Chapter III
Progress Report
Significant Developments
Personnel
Since the 2002-2003 WASC visit and 2005-2006 mid-term review, Southwest High School has
experienced a large turnover in staff. Within the last three years, there has been a 100% turnover
in the administration. Starting in 2008-2009, Southwest High School will have its 3rd principal
since its last full WASC visit. A new superintendent for the Sweetwater Union High School
District was appointed in 2006.
Approximately 65% of the Southwest High School certificated staff was not here during the last
full accreditation visit in 2002-2003. Approximately 34% of the teaching staff is new to the site
within the last two years. In 2008-2009, Southwest High School will have 17 teachers, of which
3 are interns, who are new to the site.
Two new counselors have been hired since the mid-term review. One of these were counselors is
funded using AB1802.
Facility
Modernization of the school was completed in July 2007 as a result of Proposition BB.
Renovations of the 200, 300, and 400 buildings including the science labs were made. The
counseling center, ASB, and main office were also updated. Staff and students restrooms were
added outside of the 800 building. Additional overhauls were made to areas of the campus to put
it in compliance with the Americans with Disabilities Act.
Meetings began in August of 2007 to design plans for Proposition O. Construction will begin in
early 2009. The design includes creation of new classrooms, a new ASB, a new counseling
center, and a video technology center.
Technology
With Proposition BB construction, three new computer labs were created in 2006. All of these
labs have been updated with new computer equipment. One of the labs has been dedicated to the
Project Lead the Way engineering program. Grants have outfitted this lab with technology
necessary for the program.
Categorical funds have been used to purchase Proxima projectors and document cameras for
teachers in the English, science, math, and social science departments to use in their classrooms.
English Language development teachers will be getting this technology in 2008-2009.
Additionally, SOH is in the processing of ordering 4 Promethean Boards for use in math,
science, social science, and ELD. Funding for four Smart Boards, 2 for math and 2 for English,
are also being ordered.
Programs
In 2007, the district implemented a new data management system, Data Director. At the district
level, the math and science departments have created quarterly benchmark assessments, which
are available through Data Director. Also, the district has put in place semester End of Course
Exams for Math, Science, Social Science and 9th grade English.
As part of the program improvement restructuring plan, Southwest High School has developed
Professional Learning Communities. These PLCs meet before school, during school, or after
school. They also have met on minimum days to focus on data analysis and student achievement.
47
Southwest High school continues to focus on career pathways. For 2006-2008, PLCs were
organized as course-alike teams. The agendas for the meetings were primarily designed by the
administrative team and the PLC coordinator. At the beginning of the 2008-2009 school year, a
PLC leadership team was formed. It included a representative from each course-alike team, the
Instructional Facilitators, and the administrative team. The PLC leadership team meets a
minimum of once per month. The PLC structure was also revised in 2008-09. There are currently
three levels of collaboration: horizontal (course-alike) teams, vertical (department) teams, and
cross-curricular teams (See Appendix W). Each team meets according to a pre-set calendar of
dates. The agendas for the meetings are developed by the PLC leadership team representative,
but are expected to reflect the current values, beliefs, and practices at the site. Each PLC
completes an Evidence of Practice form to document their discussions (See Graphs, Appendix
X). Currently, this is the main form of professional development at the site. Since many teachers
have participated in various off-site and district-sponsored professional development over the
past few years, the PLC has become a conduit for the staff to implement, reflect on, and share
their learning.
In 2006, the Culinary Arts kitchen was completely updated. The Health Career Academy
received a CTE grant in spring 2007 to further expand the program. In 2005, Project Lead the
Way, an engineering pathway, was incorporated into the master schedule. Starting in 2008-2009,
the CyberBridge program, a partnership with UCSD involving English, math, science, and health
will begin.
In 2007, the Southwest High Student Health Center opened. It is a partnership with Scripps
Family Medicine Residency Program, San Ysidro Health Center, Scripps Mercy Hospital, and
the San Diego Border Area Health Education Center. The center provides assistance with health
issues, referrals to area health services, classroom presentations, and mentoring for students in
the Health Career Academy.
Strategic Planning Process
The Sweetwater Union High School District recently underwent an intensive strategic planning
process, facilitated by the Cambridge Group, to determine how to best meet the needs of students
and staff over the next 5-7 years. Representatives from all stakeholders groups were involved in
this process, which included needs assessment, examining strengths and weaknesses, and setting
goals/objectives. The district strategic planning process was mirrored at Southwest High School,
leading to the creation of the mission statement, objectives, and tactics for achieving the
objectives. As with the district, the process included participation from all stakeholder groups.
Implementation and Monitoring of the Action Plan
The school wide action plan consisted of six themes which can be grouped in the WASC areas of
focus. The action plan and areas of recommendation were reviewed in 2005-2006 for the midterm review. The action plan and areas of recommendation from both the original WASC visit
and the mid-term review were again reviewed in the spring of 2008 in focus groups.
Southwest High School revises the Single Plan for Student Achievement (SPSA). The format for
the revisions is provided by the district. In 2005, Southwest High School entered Program
Improvement-Year 4 and was required to develop a restructuring plan. This plan was integrated
into the SPSA. Due to continued program improvement status, the restructuring plan remains
part of the SPSA. The current SPSA was developed in Fall of 2007 using a strategic planning
process which involved a majority of staff on action teams. Several students, parents, and
community members were also involved in this process. The SPSA is reviewed and approved
48
every year by the School Site Council. All requests for expenditures of categorical funds must be
referenced to the SPSA. The School Site Council decides to approve expenditures based upon
their relation to the SPSA.
Accomplishments Since Last Self-Study
In March 2003, a seven member visiting team, with the chairperson being Dr. Greg Franklin,
came to Southwest High. They recommended the school receive a six year accreditation with a 3
year review. The midterm review occurred in March 2006 with Dr. Franklin and one other team
member. The team identified several areas of strength for Southwest High School.
School-wide Areas of Strength:
1. The school is commended for continuing to address the WASC and Single School Plan
action plans.
2. The school is commended for continuing to focus on standards-based student learning.
3. The school is commended for continuing to provide excellent teacher leadership for
instructional improvement through the work of the instructional facilitators. This includes
support for new teachers, unit planning, common assessment data analysis, and resource
development.
4. The school is commended for continuing to offer a strong tutoring program that is led by
individuals, departments, and central locations.
5. The school is commended for continuing to offer a variety of options for students who
fail classes through a credit recovery program.
Several recommendations for follow-up were also highlighted in the visiting committee reports.
School-wide Critical Areas for Follow-up:
1. Continue to apply the academic coaching model and expand its application to
support all teachers.
Comment
Southwest has continued to support the academic
coaching model. Although, the academic coaches are now
known as instructional facilitators and work with all
content areas. There are currently three Instructional
Facilitators (IFs). They conduct classroom observations
using a common observation form based upon researchbased instructional strategies. The IFs have modeled
lessons in classrooms and have covered classes, so
teachers can observe other teachers. Collaboration has
occurred with a large number of teachers, but needs to
continue to expand. The IFs also meet biweekly with the
principal to discuss instructional issues and professional
development.
The district Academic Support Team is also working with
teachers in math, science, and English. An SEI support
team is collaborating with those teachers who have SEI








Evidence
Instructional facilitator logs,
observation records, meeting
agendas
IF observations
IF meeting agendas
IF collaborations with
teachers
IF presentations at
professional development
IF attendance at pullout days
and PLC meetings
AST feedback, professional
development
SEI feedback forms and
49
content area classes. Also, the district Special Education
support team has been coaching special education teachers
and instructional aides on strategies for the classroom.
collaboration notes
2. A school-wide discussion of and commitment to uniformity of expectations in the
areas of student achievement, assessment, grading, mastery of standards and
behavior (i.e.: tardy policy, classroom procedures) need to occur. Although a culture of
high expectations for students does exist, the concept needs to extend to all
subgroups, particularly English language learners and special needs students.
Comment
Uniformity of expectations with regard to achievement,
assessment, grading, and mastery of standards are evident
and on-going. There has been consistency in this message
by the current and last principal resulting in a seamless
transition between administrators. This is seen in the “high
expectations, no excuses” philosophy currently used at the
school.
Uniform expectations in the area of behavior (i.e. tardy
policy, classroom procedures) remains an area of focus for
Southwest High.
All special education students are enrolled in at least one
regular education classroom. Clubs are actively seeking
out special education students for participation and
working to break down barriers to their participation.
Collaborative classes have been implemented in biology
for several years and the program will be expanding to
math in 2008-2009. All special education classes,
including Moderate-Severe and Mild-Moderate,
conducted classroom presentations during the Celebration
of Learning.
Professional development has focused on building
collective efficacy among the staff. Equity has been a vital
topic in professional development, so teachers can focus
on how their personal biases affect students in their
classroom.
Southwest High has implemented Crossroads at the 9th
grade level. This course in based on Covey’s work for



Evidence
Common grading policies
and procedures
PLC discussion minutes
Curriculum Camp

School-wide, FAC, and PLC
discussions regarding
uniform behavioral
expectations



Master schedule
Club rosters
Celebration of Learning
activities






Curriculum Camp agendas
Pre-Service agendas
PLC meeting minutes
Professional Development
agendas
Walk-through observations
Pullout day agendas

Crossroads curriculum
50
teens and involves students in reflective thinking and
ethical decision-making.

Safe School Ambassadors
curriculum

Community service
verification form

“Serv-Us” project brochure
and artifacts

Cultural heritage assembly
artifacts
Cultural heritage clubs
The Safe School Ambassadors works to unify various
groups on campus and promote peace.
Students are required to complete 30 hours of community
service for graduation.
Southwest High conducted its first “Serv-Us” project in
spring 2008. Students, parents, teachers, and community
members all volunteered time on various community
projects, such as trash pick-up, graffiti removal, and
sewing dolls for underprivileged children.
Cultural celebrations are held for Cinco De Mayo,
African-American Heritage Month, and Filipino Heritage
Month.

3. All stakeholders at the school need to be committed to seeking financial, staff and
time resources to sustain the excellent programs that are currently available on
campus.
Comment
Evidence
Southwest High’s stakeholders have displayed a
 Mastery Learning program
commitment to sustaining vital programs. Grants have
 SEI classes
been received to support programs (i.e. PLTW, HCA,
 Support classes
CyberBridge)
 Collaborative classes for
special education
 CAHSEE prep classes
 Nell Soto grant to support
parent involvement
 CAPP HSLI grant for PLC
work and pullout days
 PLTW classes
 HCA classes
After analysis of data, Southwest High saw the need to
focus on 9th grade students and English learners. Supports
have been put in place, such as Summer Bridge and PreAlgebra to support those socially promoted and high-risk
9th grade students.
English Foundations, READ 180, and Structured English
Immersion classes have been implemented to support
English learners.
Support classes in math and science are in place for those
students at risk of failing a course.


Summer Bridge rosters
Pre-Algebra curriculum

English Foundations
curriculum

Master schedule
51
Additionally, some teachers are implementing mastery
learning of standards through reteaching and retesting.



Mastery Learning data
Tutoring sign-in sheets
STEP period
3. The Unit Plans that currently exist for the 9th and 10th grade core academic courses
need to be expanded to 11th and 12th grade core areas, with further expansion into all
disciplines. In addition, Unit Plans need to be revised regularly as they are
implemented.
Comment
Unit plans exist in all core content areas. Pacing guides
have been developed at either the site or district level for
all core content areas. Revision of the unit plans has been
occurring on a regular basis in some courses, such as
algebra. PLC time is paid for those groups who wish to
meet and collaborate on designing plans for a unit.



Evidence
Unit plans
Pacing guides
PLC meeting minutes
Curriculum has been developed and aligned to state
standards in math, science, social science, English, and
ELD courses. School-wide instructional strategies are
imbedded into the unit plans. Although, gains have been
made in number of students passing CAHSEE, 5%
increase in students passing ELA CAHSEE and 12%
increase in students passing math CASHEE since 2005.
There was not a 20% increase.


CAHSEE data
CST data
PLCs are focused on curriculum and instruction in all
content areas. The three levels of collaboration allow for
sharing of strategies and developing commonalities in
instruction among subject areas. All PLCs focus on the
same guiding questions and evidence of practice form,
which again promotes uniformity of expectation. The
PLCs also are the forum for the identification of power
standards, development of common assessments, and
analysis of data on student learning. The data analysis will
identify the areas where curricula and instruction need to
be revised.



PLC meeting calendar
PLC meeting agendas
PLC Evidence of Practice
forms
Common assessments

4. A focus on instructional strategies needs to be expanded whereby students are
actively engaged in learning and improve their performance in the classroom.
Comment
Evidence
Southwest High has committed to focus on the
 Professional development
implementation of three school-wide strategies: Kinsella
agenda
Academic Vocabulary Development, Marzano’s
 PLC meeting minutes
Summarizing and Notetaking, and Assessment for
 Walk-through observations
Learning. The goal is to implement these strategies at
 Instructional Facilitator
90%.
observation logs
 Curriculum Camp agendas
Professional development has been provided in all of these
 Pre-Service agendas
strategies. Southwest High has incorporated minimum
 Pullout day agendas
52
days for professional development into its school calendar.
These days have been spent reinforcing the school-wide
instructional strategies, with a goal of 90%
implementation in classrooms.
Other strategies which are in line with the school-wide
strategies are also being implemented including
Interactive Notebooks, Reading Across Disciplines, and
Understanding by Design.
The discussion of ideas for incorporating the school-wide
strategies has been promoted through the PLCs.
Additionally, the Instructional Facilitators have offered to
collaborate with teachers to develop or model engaging
lessons using the strategies.
5. The existing technology resources on campus need to be fully integrated into the
curriculum to the point that teachers are using them widely for class presentations
and other uses and students are actively using technology in order to access,
manipulate, and produce information, as called for in the ESLRs.
Comment
Categorical funds were used to purchase technology
(proximas and document cameras) for the English, math,
science, and social science department. Laptop computers
were also purchased for the science and social science
department.
Each classroom was equipped with a new computer in
spring 2008 for use with Data Director, the district data
management system, and Chancery.
New computer labs were provided with Proposition O.
These labs are monitored by a full time lab assistant to aid
teachers in using the computers with their classes.
Several classes are requiring students to produce short
videos, slide shows, and Power Point presentations.








Evidence
Equipment in classrooms
Measuring Up computer
program for CAHSEE prep
class
Geometer’s Sketchpad
training for math department
Student projects
CyberBridge collaboration
Data Director training
Technology workshop
agenda
Measuring Up computer
program for CAHSEE prep
class
CyberBridge, a partnership with UCSD, will provide
opportunities for the integration of technology into several
classes.
Technology workshops have been offered by the
Instructional Facilitators to assist teachers in integrating
the equipment into lesson plans. Workshops were and will
continue to be held to assist teachers with using a variety
of programs.
53
6. The Parent Center needs to be expanded and more fully developed in order to
communicate with and empower parents. Other means of communication with
parents and other community members need to be developed and expanded.
Comment
Programs have been developed and implemented to
promote parent and community involvement in campus
activities. An increase in community involvement has
been attained through the 21st Century Grant, PLTW,
Health Career Academy, and Scripps Clinic.
Teachers have been encouraged to increase both positive
and concerned contacts with parents.






Evidence
Nell Soto grant
Parent Institute for Quality
Education
Grade Level Parent meetings
Title I and ELAT meetings
Home phone call workshops
and scripts
Proposition O meetings
Proposition O includes the construction of a Parent
Center.
54