curriculum development around essential standards that the district has made available. Teachers have developed strong ties with the Vista Chamber of Commerce through the service learning. Communication between referring schools and Palomar is excellent when the lead teacher meets with high school counselors weekly and they talk about what placement is in the best interest of students. Since the lead teacher and principal came from one of the comprehensive high schools, communication has been greatly enhanced through their personal relationships with former colleagues. The student handbook was revised in 2005, but is in need of revision again. Palomar High School - 47 - Focus on Learning … … … February 26-28, 2007 Chapter 4 – Self-Study Findings Category A. Organization – Vision and Purpose, Governance, Leadership and Staff, and Resources Evidence considered: Intake documents Cum folder Transcripts School enrollment packet Board Policy School operating budget Single Site Plan for Student Achievement Parent and student surveys CST test results CAHSEE test results A1. To what extent does the school have a clearly stated vision or purpose based on its student needs, current educational research, and the belief that all students can achieve at high levels? We envision a school community in which: All students will be prepared and inspired with the skills needed in the multicultural, technological society to be lifelong learners and to succeed personally and professionally in a changing world. Each and every student can and will be successful through an instructional plan designed for purposeful growth, beginning with the student’s current capabilities. Each and every student, using human and material resources at Palomar High School, will have developed a personal approach to becoming a self-actualized adult, capable of facing the challenges and opportunities in preparation for responsible citizenship. Palomar High School - 48 - Focus on Learning … … … February 26-28, 2007 Each and every student can and will be prepared with the esteem and resiliency to reach an unlimited intellectual, professional and social potential. The Students: Palomar is comprised of a non-traditional alternative population of students from all geographic areas of the Vista Unified School District. The student body is comprised of more females than males, mostly 10-12 graders. The mobility rate is 48%. Most students spend from one to two years at Palomar. When a student comes to enroll, the lead teacher reviews graduation requirements with the student and parent. The administration supplies the student’s new teacher with the student transcripts, as well as pertinent confidential information from the initial student/parent interview. The student is placed with a teacher who will best serve his/her educational and personal needs. For example, a student with a low proficiency in mathematics may be placed with a teacher with a strong aptitude in mathematics. Instruction and Mentorship: Supporting high standards for each student, teachers develop an individualized learning plan for each of their students. Teachers continually monitor the student’s progress. Teachers help students develop strategies to successfully navigate independent study, state and district testing and career exploration. The Lead Teacher assists with college application processes. Teachers emphasize personal accountability, mentoring students so that they develop academic and life skills that help them succeed. Palomar High School - 49 - Focus on Learning … … … February 26-28, 2007 Because Palomar teachers have about 20 students instead of the 160 in a traditional high school, the instructors can more immediately detect special needs and recommend a course toward remediation or accommodation. This amounts to a continual process of formative assessment. The on-going communication between parents and teachers allows parents to partner in supporting their children’s education. Palomar teachers can personally acknowledge academic excellence and direct students toward enrichment opportunities. The one-on-one meeting and mentoring relationship cannot be overemphasized. It is what makes Palomar such a unique and successful learning community. ESLRs: In 2000-2001, the Palomar staff, which included all school stakeholders, participated in developing the current ESLRs. After lengthy discussions and feedback from the stakeholder community, the current ESLRs were adopted. They were reviewed again by stakeholders in 2005, and were not revised. To what extent is the school’s purpose supported by the governing board and the central administration and further defined by expected school-wide learning results and the academic standards? From the very beginning of its existence, the Palomar Independent Study format has been supported by both the School Board and the District Administration. These two groups authorized the allocation of resources to start the school after identifying that there was a sizeable group of students who were not being served by the district. Many of these students had either dropped out of school or were attending independent study programs in Palomar High School - 50 - Focus on Learning … … … February 26-28, 2007 other districts. In 1988, the Board and Central Administration took the major step of establishing Palomar as a separate school affirming Independent Study as its own entity dedicated to serving students in a unique way. The Vista Unified School Disctrict Board continues to demonstrate its serious support from the beginning by allocating seven full-time contracted teaching positions, one secretarial position and a principal to Palomar. The district has supported Palomar by allocating books and materials at least equal to any other school in the District. The entire alternative education system has been supported by the school district. This enables Palomar to more effectively serve individual students who would benefit from independent study. Students who leave the traditional high schools have three alternative choices: Alta Vista Continuation High School, local charter schools, or Palomar Independent Study High School. By continuing to support alternative schools, the District enables Palomar to be successful. Lack of classroom space is the only district-controlled issue that has not been solved for Palomar High School. Vista Unified School District has undergone a massive building program over the past four years to alleviate a year-round schedule in the K-8 schools, double sessions in the continuation high school and severe overcrowding at the comprehensive high schools. In 2007, a new continuation school will open. In 2008, dual magnet high schools will open. At that time the district, as a whole, will have enough space to look at options for housing Palomar. Palomar High School - 51 - Focus on Learning … … … February 26-28, 2007 A.2 To what extent does the governing board have policies and bylaws that are aligned with the school’s purpose and support the achievement of the expected school-wide learning results and academic standards based on data-driven instructional decisions for the school? The governing board has policies and bylaws that are aligned with the school’s purpose because state law requires that the Board adopt a set of policies enabling Independent Study. All alternative schools must have a separate policy from the traditional schools. These policies have to be written, adopted, and adapted by the School Board. They are reviewed annually by the auditors and by the school and district staff to ensure that Palomar is in compliance. As such, the Board is aware of the unique nature of the school. The Mission of the School Board is: The purpose of the Vista Unified School District is to educate all students to become responsible citizens who make positive, intelligent and productive contributions to their community, state, and nation. The Board’s Mission is closely aligned with the ESLRs, recognizing the value of student achievement, meeting real world challenges, and participation in the social and economic community. The School Board supports the academic standards and ESLRs through its adoption of appropriate graduation requirements, texts and materials, and assessments. In the past few years, the Board has adopted policies that seek to increase the number of students who are eligible for CSU/UC. It has Palomar High School - 52 - Focus on Learning … … … February 26-28, 2007 supported this endeavor with allocations for additional books, materials, and staff development opportunities. The Board has provided direction in formative assessment through the implementation of Edusoft assessments at every school. Importantly, the Board has provided ongoing support for all of the students through additional allocations of district support staff and monies to implement additional support courses and staffing for the students, particularly for those with an achievement gap. To what extent does the governing board delegate implementation of these policies to the professional staff? Although the Board adopts appropriate policies, their implementation is left to the professional staff. Independent Study policies are set by the Board, but it is up to Palomar High School to implement them and if necessary recommend changes in those policies. Whenever there is a question about Independent Study, a person in the central office administration will ask for advice from the professional staff and administration. The District central office works with teachers and administrators from all schools to adapt District standards for the students. The District provides materials, staff development, and expert consultants to help schools work with their students to achieve high standards. The District works with schools and teachers to use additional staff development time to implement the changes and challenges embodied in implementing the standards. In virtually every instance, administrators and teachers have input into the implementation of new curricula. Palomar’s teachers have been instrumental Palomar High School - 53 - Focus on Learning … … … February 26-28, 2007 in selecting district support materials for reading, creating district-wide assessments in English, math, social studies, science, and recommending changes in the graduation requirements. To what extent does the governing board monitor results regularly and approve the single school-wide action plan and its relationship to the Local Education Agency (LEA) plan? The School Site Plan is initiated every year by the central office administration through the direction of the School Board. Along with other schools, Palomar submits plans that are reviewed in the central office and then presented to the school board. In the fall, a presentation is made to the Board outlining the progress made by each school on achieving its goals. The District monitors assessment and test results on a regular basis. Palomar began this process in the Spring of 2005 with the formation of its first School Site Council. A.3 To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the expected school-wide learning results and academic standards? Academic and cultural school-wide decisions are based on data. All student achievement testing data is shared with teachers, both on a school-wide basis and disaggregated so that student achievement can be seen. Attendance data is shared and discussed. Palomar is small enough that academic issues are discussed at staff meetings. With CAHSEE accountability starting with 2005/2006 seniors, many of the staff discussions centered on how to provide Palomar High School - 54 - Focus on Learning … … … February 26-28, 2007 adequate remediation in English and math so that the students could pass the test. Each time test results were received, student strengths and weaknesses were analyzed. An individualized, web-based math program called ALEKS was implemented two years ago. After school tutorials have been implemented in both English and math that focus on strategies to help students pass the CAHSEE. Palomar’s single school-wide plan for student achievement is updated annually with the school site council that discusses budgetary issues as well as the instructional program. Palomar is constantly evolving. Leadership frequently initiates activities that help to focus the school on every student achieving the state standards and the ESLRs. At the beginning of each school year, school-wide data from the previous year is analyzed in order to revise the Action Plan. Additionally, leadership reviews school wide data on an ongoing basis, including CST and CAHSEE scores. The progress of the student body is monitored and leadership forms decisions regarding course offerings, course requirements, and curriculum. Palomar’s administrators distribute updated student profiles to teachers annually for each of their students. These profiles include student results for CST Clusters and CAHSEE. Teachers use these profiles as well as work samples to develop individual student plans. These plans specify the courses Palomar High School - 55 - Focus on Learning … … … February 26-28, 2007 each student will take. Teachers review individual student data and modify course schedules as appropriate during the term. Palomar receives input from students and parents in several ways, including surveys and the School Site Council. Each week staff obtains personal and immediate feedback while working with students. In response to data, continual strengthening of the academic program occurs in identified areas of academic need. The following examples are indicative of these efforts: Math Regular staff development in math content and instructional strategies Incorporation of math pacing guides developed by the district to meet district and state standards District benchmark math assessments help teachers determine students’ areas of strength and weakness Initiated math tutorials and appointments throughout the week to assist students Initiated CAHSEE math class, which meets on a twice weekly basis This class focuses on teaching the material necessary to pass the CAHSEE Geometry classes to meet the new graduation requirement English Language Arts CAHSEE prep material, including strategies in answering test questions Benchmark test at the end of each course Palomar High School - 56 - Focus on Learning … … … February 26-28, 2007 Reflective essays in each study guide More critical thinking questions (inductive/deductive reasoning) Background information about historical events relevant to readings More poetry and non-fiction added to courses Earth Science Instituted an Earth Science class with labs to meet college prep requirements World and U.S. History Several Palomar teachers worked with the district and other teachers to enhance World and U.S. History courses Palomar has adapted the courses for Independent Study California state standards, critical features, and enduring concepts are specified on course contracts Lesson plans emphasize text reading skills, connection to student lives, writing, and higher level thinking skills Health A Palomar teacher worked with district committee in reviewing and adopting a new Health textbook and materials Palomar adapted the Health course for Independent Study Material emphasizes personal responsibility for Health decisions, utilizing many self reflection writings Palomar High School - 57 - Focus on Learning … … … February 26-28, 2007 To what extent do the school leadership and staff annually monitor and refine the single school-wide action plan based on analysis of data to ensure alignment with student needs? The School Site Council meets in the spring to review the implementation of the plans during the past school year. Possible revisions are suggested. The entire faculty then meets to suggest ways in which we can use the resources to best meet the needs of the students, based on experiences from the past year and data that we have to that point. Before the existence of the School Site Council, teachers would meet with site administration to discuss program needs and resources. During the first two days of the fall, the Palomar staff reviews the results of CST and CAHSEE scores to make modifications or necessary additions. Every Friday, time is set aside for faculty meetings, inservices, and guidance team meetings. The staff has many opportunities for collaboration, greatly enhancing staff ability to analyze data, student achievement, state and district mandates. A.4 To what extent does a qualified staff facilitate achievement of the academic standards and the expected school-wide learning results through a system of preparation, induction, and ongoing professional development? Each core teacher is highly qualified in their subject area. The median time a teacher has taught at Palomar High School is14.3 years; thus we have a very stable staff. Teachers hired in the past five years participate in the exemplary Beginning Teacher Support and Assistance program. Palomar High School - 58 - Focus on Learning … … … February 26-28, 2007 The Associate Superintendent has begun meeting with staff volunteers to form a Professional Learning Community. In the meetings, researchedbased instructional strategies and how to incorporate them into lessons is discussed. The Principal and Assistant Principal monitor classrooms to gather data on instructional strategies occurring at Palomar and observe how students are engaged in these processes. This data will lead to future staff development plans. Other completed staff development activities include: California Standards for the Teaching Profession, Literacy with Kate Kinsella, and Marzano training in the Professional Learning Community. Much collaborative work has been done with the California Content Standards and CAHSEE prep in both math and English. Palomar has the gift of being a small school. Collaboration occurs naturally every day. All staff members know each other and their students. There is continuous planning and communication regarding more effective ways to reach individual students. That is the natural strength of this high school. Staff development has been the cornerstone of Palomar High. Staff members are frequently in collaboration with one another due to shared classroom space. Since all teachers teach all subjects, support is given with teaching materials and expertise on subject matters. There is a strong system of internal and external staff development that is based on standards and ESLRs. As the need for Standards Based Instruction increased, the challenge for every teacher increased. Palomar has “Highly Qualified Teachers” in each content subject area. The core teacher is responsible for developing Palomar High School - 59 - Focus on Learning … … … February 26-28, 2007 curriculum, monitoring, and tutoring students in their content area. Each student has an assigned supervisory teacher. Classrooms are available for use as a study hall daily. A.5 To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs? Many staff members hold membership in the California Consortium of Independent Study. The staff has attended, and on occasion conducted, workshops at regional and state conferences. Attendees gain valuable information about state laws and requirements for Independent Study, current research, some of the latest instructional materials, and ideas about solutions to problems common to Independent Study. The Vista Unified School District is increasing opportunities for staff development. Technology courses are being offered, all core staff is participating in developing district-wide benchmark assessments, and Robert J. Pletka, the Associate Superintendent, continues to work with the staff on instructional strategies. The staff development policies at a district level are in transition. Formerly, staff development was partially organized by the district office, by the site, and by request of the teacher. The new direction is focused on literacy strategies. Training is provided by the district to the site level. Reading improvement is a challenge for this district. All of the teachers are being trained in content area strategies. After training, evaluations and implementation strategies occur. Palomar High School - 60 - Focus on Learning … … … February 26-28, 2007 The district sent the Palomar principal through two years of extensive Robert Marzano literacy training. The Palomar principal has led staff development during staff meetings focusing on research-based instructional strategies. Because the Palomar staff is participating in the Professional Learning Community, the Associate Superintendent purchased copies of Marzano’s Classroom Instruction That Works for each staff member, and a different strategy is discussed at each meeting. All math and English teachers have been trained in CAHSEE preparation courses and curriculum. Student achievement data continues to show low math skills. All of the above staff development directly relates to these student needs. Palomar is in the third year of a pilot program grant with Alta Vista High School (located on the same campus) , in which students are served by an intervention specialist on an “as needed” basis. A Palomar staff member holds credentials in Relapse Prevention and Recovery Services, and facilitates a therapy group once a week with identified at-risk students.. A.6To what extent are the human materials, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the expected school-wide learning results? Palomar resources are sufficient to support student achievement. The staffing ratio is 1:18 compared to the district average of 1:33. The Board has Palomar High School - 61 - Focus on Learning … … … February 26-28, 2007 acknowledged that each student needs extensive personal attention, intervention, and has funded accordingly. Palomar is well staffed. The school receives School Improvement Program (SIP), Economic Impact Aid (EIA), and Lottery resources. In response to one of the previous WASC action items and parent requests, categorical funds have been allocated for computers, sofrware and program enhancements in elective areas. California High School Exit Exam (CAHSEE) preparation classes are offered using State remediation funds. For the past decade, Palomar facilities have been overcrowded. However, this Spring, the Alta PM program will move to a new site, becoming the second continuation school. This will relieve the overcrowding and provide Palomar classroom space for students' tutorials and activities in the afternoons. Realistically, the space problems at Palomar will not be addressed until the dual magnet high schools are built in 2008. The Principal is financially able to meet teacher requests for instructional materials and supplies with the allocated site instructional budget and additional categorical funds. Textbooks go through a district approval process. District texts are agreed upon by all of the teachers in a particular content subject area. All purchased textbooks must be aligned to the State Content Standards. Supplemental materials are reviewed and purchased at the site level. Since 2004, the principal has been able to meet virtually all teacher requests for materials and/or supplies. Palomar High School - 62 - Focus on Learning … … … February 26-28, 2007 AREAS OF STRENGTHS: Student achievement clearly guides the decision-making of this school and is supported by both site and district leadership. Staff is focused on the clear purpose of helping students graduate. Resources are adequate to meet the school’s needs. District has clear benchmark standards identified for the academic content areas. The staff does a remarkable job of tailoring the educational program to meet the goals of each student. They provide emotional and academic support for each student. AREAS FOR GROWTH: Students and parents could be included more in school-wide decisionmaking. Additional classrooms and computer labs are needed if Palomar is to become more technologically based. This will require district financial support. As more charter schools have come into existence, Palomar High School faces declining enrollment for the first time. This school needs to work on public relations and recruitment of students. Palomar High School - 63 - Focus on Learning … … … February 26-28, 2007 Category B. Standards-Based Student Learning: Curriculum Evidence considered: ESLRs Course List UC a-g application Intake Documents Weekly Assignment Sheet Course Syllabi FAFSA worksheet Fast Web Reference Guide Meeting Schedule Study Guides Administrative observation notes Completed Study Guides CST test results CAHSEE test results Master Schedule Transcripts Report Cards Individual Graduation Plans Course List Palomar Letter to Parents Auto-dialers CAHSEE class Attendance data Lead Teacher Appointment Calendar Kaplan: CAHSEE Success Algebra Survival Guide Kaplan: Test Taking Strategies ALEKS Logs VUSD: Graduation Requirements Senior Letters Graduation Ceremony Senior Exhibition Portfolios Concurrent Enrollment Forms CCIS Workshops B1. To what extent do all students participate in a rigorous, relevant, and coherent standards based curriculum that supports the achievement of the academic standards and the expected school wide learning results? All students at Palomar High School have access to a relevant curriculum that is constantly adapting to meet the California Standards and learners’ needs. Individual members of the faculty have varied expertise that is used to plan and implement curriculum that meets the current state framework and Palomar ESLRs. Students collaborate with teachers to select required and appropriate coursework, advancing toward meeting all graduation requirements. Palomar High School - 64 - Focus on Learning … … … February 26-28, 2007 This year Palomar offers Earth Science mini-labs, and tutoring opportunities in college prep Geometry, Algebra 1, Algebra 2 and Trigonometry. All English and Social Studies core courses are college prep and awaiting the approval of the UC a-g requirements. Reinforcement and skill strengthening tutorials in Math are offered as well as support for the CAHSEE through classes and curriculum. Each student is required to complete an intake process that includes a short self-evaluation and a review of prior academic and personal history, all of which lead to an individualized learning plan. Each student must sign a Master Contract and agree to participate in all assigned courses, labs and study halls as a condition of remaining at Palomar. Collaboration is an ongoing process at Palomar. Teachers assist, recommend, and share their expertise so that we can continue to evaluate the students’ academic needs. Each student’s weekly appointment with his/her supervisory teacher is filled with reflections on his/her work progress, instruction, multiple assessments and personal communication. Assignment sheets are sent home weekly informing parents of current student progress. Each Palomar teacher works to improve curriculum. The focus these past few years has been to align all courses as closely as possible with district essential standards. All students now take a benchmark test after completion of each core course. This encourages students to study well in order to pass these comprehensive exams. In keeping with these new assessments, new curriculum has been introduced in Earth Science, Algebra, Geometry, World Palomar High School - 65 - Focus on Learning … … … February 26-28, 2007 History, US History, Government, and Economics. Enrichment components have been added in each discipline. The new Earth Science course will require students to complete mini-labs, helping to further explain some of the new concepts. World History and US History courses include listening to historical speeches and music from various periods. As part of the Economics class, all students are responsible for completing a segment on Economics In the News. At the end of each of five units students listen to an assortment of programs from National Public Radio that focus on real-life economic issues. Some of the topics include: The Economics of Pizza Delivery (during rising gas prices), Talking Freakonomics with Stephen Levitt, Translating Education into Learning, Workers in Short Supply in New Orleans, and Economist Calculates the Six Figure Value of Love (on Valentine's Day). The mathematics teacher began curriculum revisions in Geometry and Algebra I courses last year. The Algebra II curriculum will be the curricular focus in math this year. The math teacher has worked to offer personal tutoring so students can better meet the demands of college preparatory math requirements. All Palomar teachers attend District meetings to improve curriculum, establish benchmarks and coordinate objectives. From the intake enrollment and the first meeting between teachers and students, emphasis is placed on planning for the future. Palomar hired a Lead Teacher that is a credentialed Pupil Personnel Services Counselor and who offers career guidance as well as assisting students with filling out financial aid and college applications. All of this demonstrates high expectations for students. Palomar High School - 66 - Focus on Learning … … … February 26-28, 2007 A standards-based curriculum is enhanced by continuous training and staff development for teachers. As a result, each teacher is more efficient in diagnosing potential problems and directing students to the proper remediation. These trainings have enabled instructors to teach with more confidence in their non-specialized areas. The most important curricular element is the way in which Palomar faculty take these standards based programs and marries them to the one-on-one teacher/student experience. Lessons must be clarified and enhanced so that a student working at home can access the key concepts and follow key procedures. At students’ weekly meetings, teachers assess student progress through discussion of the student’s work, oral questioning, benchmark tests, and student projects. Working together, the teachers can observe the student’s process and figure out where a student became confused in the work. Teachers provide students with corrective feedback. Additionally, through email, voicemail, telephone conversations, and dropping by, students have daily access to all teachers for clarification on assignments. Collaboration between staff, administration, and faculty models to students and parents that learning is a cooperative process. The work product of students is evidence of the success of this coordination of curricula and an on-going effort to improve the Palomar curricular program. Palomar High School - 67 - Focus on Learning … … … February 26-28, 2007 Palomar is dedicated to helping students develop skills and the habits of learning that they will carry throughout their lives. Infusing ESLRs with content standards helps set the tone for life-long learning. The desire to pursue a solid education is engendered over the course of the student’s enrollment at Palomar. B2. To what extent do all students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal and school-to-career goals? All students have access to the entire Palomar program. Each student’s work at Palomar is based on his/her own personal learning plan that begins with the orientation and intake process involving parents, students, and administrative staff. Each student and parent reads the requirements of Palomar’s Independent Study program. At the enrollment conference, the lead teacher explains the program requirements. The parent and student agree that the student will participate fully in weekly appointments, assignments, classes, tutorials and labs. Students and parents become aware that students are accountable for their own learning. As part of this orientation and intake process, vital data is reviewed, including state test proficiencies in math and reading, and expectations of students in Independent Studies are clarified. Based on the information gathered about the student, he or she is placed with a teacher and assigned his or her first two courses. The level of completion and understanding of this material is a primary indicator of a student’s ability to acclimate to the Independent Study model. Palomar High School - 68 - Focus on Learning … … … February 26-28, 2007 All students are enrolled in college-prep curriculum. The student’s academic history in reading, writing, and math, along with the state exam data, help determine which classes and reinforcements of skills may be necessary. In some cases, the tests indicate required support programs such as ALEKS. A personal learning program is reviewed each trimester with the student. Palomar faculty members take this important opportunity to capture a clear picture of each student, considering their family, work life, and all other aspects that impact academic achievement and engagement in school. This is a critical piece that encourages students and shows that they can overcome some of the deficits from their previous high school experience. Parents and students measure progress through reviewing report cards issued every trimester and assignment sheets that verify credit completion weekly. Palomar High School has a variety of elective courses that include the following: Art 1, Art History, Spanish, Instrumental Music, History of RockN-Roll, Criminal Justice, Civics/Citizenship (current events), Foods, Parenting, Career Exploration, Career Intern, Work Experience, Community Service, and Study Skills. Teachers encourage an informal network of study groups in any and all subject areas. Keeping parents, students and teachers working together requires good communication among everyone involved. Palomar teachers each have a telephone and answering system, enabling them to be in touch with parents and students almost instantly. Teachers also take advantage of the school Palomar High School - 69 - Focus on Learning … … … February 26-28, 2007 server, e-mail, letters and open meetings that parents may attend at any time. Bilingual assistance is available in Spanish daily and upon request in many languages by district staff. Thus, each student is counseled with a personal learning plan and encouraged to take advantage of Palomar’s entire program. Palomar High School - 70 - Focus on Learning … … … February 26-28, 2007 B3. To what extent are students able to meet all the requirements of graduation upon completion of the high school program? All students who enroll, succeed, and continue at Palomar are able to meet all of the course work requirements for graduation when they complete the program. Of great concern to staff, however, is the requirement that graduates must pass the CAHSEE. As results are received students identified as not passing are scheduled into CAHSEE classes in English Language Arts and/or Math where applicable. The Lead Teacher has held individual parent/student conferences with each CAHSEE-at-risk senior. Palomar provides curriculum necessary for graduation, including the courses that are required, as well as tutorial support and the interactive ALEKS program for students who need extra help in math. A critical milestone for Palomar students is passing the CAHSEE exam. (See Graduation requirements on p. 71.) This year the math teacher will implement a college preparatory mathematics course in Geometry, and is currently working to complete Algebra 1 and Algebra 2. Math tutorials, CAHSEE math classes, and study groups support each course. However, the mathematics pass rate for first time test takers is below Palomar expectations. Students falling below proficiency are offered daily tutorial opportunities and semi-annual CAHSEE prep classes. CAHSEE study materials are offered to all students. All students and their parents are told explicitly that preparing for this exam is a mandatory step toward graduation and that the staff is here to help them. Palomar High School - 71 - Focus on Learning … … … February 26-28, 2007 Short intensive CAHSEE review classes offer another level of reinforcement and confidence boosting. CAHSEE review materials focus on test taking strategies that work. One of the key areas of concern is improving attendance in ALEKS labs, classes, and CAHSEE offerings. As a school, Palomar is committed to providing extensive teacher and material resources to support students. Staff is frustrated when students do not take advantage of the help that is available. As this self-study is being written, Palomar is searching for ways to improve student attendance by asking the stakeholders for suggestions. Teachers at Palomar have a wide understanding of what graduation requirements encompass. Upon enrollment an evaluation of completed graduation requirements and credits yet to be completed is thoroughly conducted. Each week supervisory teachers and students informally review credits completed towards the completion of graduation requirements. Teachers pay particular attention to the senior class and communicate with parents and students about each student’s plan to achieve graduation. Student progress is discussed with the Lead Teacher, who makes suggestions and serves as another layer of support for teachers and students. Teachers and students regularly discuss life and career goals, making the connection between present coursework and the student’s ultimate goals. All senior students participate in a Senior Exhibition and must create a quality presentation and/or project on a career of their choice. Students must clearly detail the path to attain their career of choice, as well as outline the possibilities for growth within their chosen field. Palomar High School - 72 - Focus on Learning … … … February 26-28, 2007 Students can enroll in classes given at Mira Costa Community College or Palomar Community Colleges. The Regional Occupational Program and an affiliation with the Vista Chamber of Commerce offer students many avenues for career exploration. To succeed in graduating life-time learners and students with a solid plan for their future, Palomar staff engages in professional conversation, staff meetings and workshops. In this way, the staff knows of changing requirements and new demands. These changes are built into the course study guides. Staff is proactive in attending district-level meetings in their respective curricular areas. They communicate changes to colleagues and the administrative team. Palomar students are offered all of the requirements for graduation in a thoughtful, supportive atmosphere. VUSD Graduation Requirements English – 40 credits (4 years) Social Studies elective– 10 credits (1 year) World History – 10 credits (1 year) U.S. History – 10 credits (1 year) Economics – 5 credits (1 semester) Government – 5 credits (1 semester) Algebra B – 10 credits (1 year) Geometry – 10 credits (1 year) Math – 10 credits (1 year) Health – .5 credits (1 semester) P.E. – 27.5 credits (2.5 year) Fine Arts, Technology, or Foreign Language – 10 credits (1 year) Life Science – 10 credits (1 year) Physical Science – 10 credits (1 year) Electives – 60 credits (12 semester classes) Palomar High School - 73 - Focus on Learning … … … February 26-28, 2007 AREAS OF STRENGTH: Teachers have high expectations of students. Palomar meets needs of students for graduation. Palomar offers a one-on-one relationship between students and teachers. Palomar offers a wide array of support through classes, ALEKS labs, Earth Science labs, tutorials and access to teachers. AREAS FOR GROWTH: Specific preparations for CAHSEE math should start by ninth grade and/or as soon as student enrolls Palomar needs to plan for offering the additional courses in order to meet all UC a-g requirements. Palomar needs to expand career guidance and offer ASVAB and COPS testing on site Palomar High School - 74 - Focus on Learning … … … February 26-28, 2007 Category C: Standards-based Student Learning: Instruction Evidence considered: White card Schedule of labs Teachers’ schedule ESLRs Intake questionnaire Essential standards Assessments Attendance data CAHSEE prep classes Course list Pacing guides Lesson plans Study guides Course syllabi Student work Senior exhibition Student essays Graphic organizers Study skills: Vocabulary 1 and 2 Student surveys Transcript CAHSEE prep Action plan Earth Science curriculum Social Studies syllabi English Language Arts syllabi 4-MAT Palomar High School Reflective writing Professional Learning Community models Students attend trials and civic meetings for Government class Study skills class DVDs Videos Cassettes Music class Internet Transcript Concurrent enrollment forms Vista Chocolate Festival flyer VCC Technology Fair flyer Observations of teaching and learning CBEDS Data Earth Science and Math Concurrent Enrollment Forms Course attendance Work Permits Career Guidance curriculum - 75 - Focus on Learning … … … February 26-28, 2007 C1. To what extent are all students involved in challenging learning experiences to achieve the academic standards AND the expected school-wide learning results? All students are involved in challenging learning experiences to achieve the academic standards and the expected school-wide learning results. All students who enroll at Palomar High are in a new, exciting learning experience unlike any they have encountered before. For the majority of students, it is the first time they have the undivided attention of a teacher. This one-on-one learning is sharpened by the teacher’s knowledge of the student’s skill and ability levels on the state assessments in reading, writing, math, and the intake documents that the student has completed. The teacher knows what subjects and materials are appropriate for this student to achieve academic standards and Palomar’s ESLRs. Teaching at Palomar High has transformed in the past five years. Originally, teachers created their own lesson plans individually for each student. The state’s standards and the district’s focus, as well as the No Child Left Behind expectations, have all influenced an increasing proportion of the school’s offerings. We now must make sure that students complete a variety of mandatory college-prep courses—e.g. Algebra I and Geometry for every student, Earth Science and Earth Science labs (as of 2006-2007), while still ensuring that each student who comes to Palomar has the maximum possible opportunities to be successful. Teachers, staff, students, and parents at Palomar High School have risen to the enormous challenge of adapting Independent Study to these changes. Palomar High School - 76 - Focus on Learning … … … February 26-28, 2007 Students now work on challenging lessons in all subject areas. Teachers enter Palomar with their own strengths based on the subject areas they have studied in depth and taught. Today, almost all lesson plans have been written by Palomar experts in each field of study and have greater depth and freshness than previous courses. Palomar staff continues to adjust the lesson plans to fit each student needs. The Palomar High School program in English/Language Arts meets the California standards and uses selections from California Recommended Readings in Literature. The program is organized in thematic units with activities that move students away from anti-social and into pro-social thoughts, values, and behaviors. Students read and write weekly utilizing the six domains of the language arts standards: reading, writing, listening, speaking, viewing, and visually representing. Specific activities include vocabulary study guides, which allow students to explore new words, discover roots, prefixes and suffixes; sequenced timelines which allow students to organize ideas and information; and open mind portraits, which help students to understand another’s point of view. Students are required to produce five-paragraph essays that teach critical thinking skills in response to writing prompts. Instruction must be challenging and exciting for the student population which, by and large, has “failed to thrive” in a traditional school setting. A typical new Palomar student has survived one or more semesters in a traditional program with lower than a 2.5 grade point average. Some have managed to earn passing grades, but they feel frustrated or threatened by the Palomar High School - 77 - Focus on Learning … … … February 26-28, 2007 social environment of the sending school. Most students see Palomar as a means to achieve and exceed what has been their personal best. “I was not doing so well in the regular high school because I didn’t get much help. I am now on track to graduate on time because of the individual attention I always get.” Andrew-Class of 2007 Best means different things to different students. Some students wish to get back on track for a timely graduation. Some students wish to begin vocational training simultaneously with their academic program. Many students wish to be free to pursue a special talent or interest. Some students need to work on their diploma requirements while caring for a child or other relative. Some students battle their own physical and/or emotional challenges while pursuing their diploma. Palomar’s one-on-one approach allows students a program tailored to their personal and academic needs, which increases their success. _____________________________________________________________ “ The independent study program at Palomar High School gave me the opportunity to graduate from high school while taking care of my new born daughter. I’m very grateful because without this program I would not have been able to earn my high school diploma.” Alyssa – Class of 2006 _____________________________________________________________ A selection of transcripts listing academic achievement before and after enrollment at Palomar, records of concurrent enrollment courses and grades, and surveys of post high school plans all offer evidence of the extent to which this program does in fact meet these varied needs. Palomar High School - 78 - Focus on Learning … … … February 26-28, 2007 Another major change in the instruction has been the addition of the Earth Science mini labs and classes. Formerly, students worked only with one teacher. Because of the new rigorous demands of State Standards, NCLB, and graduation requirements, Palomar has incorporated new approaches. A weekly schedule of the Earth Science labs and ALEKS math labs are offered and the record of attendance is recorded. Through the diligent efforts of the staff, students can meet collectively or individually with the highly-qualified teacher of their choosing. With this additional instruction, Palomar expects to steadily improve the students’ scores on the CAHSEE and the California Standards Tests, especially in the most challenging areas of mathematics and science. All students and their parents/guardians are regularly informed of each student’s academic record and progress toward completion of credits requirements by reviewing report cards, weekly assignment overview sheets, and trimester evaluations. Both the lead teacher and classroom teachers regularly update students about their progress on credits, the CAHSEE English and Math, Algebra I, Foreign Language and Social Studies. Teachers, parents, and students collaborate on an individualized plan to meet all graduation requirements. The student’s trimester transcript print-out keeps track of progress and enables the student to re-work plans as necessary. Teachers work to make students aware of all their options that help them make appropriate choices. Palomar seniors who wish to attend Mira Costa College (MCC) and/or Palomar College (PC) become part of the Palomar concurrently enrolled, Palomar High School - 79 - Focus on Learning … … … February 26-28, 2007 which enables Palomar students to be guided through the financial aid maze, be tested for placement in the spring of their senior year, enroll early, and have first pick of program choices for their first semester of full-time college. Beyond academics, Palomar offers a wide variety of elective courses including concurrent enrollment at local community colleges and participation in programs such as the community colleges Regional Occupational Program. There is financial support available for students who may wish to participate in these programs but lack the funds. Palomar has a strong relationship with the Vista Chamber of Commerce (VCC). The VCC has a vast array of career opportunities for students to explore and a myriad of community service projects to participate in, such as the Vista Chocolate Festival and the Vista Technology Fair. Successful Palomar students who have met all of their diploma requirements have learned to manage their time, grown more mature, and become independent life long learners. They are involved in exploring their own unique educational paths, focusing on their specific interests and strengths. Independent study helps students go above and beyond the basic diploma requirements, so that each can truly thrive in the world beyond high school. Based on the many offerings of classes, labs, and individual appointments, 100% of Palomar’s students are involved in challenging learning experiences to achieve the academic standards and the expected school-wide learning results. Palomar High School - 80 - Focus on Learning … … … February 26-28, 2007 C2. To what extent do all teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels? All Palomar teachers use a wide variety of strategies and resources to help all students succeed at high levels. Unlike traditional schools, teachers provide one-on-one instruction that is adapted to the skills and abilities of each student with an emphasis on higher-level thinking skills, thus building confidence and competence in the students. This independent instruction is supported with the ALEKS computer math lab, tutorials in all subject areas and internet access. Math students weak in their basic skills are assigned to ALEKS computer interactive math lab. This lab is an interactive computer lab designed to bolster understanding of basics, such as, fractions, decimals, and percents, through calculus. This lab features students working independently, solving problems, exploring strategies for problem solving and focusing on thinking skills all at the students own pace. ALEKS labs are available daily to give students choices of the best fit for their schedules. Since the district now requires mathematics courses to be college prep, this program changed the curriculum to support college level learning. The 30 credits of college-prep mathematics that are required for graduation are quite a challenge for the students who come to Palomar, some without the most basic math skills. This is the reason that ALEKS labs outlined above were implemented. This year, Palomar is concentrating on algebra and geometry. Palomar High School - 81 - Focus on Learning … … … February 26-28, 2007 ALEKS is available daily at any time to accommodate students’ schedules. The Palomar staff encourages those students achieving at or below basic and/or seniors who have not passed the CAHSEE to participate in ALEKS. For seniors who have yet to pass the California High School Exit Exam(CAHSEE) in math and/or English, there are two options to prepare to re-take the exam. Palomar students may take a six to eight week tutorial taught by the Palomar core-content teachers each Spring and/or may participate in an eight-week course offered by the continuation high school, Alta Vista, twice each year. We have provided Kaplan CAHSEE prep books for students on site and home use. In addition to one-on-one math tutorials, there are CAHSEE prep, Algebra 1, Geometry, Trigonometry, Algebra 2, Pre-Calculus, and Calculus. ALEKS labs available to all students, at any time, in support of their study of higherlevel mathematics. A highly qualified math teacher provides individual attention and support to all students. Vista Unified School District requires Biology to be the college prep course meeting the UC a-g course list. In response to that mandate, the Palomar staff has discussed coordinating with Palomar College to work in partnership to provide Biology and Chemistry lab classes that meets the state, district and UC standards. Palomar High School does not have the structure nor facilities for such labs at this time. Palomar High School - 82 - Focus on Learning … … … February 26-28, 2007 The Palomar science teacher is currently implementing a new Earth Science curriculum that meets the UC science elective criterion. Labs for the course have been adapted to the average kitchen and/or classroom. The Earth Science labs complement traditional book study, providing the integration of the theoretical with the practical. Additionally, students are assessed for understanding upon completion of the course. Social Studies courses have incorporated many new and creative requirements into the curriculum. American Government requires that each student attend a community meeting or city event (e.g.; city council meetings, court trials, political candidate forums…), view Frontline documentaries on political issues, design political satire cartoons and listen to politically influenced music. US History and World History incorporate five-paragraph essay writing (which give students practice in distinguishing main ideas and supporting material), as well as a personal model project utilizing art, power-point and/or music as a culminating activity. Students also learn to participate in and design their own surveys. Teachers enjoy sharing work and projects that students have created. Palomar teachers use film to help students understand historic events and English literature. Students are able to view DVD and/or videotapes for English and social studies. The films Macbeth and Grapes of Wrath are examples of DVD/videos that help students understand the literature used in English and Social Studies. Palomar High School - 83 - Focus on Learning … … … February 26-28, 2007 Reasoning and problem solving skills are taught individually and in groups in Earth Science (Earth Science mini labs) and in mathematics courses. The staff uses supplemental material including, but not limited to, ALEKS interactive computer lab, Problems of the Week (POW’s) and Internet sites. Palomar provides many opportunities to gain knowledge through off-campus events such as, trips to the opera, symphonies, nature hikes and all of the City of Vista Festivals and Fairs. Those students who show interest and aptitude participate with the North County Chapter of Love On A Leash. These students learn to train and handle dogs used for therapy with academically challenged elementary aged students and socialization therapy for the elderly at the Rancho Vista Retirement Community. Palomar began the Dog Therapy program as a direct result of students inquiring about animal training as a career path. Now, Palomar students are actively training and handling animals in the community while providing a service to others. Students explore multiple career paths through the Love On a Leash program. Palomar High School students, in good standing, can take advantage of opportunities to concurrently enroll in Palomar and Mira Costa Colleges. Palomar High students are concurrently enrolled at the college and have a wide selection of classes to choose from. Upon completion of these college classes, the student receives both high school and college credit. The independent study schedule affords students time to attend college classes during the day. Palomar High School - 84 - Focus on Learning … … … February 26-28, 2007 In addition to the academic requirements and all of the support for student success in course work, three of Palomar’s most important elective courses are Career Exploration, Career Intern, and Work Experience. Students can explore possible career choices and receive help in searching for and finding their first (or subsequent) job. Students may earn elective credit through being a Career Intern and/or being enrolled in Career Exploration. Currently, many of students at Palomar High School are earning these credits and/or earn credit and a paycheck by participating in work experience. The students have a multitude of opportunities to succeed in accumulating credits towards graduation with the individual teacher, in a class, in a lab, on a computer, or on an off-campus event. Because the ratio of student to teacher is much lower here than in traditional high school and because students work one-on-one with their teacher(s), students are given unique, individual attention. The program works well for students that take advantage of all that Palomar offers. Palomar teachers use a variety of strategies and resources including technology and experiences beyond the textbook and the classroom to actively engage students and help them succeed. Palomar High School - 85 - Focus on Learning … … … February 26-28, 2007 AREAS OF STRENGTH: There is an opportunity to individualize programs with regard to students’ academic/non-academic needs and interests. The faculty actively develops needed skills for themselves so that they can better serve students. There are many assessments to determine student strengths and areas of necessary growth. AREAS FOR GROWTH Some students are not yet geared to taking advantage of maximum opportunities offered at Palomar. Classes such as Algebra 1, Geometry and Algebra 2 are not fully consistent with independent study as we have known it. Palomar must offer regular math class opportunities in each of these areas to support students and increase proficiency rates. Continue staff development to deepen and broaden teachers’ knowledge of the standards. Incorporate technology into more of the curriculum. Increase school-to-career opportunities. Palomar High School - 86 - Focus on Learning … … … February 26-28, 2007 Criteria D: Standards based Student Learning: Assessment and Accountability Evidence considered: Data: Sample math assessment Intake meeting materials Transcripts Contract agreements CAHSEE results CST results EDUSOFT print out “School News” Observation of student appointment Sample teacher made quizzes Sample reports Sample projects Sample of rubric-scored works Sample product for one week Benchmark tests Sample different levels of math materials and ALEKS Edusoft printout Assessment standards and spread sheets Edusoft sample Assignment sheet Cumulative report sheets Attendance sheets Teacher schedules Kaplin: Test Prep books CAHSEE class materials D1. To what extent does the school use a professionally acceptable assessment process to collect, disaggregate, analyze, and report student performance data to the parents and other shareholders of the community? Palomar begins its assessment process when a student applies to the school. Assessment is carried out through formal and informal means on a weekly basis. From their classroom computers, teachers have access to testing profiles for each student including several years of state test data. Students are assessed as they complete each study guide. Palomar High School - 87 - Focus on Learning … … … February 26-28, 2007 Palomar student candidates are evaluated based on CST scores, CAHSEE pass rates, grades from the previous school(s), attendance and their specific personal needs. Palomar has a vested interest in serving those students who show the potential to benefit from an independent study program. Parents are informed of the requirements that their student must meet in order to be considered as a student at Palomar. Students with serious skill deficiencies are typically recommended to Alta Vista, the continuation high school, or a more traditional high school setting where their needs may be better served. Those accepted into Palomar are assigned to a supervisory teacher who guides their high school career. During the intake interview with the parent and student, the lead teacher conducts a needs assessment using the student’s transcript, previous standardized test data, and the recent Palomar intake autobiographical questionnaire. Parents are also invited to be present at the first student academic appointment with his/her teacher, where academic and graduation needs are discussed. Parental input and consent are incorporated into the student’s course of study. Student assessment results for the entire school come from the California Standards Tests and the California High School Exit Exam (CAHSEE). Palomar staff received training in 2005-06 by VUSD on extended assessment of standards supported by the Edusoft System. This allows teachers to assess the degree to which students achieved each standard. Teachers now have the capability to design tests and input their test results into Edusoft in order to monitor progress. Palomar High School - 88 - Focus on Learning … … … February 26-28, 2007 School-wide CST results are published on the district website (www.vusd.k12.ca.us). Results are made available to the local press. VUSD publishes its own newsletter and distributes it to students and parents. This collection of data is relevant and useful for the Palomar teacher to see trends and needs for discussion with students and parents. D2. To what extent do teachers employ a variety of assessment strategies to evaluate student learning? A weekly review of student work is an integral part of Independent Study. The teacher designs assignments that meet the student’s strengths and areas of need. Because each student meets individually with a teacher each week, the teachers are able to use a variety of assessment strategies with regularity including teacher observation, textbook and teacher-made tests, written reports, oral discussions, follow up questions, and projects. Palomar High offers a California standards-based English Language Arts curriculum that incorporates comprehension and literary analysis through vocabulary development, as well as reading and writing skills. Curricular materials include a variety of tasks each week. Units include five-paragraph essay writings, personal journal reflections, chapter summaries, reading comprehension practice, vocabulary building activities, informal oral dialogue, and projects. All of these work products are major assessments of each student’s English/language arts abilities. The Palomar social studies team developed World History, U.S. History, Government and Economics courses that include all of the California Palomar High School - 89 - Focus on Learning … … … February 26-28, 2007 standards which 10th, 11th and 12th grade students need to cover. The students take tests periodically, so teachers may see what content has been mastered and what needs re-teaching. D3. To what extent do students and teachers use these findings to modify the teaching /learning process for the enhancement of the educational progress of the student? Independent Study, by its nature, is a flexible place with students entering the program any day of the school year. No two students are exactly alike, yet all must pass the CAHSEE tests of individual proficiency in math and in language arts. Teachers evaluate all assessments available and determine course selections, preparatory classes, and tutorials needed by each student. Palomar supplies teachers with multiple levels of materials (text, supplemental skill building materials, computer software, music cassettes, video tapes, DVD’s, and musical instruments) that can be readily assigned to a student when the need becomes apparent. The supervisory teachers assign students to tutorials for math and language arts, and to special CAHSEE classes to improve students’ skills and to prepare them for the exit exam. Teachers modify study guides and lesson delivery to complement student needs and learning styles Palomar High School - 90 - Focus on Learning … … … February 26-28, 2007 D4. To what extent does 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 and the expected school-wide learning results? Palomar participates in all district, state, and federal assessments. All students (excluding grade 12) participate in the annual California Content Standards Tests. The Vista Unified School Board and the superintendent, are intensively focused on the collection, extrapolation, interpretation and analysis of all state and district assessments in order to increase the levels of student achievement and success. Palomar administration informs teachers of assessment results as they are made available. Students not meeting proficiency levels are assigned a modified course of study, including tutorials. The modifications could include adding tutorials and/or labs with a teacher in a specialized field such as math, English, science, and social studies, as well as supplemental coursework at the discretion of the supervising teacher. During the 2005-2006 school year, the district implemented the Edusoft assessment system for all schools. This provides two benefits to teachers and their students. Scores are immediately available on any district-wide exam, and teachers can create individual quizzes or exams based on any state standard(s) with the aid of the software. Edusoft results are available immediately to teachers trained in the use of this new tool. As part of the assessment and monitoring system, the following is a typical student/teacher appointment: When a student first comes into the room for his/her appointment, the teacher asks the student if help is needed to Palomar High School - 91 - Focus on Learning … … … February 26-28, 2007 complete any study guide. A student needing help is sent to the appropriate subject teacher if necessary. When the student is ready to hand in work, he/she sits down at the teacher’s desk and discusses the work being handed in. The teacher usually asks a few key questions about the individual assignments, making sure the student finished and reasonably understood the work. At this time, the student may ask questions about their graduation credit status, work permits, college concurrent enrollment, intersession, program, courses, and CAHSEE and CST questions. The appointment provides an informative exchange between student and teacher. Credits that are expected to be completed are listed on a weekly assignment sheet. To start a working example of an appointment, Example 1 on the next page shows a sheet that a student will hand in. It shows the credits already finished in each subject, and the credits still required. It also shows any work that requires corrections. This assignment sheet shows that the first two credits of Health are previously completed, as well as the first credit of World History I. Algebra I A credits have been previously completed, but study guides 3 and 4 have to be corrected by the student in order for him to receive credit for the work. Palomar High School - 92 - Focus on Learning … … … February 26-28, 2007 Palomar High School - 93 - Focus on Learning … … … February 26-28, 2007 Next, the student picks up a blank assignment sheet and fills it out for the next week. In this example, it shows that the first three credits of Health and the first two credits of World History have been submitted (one of each submitted from the first example). Note that none of the “redo’s” have been attempted. The student takes this sheet home to be reviewed and signed by a parent/guardian for the next week. The middle of the sheet has space for special announcements from the school or teacher. Example 2, on the following page, represents the sheet going home this week. Palomar High School - 94 - Focus on Learning … … … February 26-28, 2007 Palomar High School - 95 - Focus on Learning … … … February 26-28, 2007 Palomar High School - 96 - Focus on Learning … … … February 26-28, 2007 Palomar High School - 97 - Focus on Learning … … … February 26-28, 2007 Palomar High School - 98 - Focus on Learning … … … February 26-28, 2007 Palomar High School - 99 - Focus on Learning … … … February 26-28, 2007 D5. To what extent does the assessment of student achievement in relation to the academic standards and the expected school-wide learning results drive the school’s program, its regular evaluation and improvement and usage of resources? Assessments of students are an important component of what drives Palomar’s program. Palomar is in a constant state of evolution according to the needs of the students. At the end of first trimester of last school year, Palomar staff realized that a support class for Algebra 1 and Geometry was needed to increase CAHSEE and CST scores. The teacher combines personal observations with a student’s work product, quizzes, and writing samples to decide which areas of math and language arts the individual student needs to most improve. Students are encouraged to meet for individualized instruction by the highly-qualified teacher of that specific subject. Palomar, as an Independent Study school, is in a unique position to be flexible. Teachers’ schedules are staggered to meet the needs of the students. Assessment and program evaluation drive Palomar’s decisions about resource allocation, such as the purchase of ALEKS and CAHSEE prep materials. All Palomar teachers instruct all subjects; however, each has an area of specialization and is relied upon by colleagues to be a resource for the school. Palomar has created tutorials, supplementary materials and classes in response to the need for increased performance on state test scores. These labs/classes can begin and end at any time during the school year, and Palomar High School - 100 - Focus on Learning … … … February 26-28, 2007 students may be placed in them at any time during the school year, as the need arises or subsides. These include: ALEKS CAHSEE English Classes CAHSEE Math classes Individualized math tutorials Individualized E/LA tutorials New: Earth Science course Individualized social studies tutorials The Palomar administration provides each student’s teacher with specialized materials to help their students practice on CAHSEE Math and ELA. Palomar High School - 101 - Focus on Learning … … … February 26-28, 2007 AREAS OF STRENGTH: Palomar has flexibility for enter/exit attendance format and scheduling We offer a variety of labs, classes and tutorials. Teachers know students as individuals Palomar uses a wide variety of instructional strategies Student progress is documented thoroughly AREAS OF GROWTH: Student time management and attendance Improve access to current on-line test preparation Palomar High School - 102 - Focus on Learning … … … February 26-28, 2007 Category E: School Culture and Support for Student Personal and Academic Growth Evidence considered: Enrollment figures Referral list School brochure Contract agreement Enrollment documents Independent study questionnaire Lead teacher appointment schedules Lab and class schedules Parent/student conferences Sample notes and emails Notes on white cards Guidance Team referrals Observations Weekly assignment sheets Assessments Individual graduation plans Course contracts Calendar of events Event flyers Photographs Community service Therapy dog program Activity evaluations by parents and students Parent and surveys Music program CAHSEE prep attendance rosters Concurrent enrollment forms Career exploration and intern enrollment Work experience enrollment TA attendance Site council minutes Palomar High School - 103 - Focus on Learning … … … February 26-28, 2007 E1. To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process? School leadership employs several strategies for parent and community involvement, including newsletters, community service connections, business partnerships, etc. Public relations need to improve. In the past, Palomar has always had a waiting list. With the advent of charter schools in the area this year, for the first time, the enrollment has dipped. The strategies of the past have always been trying to limit enrollment, thus a very strict entry policy through the comprehensive high school guidance teams is in place. Public relations is a needed focus so that parents know the quality of this program. Entry strategies need to be reconsidered to be more user friendly. Palomar High has very strong parental involvement, mainly because each teacher knows every one of his/her students and their parents. This one-onone involvement is extremely important. Every week, students, parents, and teachers review student achievement. All assignments and other requirements, such as labs, are written on the Weekly Assignment Sheet. These assignment sheets are signed by the parent, returned, and filed by the teacher for audit. Parents are aware of their student’s progress by reading the assignment sheet and reviewing the student’s study guides. Teachers call home and discuss possible problems with parents. This is entirely different from what Palomar students and their parents have experienced in traditional high schools. Palomar High School - 104 - Focus on Learning … … … February 26-28, 2007 When students apply to enroll at Palomar, they are first scheduled for an enrollment appointment. Both parent and student must attend the 1 1/2 hour session which includes program description, expectations, earning credits, attendance, required hours of work at home, supporting role of the adult, and parental contact. Both parent and student review the work necessary for the completion of the first set of assignments. At the Palomar enrollment intake, it is made clear from the beginning that parental support is a necessary component of successful Independent Study. Each parent must sign a new contract agreement every semester, giving approval for the new semester’s plan. Teachers employ a wide range of strategies to include parents and the community in the learning process. All teachers currently have phones equipped with message centers at their desks as well as computers for email. Teachers communicate with students, parents and colleagues regularly through phone, e-mail, and mail. The newly established School Site Council includes teachers, students, and parents. Independent study enables students to work on their assignments at home. The parent’s role is to oversee time spent on assignments. Parents are expected to review the weekly assignment sheet with the student both during the week and when it is due. If students are having difficulty, parents meet with the teacher and/or lead teacher to plan a strategy for the parent to become more involved with the student in the learning process. Many students volunteer in the community: reading in an elementary school, visiting a nursing home, and helping with Vista Chamber events. Palomar High School - 105 - Focus on Learning … … … February 26-28, 2007 Students have access to memorable study trips such as hiking, San Diego Opera, and the San Diego Symphony. Parents and older siblings, along with former Palomar students, join teachers as chaperones for these trips. Palomar High School - 106 - Focus on Learning … … … February 26-28, 2007 E2. To what extent is the school a safe, clean and orderly place that nurtures learning? To what extent is the culture of the school characterized by trust, professionalism, and high expectations for all students, and a focus on continuous school improvement? The fact that the school is a safe place, one which nurtures learning, can be illustrated by observing how long and often students stay on campus before and after their appointments. Students feel that Palomar is a relaxing and comfortable place. The campus is virtually graffiti and litter free. Students know what is expected from them and act accordingly. At Palomar suspensions, fights, thefts, and police involvement are basically nonexistent. Palomar has a culture of respect. Teachers model this respect through their interactions with their students and their colleagues. Students receive individualized attention, both personally and academically. As a result of this attention, students more comfortably integrated into the school community. E3. To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success? All of the students receive an individualized learning plan with many opportunities for support. In response to the escalating demand of testing, combined with Palomar’s mandate to tailor student learning, teachers have a dual role of teaching to the prescribed standards, while simultaneously taking time to encourage the student to find a personal focus of interest within the subject area. There are many examples of this support: college is an option for many and early registration for concurrent enrollment at Mira Costa and Palomar Community Colleges is a plus. Palomar High School - 107 - Focus on Learning … … … February 26-28, 2007 E4. To what extent do students have access to a system of personal support services, activities, and opportunities at the school and within the community? Palomar students have access to academic support within the school and community, including individual tutoring and CAHSEE prep classes. Palomar High is a community of caring. Because of small class loads, teachers and students bond with positive rapport. Students often act as peer counselors for one another. Palomar students are allowed to design co-curricular activities that are interesting to them. Three favorites are training therapy dogs, doing therapy visitations with dogs for Love on a Leash, and the school rock band. Many students also participate in community service activities for the Vista Chamber of Commerce several times a year. They also attend the Opera, Elective Café, Multi-Cultural/Game Night and hikes. Making Connections To promote connections between Palomar High School and the community, many events are offered that provide for student and parent participation. The involvement of students, parents, teachers, and administrators at these events is highly encouraged. Participation at the events fosters school wide cohesiveness. The following events are offered at Palomar High School: Back to School Night 2006 was a well attended successful event. Parents and students were invited to attend an evening of dinner, music, and discussions of Palomar’s program and curriculum. The largest classroom Palomar High School - 108 - Focus on Learning … … … February 26-28, 2007 was overflowing with students and their family members. The food for the event was donated by teachers and the community restaurants, Upper Crust Pizza and Ciao’s. A raffle was held. A variety of prizes were donated by a staff member. After dinner, there was a student musical performance in room 15. People spilled out onto the walkway swaying and tapping their feet to the rock ‘n’ roll tunes. The evening ended in room 14 with homemade cookies, cake, and a viewing of the curricula. Lasting connections were made. It is the hope that this program will continue to reach out to the students, parents, and community and be greeted with the same enthusiasm that we encountered in this event. The Elective Café is an elective credit opportunity that is offered to the students in the fall. The student writes a five paragraph essay about a favorite hobby/interest, a visual must be provided, and the student does an oral presentation or performance in front of all participants. Some of the hobby/interest categories presented by students have been; fashion design, comic books, a variety of sport interests, cooking, music, scrap booking, art, etc…. Parents are invited to attend the event along with their student. The student and parent prepare a soup, salad, or dessert that will be shared with the participants. Parents, students, teachers, and administrators converse and enjoy an evening of entertainment. The San Diego Symphony field trips are offered to Palomar students. There are usually a series of three trips. Students and parent chaperones enjoy an enriching live performance of classical music and dance. Palomar High School - 109 - Focus on Learning … … … February 26-28, 2007 Nature hikes are offered as an alternative P.E. elective credit. The students have an opportunity to hike with parents, teachers, and other students. There is much camaraderie at these events. Everyone enjoys the beauty of the twomile hike at Torrey Pines State Reserve and the three-mile hike at Cowles Mountain. Opera: Student Dress Rehearsals -Two or three times a year, students participate in the San Diego Opera’s Student Dress Rehearsal program. Students have a chance to go to the final dress rehearsal of a full opera before opening night. This has become a very exciting tradition at Palomar. Students who have been to one opera eagerly sign up to attend another. The classroom buzz after they have attended is a pleasure to hear. The students are taken to the opera by teacher chaperones, generally four students to a car. The fifty-minute trip provides time for students to get to know each other and for the teacher to interact with the students in an informal manner. For some students, this represents the first time they have been to San Diego. The students enjoy the theater experience - the sets, costumes, lighting, orchestra, singing, storyline, super-titles explaining the dialog, and the glimpses given to behind the scenes production work. Students who have attended one opera work hard to get their friends to attend the next one offered. Opera nights give students a chance to interact with their peers in a positive way, enhancing their vision of themselves as the sort of people who attend opera! It gives teachers a chance to get to know students in a relaxed setting. These bonds play a definite role in encouraging students to keep working toward graduation. Palomar High School - 110 - Focus on Learning … … … February 26-28, 2007 Multicultural/Board Games Night is an elective opportunity that is offered to Palomar students in the spring. The students sign up with the supervising teacher. Each student selects a different foreign country to investigate and writes a five paragraph essay about that country. On a poster they include: a map of their country, a country flag, a minimum of five pictures or drawings with written information about the country’s customs, religion, national pastimes, arts, monuments, architecture, places of interest, festivals/holiday, and information on the foods of that country. The student selects a recipe from the country and prepares the recipe to share with participants after the oral presentations. They are encouraged to cook with their parents and to bring a family specialty. The latter half of the evening is spent playing a variety of board games. Students and their guests, parents, staff and community members have a thoroughly enjoyable time. Community Service Events The Vista Unified District does not specify community service requirement for graduation; however, the District and school mission statements clearly expect all students to serve in multiple settings over their four-year experience. Palomar has built an extensive Community Service component over the years. The activities are varied each year. Examples of these activities are listed below, but are not limited to: Hosted a Monopoly Tournament that qualified entrants for a chance at national competition The Community Garage Sale in which proceeds were used for student scholarships (3 years) Hosted at the District / City dedication of the field at Alta Vista High School Adopted and trained a Hurricane Katrina dog Palomar High School - 111 - Focus on Learning … … … February 26-28, 2007 Developed a dog training-dog therapy program with John’s Natural Dog Training Company. Students continue training with John on a weekly basis. This led to national certification for some students in the “Love on a Leash” program Take therapy dogs weekly to a nursing home Take therapy dogs weekly to an elementary school for a reading program Decorated, served and cleaned up for a WalMart Christmas dinner at a senior mobile home park in Oceanside Decorated, served and cleaned up for a talent-show dinner at a senior mobile home park in Oceanside Provided student volunteers for a WalMart sponsored event on Memorial Day at their Vista Store Provided student volunteers for a WalMart sponsored event on Memorial Day at their Vista Store Decorated, served and cleaned up for a Christmas dinner at a senior center in Encinitas (3 years) Decorated, served and cleaned up for a Valentine’s dinner at a senior center in Encinitas Assisted the City of Encinitas at their annual “Eggstravaganza” Students procured the food and then fed the 100 volunteers at this function Assisted the City of Carlsbad at their annual “Eggstravaganza” Assisted the Vista Chamber of Commerce at their twice-annual street fairs Assisted the Vista Chamber of Commerce at various functions, sometimes more than once a month Student was representative on the San Diego Tobacco-Free coalition Student proposed and then served on the Peer Court Students were representatives on the school board Volunteered to work at polling locations for local, state and national elections (3 years) Student participated in a Civil War costumed re-enactment Assisted the “I-Am Foundation” literacy program in La Jolla to pack books for distribution to libraries, schools, churches and bookmobiles Weekly, students process food donations from the Panera Bakery and Restaurant for the AM and PM school programs Palomar High School - 112 - Focus on Learning … … … February 26-28, 2007 Palomar’s students are encouraged to participate in community service activities in their freshman year, but they cannot drive. Parents and their vehicles become the backbone of the successful program(s). Since parents are “driving” they often attend the event(s) and their involvement grows over the years. School-to-Career programs Palomar has a unique School-to-Career program. Work Experience, Career Exploration and Career Intern are popular courses. Students have a wide array of opportunities to work in the community. A sampling from the work permits, filed in the office, show the community companies that hire the students: Albertson’s Grocery Store Anchor Blue Brancis Calde Pomodoro Family Fun Center Henry’s Grocery Juice Zone Krikorian Movie Theater Legoland Natale Construction North Coast Church Panera Bakery and Restaurant Papaya Clothing Party City Pick-Up Stix Pink Pineapple Ralph’s Grocery Store Rancho Vista Retirement Red Lobster San Diego Wild Animal Park Starbucks Palomar High School - 113 - Focus on Learning … … … February 26-28, 2007 Stater Brothers Grocery Store Subway TJ Maxx Vons Grocery Store Students enrolled in Work Experience are required to meet with the Work Experience Teacher-Coordinator and complete ten written lessons. These lessons start with a COPS interest inventory and culminate in writing four different types of resumes as well as filling out extensive and complex job applications. The continuing relationship with the Vista Chamber of Commerce exposes the students to job shadowing opportunities each semester. The Chamber has the option of calling upon the many service clubs at the two comprehensive high schools for help. The school is very proud that Palomar is the first phone call the Chamber makes when it needs help with a City function, and student volunteers have always exceeded the number requested! School-to-career transitions are enhanced by the relationships with community businesses. When involved with a large community service event, such as feeding 100 volunteers at the Encinitas Eggstravaganza, the students write letters, follow up and then transport food and items. Donations have come from the companies below: Albertson’s (4 different stores) B and L Corporation Vendors Ciao’s Restaurant Chuckie Cheese Palomar High School - 114 - Focus on Learning … … … February 26-28, 2007 Cinnabon Food4Less Grocery store Frito-Lay Henry’s (2 different stores) Manhattan Pizza Panera Bakery and Restaurant Pat and Oscar’s (2 different restaurants) Ralph's (3 different stores) Soup Plantation (2 different restaurants) Sprouts Stater Brother’s Market (3 different stores) Upper Crust Pizza Vons (3 different stores) WalMart (5 different stores including corporate headquarters in Arkansas) Twice Palomar has been asked by community organizations to assist in contacting and scheduling organizations to participate in, or provide large displays at major events. Students became involved again in writing to, phoning and greeting guests. The guest lists included: Fire Department (3 different cities) Kinko’s K-9 Units (3 different agencies) San Diego County Sheriff’s Department Saturn Corporation Target (3 different stores) U. S. Army U. S. Marine Corps U. S. Navy The students were able to procure items ranging from balloons, face-painting supplies and jolly-jumps to fire trucks, and Humvees. Did you know the U.S. Military has it’s own portable rock-climbing wall? The students assigned to escort the largest hook and ladder fire engine in North San Diego Palomar High School - 115 - Focus on Learning … … … February 26-28, 2007 County were thrilled. One student was especially proud of the fact that their “contact” donated 5,000 empty plastic Easter eggs and then the parent company donated the candy to fill them. Students spent hours filling, storing and transporting all of those eggs. If staff or students could imagine it, the business partners did their best to provide it. Each time a company or organization participated, the students gained career information and social skills that would enable them to be successful in life. The students will tell you that doing community service at Palomar High School is always an adventure. Instrumental Music at Palomar High School All Palomar students are invited to participate in the instrumental music class. Students can learn to play guitar, ukulele, piano/keyboards or drums. They can try out for singing. The nature of the music class changes each year. Some years we have students who already play instruments. This then becomes an intermediateto-advanced class. Beginning students are still invited to learn guitar or keyboards on alternate days. They eventually join the on-going class and play the songs that are within their range. When there are inexperienced musicians, students form a beginning class. In addition to the weekly Wednesday music class, students can come to earn additional credits by practicing their instrument of choice. Keyboard players sign up to practice chord progressions using headphones and portable Palomar High School - 116 - Focus on Learning … … … February 26-28, 2007 keyboards in the classroom. Students wanting to learn guitar, first learn basic chords from the music teacher, or from two beginner videos and DVDs. They then practice the chords and songs. Several times a year students perform outside in the quad at Alta Vista High School. These performances require much preparation as students work together setting up equipment, tuning guitars, and performing sound checks with the p.a. system. Students experience a combination of anxiety and excitement the week leading up to a performance. A parent or teacher takes photographs that provide a keepsake for students. Students learn how important it is to practice, to persevere through a challenging task, and not to let fears prevent them from doing things in life. They are always a little stronger after having survived a performance in front of their peers. Palomar’s music program is an important vehicle for promoting connectedness to the school. The class gives students something to look forward to and encourages students to spend additional time on campus. Friendships develop as a result of the class, which is particularly important for students in an independent study program. Parents have hosted bonfire parties at the beach. Around the fire, students had fun together eating, talking, singing, and playing guitars. Music activities help to create a connection between students, parents and the community. Many parents and family members come to see the students perform. Parents come to help with instrumental rehearsals, vocal coaching and percussion arrangements. Palomar High School - 117 - Focus on Learning … … … February 26-28, 2007 The following two pages are (2005-2006) and (2006-2007) sample copies of Events Calendars at Palomar High: Palomar High School - 118 - Focus on Learning … … … February 26-28, 2007 Palomar High School - 119 - Focus on Learning … … … February 26-28, 2007 Counselor/Lead Teacher The addition of a counselor/lead teacher this year has opened up counseling support services for students that Palomar has not had in the past. Students receive crisis, personal, and academic counseling on an on-going basis. The counselor also has excellent connections with social service agencies in the community and is a valuable referral resource. When students do not meet the attendance or work requirements for Palomar, teachers call and/or send a letter home notifying the parent/guardian. Staff has developed three different warning letters, each with more severe consequences, if the situation does not improve. After a parent conference, a probation letter is written, spelling out the conditions that must be met in order for the student to remain at Palomar. Parent conferences advise students and parents of their options such as: another alternative or comprehensive school, adult school, if the student is 18, or CHSPE/GED depending on the age of the student. Sometimes reassigning a student to another teacher is the best option. On the whole, Palomar students have greater opportunities for personal attention than they would have at a traditional high school. Palomar High School - 120 - Focus on Learning … … … February 26-28, 2007 AREAS OF STRENGTH: Individualized instruction. Teachers are professional, patient and do not give up on students. Collaboration of faculty. Participation in school events are generated by student interests. AREAS FOR GROWTH: Develop more elective courses Increase numbers of student concurrently enrolled in community college Improve public awareness of Palomar High School and its programs There is a need to change the present restrictive entry process Palomar needs workshops on drug awareness, AIDs and sex education Palomar High School - 121 - Focus on Learning … … … February 26-28, 2007 Chapter 5: School-wide Action Plan The School-wide Action Plan is a product of the Palomar High staff, administration, students, and parents carefully examining the Critical Areas of Need. The staff worked as a Committee of the Whole. While developing the Action Plans, stakeholders were asked to suggest ideas for specific actions that addressed the Critical Academic Needs. The implementation of the School-wide Action Plan will be the responsibility of all stakeholders at Palomar High School. Both the implementation and the progress will be monitored by the entire Palomar staff. Some aspects of the plan are already being vigorously pursued based on planning and discussions that occurred during the Focus on Learning process. As of the 2006-07 school year all phases of the School-wide Action Plan, along with the Critical Areas of Follow-Up, will be monitored on an annual basis by the principal and discussed with the staff and School Site Council. Palomar High School - 122 - Focus on Learning … … … February 26-28, 2007 After reviewing the data, the Palomar High School community decided upon the following action plan areas: 1. To add a college prep Earth Science elective course 2. To work to increase enrollment and parent/student connections to Palomar 3. To increase connections for students to explore post-secondary and vocational options upon leaving Palomar 4. To increase student performance in mathematics The Palomar staff views the Palomar Action Plan as a process that has the flexibility to incorporate any necessary changes. The staff feels very confident that this plan focuses on meeting the needs of all students at Palomar High School. Although the implementation of some aspects of it will be a challenge, the plan incorporates the mission and commitment. In the end, it brings into focus the vision of enabling students to be life-long learners and to succeed in a changing world. Palomar High School - 123 - Focus on Learning … … … February 26-28, 2007
