Chapter 1: Student/Community Profile
Welcome to Irvine, California
Home of Northwood High School
Irvine, California is located in central Orange County bordering the cities of Tustin, Santa Ana, Lake Forest,
Laguna Hills, Costa Mesa, and Newport Beach. An incorporated city in Orange County, Irvine is one of the
first and largest planned communities in the country. Irvine features more than 16,000 acres of parks, sports
fields and dedicated open space, and is home to the Orange County Great Park – America’s first great
metropolitan park of the 21st century. Priority programs of the city include environmental sustainability and
green buildings, open space preservation, energy conservation and recycling, multi-modal transportation, voter
registration and participation, educational partnerships, infrastructure rehabilitation, affordable housing, a
healthy community, geographic policing, and youth, family and senior services.
Community Profile
Year of Incorporation
December 28, 1971
Estimated Population
209,806
City Limits (area in square miles)
65 miles
Average Temperature: January
56 degrees
Average Temperature: August
71 degrees
Median Resident Age
33
Voter turnout (2008 presidential election) 77%
Residents age 25+, BA degree or higher
64%
Foreign born residents
35%
Residents: non-English language at home 42%
Median New Home Price
$672,700
Median Household Income
$94,895
Households having young children
35%
Source: City of Irvine website
Chapter 1: Student/Community Profile
Page 6
The U.S. Census Bureau’s 2007 American Community Survey identifies 39% of Irvine’s population as Asian.
An indication of Irvine’s rich cultural diversity is evident in the ethnic profile of the Irvine Unified School
District. Irvine ethnicities are also reflected in the Northwood High School student population.
Irvine Unified School District
Percentage
Student Profile
White
38.0%
Chinese
12.1%
Korean
11.6%
Hispanic/Latino
8.2%
Asian Indian
5.5%
Vietnamese
4.8%
Japanese
4.2%
Other Asian
3.1%
Filipino
2.8%
African American
2.3%
All Others
1.6%
Source: City of Irvine website
Because Irvine is home to award-winning schools and excellent employment opportunities, CNN Money named
the city the fourth best place to live in the country in 2008, the same year in which the Federal Bureau of
Investigation reported the city as having the lowest violent crime rate among cities in the United States with
populations of more than 100,000. This award has been given to Irvine for four consecutive years in the years
of 2004 to 2008.
Population growth as a yearly percentage has slowed considerably as the city has matured. Between 1970 and
1980, population increases averaged 20% per year. However, between 1980 and 1990, the average increase
dropped to 8% per year; and since 1990, the annual increase has averaged 2% per year.
Irvine is also attractive as a result of the numerous employment opportunities, particularly in the technology
sector. There is an employment base of 191,336 people as of October of 2009. Some of the top employers in
Irvine include the University of California Irvine, Irvine Unified School District, Verizon Wireless and
Broadcom Corporation.
Two unified school districts serve the K-12 community within Irvine: Irvine Unified (IUSD) and Tustin
Unified. Tustin serves the northwestern portion of Irvine and Tustin and operates three comprehensive high
schools, five middle schools, and seventeen elementary schools. Irvine operates four comprehensive high
schools, one continuation/alternative high school, seven middle schools, and twenty-two elementary schools. In
addition to the K-12 school districts, there are four community colleges serving the Irvine Community: Irvine
Valley, Santiago Canyon, Saddleback and Orange Coast. The University of California at Irvine and Concordia
University, a four year liberal arts college, provide additional opportunities for higher education in Irvine.
Additionally, California State Fullerton, Chapman University, University of Southern California and Pepperdine
have Irvine campuses.
Chapter 1: Student/Community Profile
Page 7
Welcome to Irvine Unified School District
The Irvine Unified School District (IUSD) is comprised of a community of learners, committed to the highest
quality educational experience we can envision. IUSD educates a diverse student population numbering over
26,000 (K-12), in 22 elementary schools, five middle schools, four comprehensive high schools, and one
continuation/alternative high school. The District's strategic plan is driven by our mission of enabling all
students to become contributing members of society, empowered with the skills, knowledge, and values
necessary to meet the challenges of a changing world.
IUSD has nationally recognized schools, student performance well-above state and national comparisons, and
comprehensive programs in academics, the arts, and athletics. All four IUSD high schools ranked among the
six best in Orange County in highest average Scholastic Aptitude Test (SAT) Scores. Among the 983 rated
high schools in California, Northwood ranked 27th, Woodbridge ranked 40th, Irvine ranked 43rd and University
ranked 10th in SAT scores. Irvine Unified also operates an Adult School, Home School and Early Childhood
Center.
Since becoming a unified district in 1972, Irvine's neighborhood schools have been a clear reflection of the
neighborhoods they serve. Open enrollment policies, on a space available basis, encourage and support parental
choice. The contributions of creative site-based management teams, talented and caring teachers, involved
parents, and supportive business and community leaders have, together, made a difference to a district where
student achievement is the priority, where values are an integral part of the curriculum, and where a strategic
plan for the future is in place.
Additionally, Irvine Unified School District partners with the Irvine Public Schools Foundation (IPSF). The
mission of IPSF is to “provide community and corporate funding in support of public education and to manage
educational and child development programs with IUSD.” IPSF manages or funds over a dozen programs in
partnership with IUSD.
Chapter 1: Student/Community Profile
Page 8
Welcome to Northwood High School
Home of the Timberwolves
Northwood High School, the newest of the four comprehensive high schools in Irvine, opened in the fall of
1999 to 739 freshmen and sophomores. Located in the upper middle class, suburban community of Northwood,
the California Distinguished School and United States Department of Education Blue Ribbon School currently
serves 1,998 students grades 9 through 12. Based on an overall ranking in 2008-2009 of schools in the OC
Register, Northwood ranked third behind Oxford, which is a magnet school in Anaheim and Troy High School,
which is a magnet school in Fullerton. Last year, the OC Register named Northwood, the only public school
listed, as a Gold School along with Troy and Oxford. The majority of Northwood High School students reside
north of the I-5 Freeway between Jeffrey and Culver. Two hundred and fifty-nine students attend NHS from
other communities within Irvine including thirty students that attend from surrounding Orange County cities.
Prior to the opening of Northwood High School, the leadership team comprised of department chairs,
administrators, media specialist, and athletic and activities directors worked in conjunction with a parent
committee to develop a vision for the school. This vision embraces a collaborative model in which teachers
dissolve the boundaries that traditionally separate classrooms and disciplines and work together to write and
refine curriculum. Each department has begun the tremendous task of creating formative “benchmark”
assessments that evaluate essential learnings for each course based upon state content standards.
WASC Accreditation History
Northwood’s first WASC self-study was done in 2003-2004. With a strong academic record and commitment
to improvement that is reflected in Northwood’s Academic Performance Index (API) and positive federal
Adequate Yearly Progress (AYP) reports, Northwood received a six year clear accreditation in the first WASC
self-study.
Vision
Our faculty and staff embrace the elements of Northwood High School that distinguish our school from others.
However, we also collectively endorse the overarching mission statement and vision for the Irvine Unified
School District: To enable all students to become contributing members of society empowered with the skills,
knowledge and values necessary to meet the challenges of a changing world and to accomplish these things by
providing the highest quality educational experiences we can envision. To foster the IUSD Vision Statement
and Mission Goals, a committee of faculty at Northwood developed the following Northwood High School
Guiding Principles that was then adopted by all of the staff in 2009.
Chapter 1: Student/Community Profile
Page 9
Pursuing growth is our schoolwide responsibility.
ƒ We believe all students can learn.
ƒ We believe students learn differently.
ƒ We believe learning is an active and ongoing process.
ƒ We believe collaboration enhances learning.
ƒ We believe through reflection and support, expectations can be met and exceeded.
ƒ We believe in fostering an environment that encourages the balance of academic and extracurricular
activities to achieve social, emotional and physical growth.
ƒ We believe we all need to feel emotionally, physically and intellectually safe.
ƒ We believe embracing diversity fosters understanding and strengthens our community.
ƒ We believe making a connection to school is essential.
ƒ We believe in compassion, mutual respect and trustworthiness.
Therefore, in our conversations, our thinking, our teaching and in our decision making, we do what is best for
the growth and learning of all students.
Values
A value committee comprised of staff and students was created to identify the values of Northwood while
creating and implementing a plan to teach, recognize and reinforce the values. Though it is a recent initiative,
the committee has created the slogan “For the Good of the Pack” which is beginning to be incorporated into our
school assemblies and activities. Currently, the committee is working with student forum to refine the
definition of “For the Good of the Pack.” Next, the students will be working on presenting to the school
through Northwood Television (NTV) and the student newspaper, the Howler. Presentations will be made to
Parent, Teacher, Student Organization (PTSA) and the slogan is tied into the Pride of the Pack assembly where
we recognize students for their exemplary character and ethics. In order to make an impact with the slogan, the
committee will be working with Link Crew students to help make the connection with incoming freshman.
Expected Schoolwide Learning Results
In addition to the guiding document that was created by a committee of diverse faculty members from
Northwood and adopted by Leadership in December of 2009, Northwood also has six expected schoolwide
learning results (ESLRs). While the ESLRs are evident on campus in a variety of ways, especially in the
curriculum, the faculty at Northwood has decided that the ESLRs are not to be memorized by the Northwood
students. We prefer to see the ESLRs evident in our daily lessons and activities. One way we work towards
helping students achieve the ESLRs is through the new campaign created by faculty and students on the Values
Committee (see above).
Northwood High School students will become effective communicators and complex thinkers who produce
quality work. They will develop the habits of healthy individuals and life-long learners who will be active
community participants.
A.
1.
2.
3.
4.
5.
EFFECTIVE COMMUNICATORS
Communicate clearly and appropriately for various audiences and purposes
Read, write, listen and speak reflectively, critically and with integrity
Listen with the intent to understand
Utilize multiple forms of communication effectively
Foster understanding and forge connections
Chapter 1: Student/Community Profile
Page 10
B.
1.
2.
3.
4.
5.
6.
7.
COMPLEX THINKERS
Ask essential and relevant questions that stimulate dialogue
Access, analyze and synthesize information to formulate conclusions, solve problems and make decisions.
Use a logical and effective decision-making process to analyze and understand possible outcomes.
Make recommendations based on justifiable rationale
Seek out multiple perspectives
Explore ideas beyond the surface
Consider unconventional ideas and solutions
C.
1.
2.
3.
4.
PRODUCERS OF QUALITY WORK
Develop, create and support purposeful, intellectual, artistic and practical works
Establish and use rigorous and consistent standards of quality
Accept and provide constructive criticism
Develop a sense of ownership
D. HEALTHY INDIVIDUALS
1. Practice behaviors that promote physical fitness and emotional and social well-being
2. Develop self-discipline and accept responsibility
3. Prioritize and use time effectively
4. Resolve conflicts constructively
5. Respect, accept and appreciate individual differences
6. Seek help when necessary
7. Be flexible and adapt to different situations
8. Develop positive self-esteem
9. Learn from mistakes
10. Strive for balance
E.
1.
2.
3.
4.
5.
6.
7.
8.
SELF-DIRECTED, LIFE-LONG LEARNERS WHO ARE ABLE TO:
Assess their strengths and weaknesses realistically
Set and strive toward realistic goals
Assume responsibility for their own learning and employ effective learning strategies
Acquire a body of knowledge, both shared and understood, as a basis for learning
Approach life with intellectual curiosity and be willing to take intellectual risks
Apply knowledge obtained in school to life
Stay informed
Engage in continual self-reflection and assessment
F.
1.
2.
3.
4.
5.
6.
7.
8.
9.
COMMUNITY PARTICIPANTS WHO:
Contribute what they have learned to enriching the quality of life in their communities
Effectively collaborate with others toward a common goal
Expand their sense of community to include a global perspective
Understand, recognize, and practice ethical behavior
Appreciate cultural diversity
Anticipate and responsibly address the needs of future generations
Develop a sense of pride and ownership in the school, community and the world
Experience the satisfaction of making a difference in the world
Become positive role models
Chapter 1: Student/Community Profile
Page 11
One area of interest for NHS was how the students relate to the ESLRs. Therefore, we asked questions of the
parents, students and staff to determine if they felt that they experience the ESLRs in their classes even if they
might not be able to recite all six. Overall, the students and parents strongly agree or agree that their students
have an opportunity to learn the skills of each one of the ESLRs.
Students that
agree or strongly
agree
Parents that
agree or
strongly agree
To be an effective communicator
80.97%
89.93%
To be a complex thinker
87.71%
91.08%
To be a producer of quality work
90.85%
92.74%
To be a healthy individual*
85.21%
89.63%
To become a self-directed, life-long learner*
88.44%
91.91%
To be a community participant
71.13%
78.63%
ESLR
The original six ESLRs was reviewed by the staff and it was determined that it is difficult to assess selfdirected, life-long learners and healthy individuals. However, the staff felt strongly that these remain as focus
points for our students.
One area that confirmed our approach to the ESLRs is that 67% of the staff members stated that their students
are not familiar with the ESLRs; however, 82% believe that the students are expected to be working toward the
ESLRs.
Alternating Block Schedule
Our alternating block schedule enables students to pursue a variety of extra-curricular and elective opportunities
and allows them to concentrate on fewer subjects each day. Their ability to participate in these programs allows
many students at NHS to excel in both athletics and the performing arts, while helping to break down typical
high school stereotypes. An array of CIF championships and the Signature Grammy that the Performing Arts
department received for outstanding performance attest to the quality of our programs. Our Performing Arts
department continues to produce outstanding plays and musicals like last year’s offering of Noises Off and
Gepetto & Son. Despite its relative youth, Northwood has developed exceptional programs because of the
vision, talent, dedication, and energy of our staff and students.
The alternating block schedule also allows teachers the opportunity to structure lessons that move students more
deeply into an activity so that they construct meaning without interruption. Teachers teach a total of six classes;
therefore, class sizes remain smaller than they would on a traditional five period schedule, because the total
number of students that a teacher sees is divided by six instead of five. The schedule supports high achievement
by providing students the time and opportunity to transition from superficial knowledge to a deeper
understanding of a concept. Students attend a maximum of four classes daily and the sustained time within
Chapter 1: Student/Community Profile
Page 12
each class allows students more time to internalize essential concepts and to balance their workload over the
course of two nights.
Odd Day
Period One
Period Three
Period Five
Period Seven
Even Day
Period Two
Period Four
Period Six
Period Eight
Also structured into our bell schedule is time for teacher collaboration once a week. Teachers meet Wednesday
mornings to conduct department meetings, to develop and refine curriculum, to examine student work, and to
continually revisit and refine instructional methodology. To facilitate 90 minutes of collaboration every
Wednesday, the instructional day for students begins at 9:00 am.
Facilities
The physical structure of our school supports the spirit of collaboration. Every four classrooms are joined
together by an adjacent student workroom. Our student workrooms or "pods" allow teachers and students from
different disciplines to open the doors of their classrooms and interact. Most pods also have a set of
approximately 20 computers and a printer available for student use. The following features help to personalize
the nature of student to teacher and teacher to teacher interactions.
•
•
•
•
•
•
•
•
•
•
Our school has 71 rooms that can be utilized for instruction and every room is wired to the Internet with
at least four connections.
Each of the 14 student workrooms is wired with 24 connections.
All departments have access to the five computer labs on campus.
All classrooms have a television and LCD projector.
There are four fully functioning computer labs on campus and a digital language lab available for
instruction in our World Languages courses.
Every teacher has a computer solely for their use and all classified staff members have access to a
computer.
The Media Center is accessible Monday through Friday between the hours of 7:00 am and 4:00 pm; it
houses 35 computers with two networked printers. Each of these computers is also networked with
access to our local area network.
Northwood High School has a 620-seat theatre with a professional stage, black box, and state of the art
television production studio.
We also have an 1800-seat three court gymnasium, a fully equipped weight room, wrestling room, and
dance room.
The aquatics complex is a facility shared by Northwood High School and the City of Irvine. It includes
a 50-meter Olympic size pool, boy’s and girl’s restrooms, lockers and shower facilities, city offices, and
bleachers for spectators.
Chapter 1: Student/Community Profile
Page 13
Parent Involvement
Parents and community members have the opportunity to become involved in Northwood High School in a
variety of ways:
• Our Parent, Teacher, Student Association (PTSA) consisted of 456 of the 1775 families at Northwood
and a total of 821 members in 2009-2010. Seventy-five of the 821 PTSA members are Northwood staff
members.
• School Site Council
• District Parent Advisory Committees including GATE and Special Education
• Parent Booster clubs for athletics, instrumental and choral music and other extra-curricular activities.
• Volunteering
• All Night Graduation Party (Grad-Nite)
• Parents and community members also have access to the web page and school bulletin via e-mail
• WASC Self-Study Committee
• Northwood High School Student Store
• Listserv
• Auto Dialer
• Collaboration with the community organizations such as Irvine Public Schools Foundation (IPSF) and
Community Advising Committee for Special Education on GATE
• Every teacher at Northwood High School has access to a Blackboard account that allows them to post
information regarding course work so that students and parents can view and download essential course
information. In the 2009-2010 school year, 55 of the 78 teachers that responded on the staff survey
currently utilize and update their Blackboard accounts. Six teachers also have their own website.
• The educational attainment of parents in the 92620 zip code for higher levels of education consistently
exceeds that of the state average. Unfortunately, the website from which we received this data did not
provide a scale.
Educational Attainment
High
Less than 1
Less than school or
year of
high school
equiv.
college
1 or more
years of
college
Associate Bachelor's Master's
degree
degree
degree
92620 Zip Code
Profess.
school
degree
Doctorate
degree
California Average
Source: http://www.city-data.com/zips/92620.html
Chapter 1: Student/Community Profile
Page 14
•
Use of the Northwood High School Parent Portal enables parents to access individual student
information including progress reports, report cards, some online grade books, transcripts and daily
period attendance. Northwood currently has 98.3% of the parents with at least one parent account as
compared to 95.6% of parents across the district.
Our faculty and staff embrace the elements of Northwood High School and collectively endorse the overarching
mission statement and vision for the Irvine Unified School District. Northwood High School is, and will
remain, a place where students and staff learn and grow together.
Chapter 1: Student/Community Profile
Page 15
All About Northwood High School
Enrollment
During the 2009-2010 school year, we had a student population of 1,998 with a smaller incoming 9th grade class
expected for the 2010-2011 school year.
Grade
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
Grade 9
532
541
522
501
469
474
Grade 10
578
538
535
518
499
462
Grade 11
506
566
535
534
508
488
Grade 12
494
507
569
532
522
520
TOTAL
2110
2152
2161
2085
1998
1944
Enrollment at Northwood High School has decreased as a result of a slowdown in the housing developments in
the attendance area.
Student Enrollment
2200
2150
2100
2050
2000
1950
1900
1850
1800
Chapter 1: Student/Community Profile
1
-2
01
20
10
-2
01
0
9
20
09
-2
00
20
08
-2
00
8
7
20
07
-2
00
20
06
20
05
-2
00
6
TOTAL
Page 16
Ethnicity
Northwood High School’s ethnic composition is similar to that of the city of Irvine. The primary ethnicities at
Northwood High School are Caucasian and Asian; however, visitors to NHS recognize the diversity of our
student population. Northwood High School’s gender ratio is 49.8% male and 50.2% female.
Year
Ethnicity
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
American
Indian or
Alaskan
Native
4
4
5
6
4
3
9
2
8
2
7
2
Asian
428
462
445
506
461
518
429
506
422
451
424
417
Pacific
Islander
1
1
1
1
1
2
2
2
3
2
3
1
Filipino
19
20
17
15
20
26
23
28
22
31
27
34
Hispanic or
Latino
49
53
50
46
53
47
51
53
48
48
37
49
African
American
14
10
7
10
7
15
10
14
6
13
6
7
White, not
Hispanic
515
483
516
485
502
459
460
432
416
389
362
349
Multiple or
No
Response
17
30
17
25
16
27
28
36
66
71
103
116
Totals
2110
2152
2161
2085
1998
1944
The high number of non-native speakers at Northwood is one of the characteristics of our school culture. NHS
has 43 different languages spoken at home with English (63.85%), Korean (12.37%) and Mandarin (8.06%)
being the most predominant.
Chapter 1: Student/Community Profile
Page 17
Regarding the English Language Learners, 21% of the student body is designated as fluent and 12% has been
redesignated.
English Fluency
English Speaking
Fluent
Limited
Not designated - Test
Redesignated
Grand Total
Number of Students
1276
417
74
1
229
1997
% of Student Body
63.90%
20.88%
3.71%
0.05%
11.47%
100.00%
Academic Performance Index and Adequate Yearly Progress
Northwood High School’s Academic Performance Index (API) remains above 800 and is consistently
increasing as it did from 874 in 2008-2009 to 886 in 2009-2010.
Measurable Objectives
(AMOs)
API Target
All Students
African American
Asian
Filipino
Hispanic
Pacific Islander
White
Economically Disadvantaged
Students with Disabilities
English Learners
2004 API
(Base)
560
858
2005 API
(Base)
590
880
2006 API
(Base)
590
863
2007 API
(Base)
590
858
2008 API
(Base)
620
874
2009 API
(Growth)
650
886
894
921
902
895
914
922
838
855
842
834
849
866
661
714
Additionally, each of the statistically significant subgroups for 2009 (Asian, White, and students with
disabilities) met the growth target.
Chapter 1: Student/Community Profile
Page 18
Summary Data for API
Year
2009-2010
2008-2009
2007-2008
2006-2007
2005-2006
2004-2005
Number of
Students
Included in
the API
1511
1576
1629
1588
1565
Similar
API Statewide Schools Growth
API
(Base)
Rank
Rank Target* Target
886
874
858
863
880
10
10
10
10
10
8
7
8
8
A
A
A
A
A
A
A
A
A
A
*"A" means the school scored at or above the interim Statewide Performance Target of 800 in that year
Numerically significant if at least 100 students with valid test scores or comprises at least 15% of the schools population.
Northwood consistently meets the proficiency levels required for English Language Arts and Mathematics for
the significant subgroups. Additionally, Northwood is continually improving their Adequate Yearly Progress
(AYP) as measured by all students. We are also addressing issues for other subgroups that may not be
statistically significant but that are not performing or improving as we would like.
Class Size
Previously, despite budget cutbacks, the average class size at Northwood High School remained smaller due to
teachers having six classes instead of five. However, this effort is becoming increasingly difficult. There is a
187 student cap in the contract for teachers. While we had funding for class size reduction in 9th and 10th grade,
it was increased to 25 students in the 2009-2010 and is no longer in place at all as of the 2010-2011 school
year.
Subject
English
Mathematics
Science
Social
Science
Average Class Size
2005-06
2006-07
Number of
Number of
Avg.
Avg.
Classrooms
Classrooms
Class
Class
1- 231- 23Size
Size
33+
33+
22 32
22 32
24.2
40 51
5
24.7
42 47
4
29.3
7
45
19
28.1
9
51
12
30.7
2
41
22
28.5
9
49
11
2007-08
Number of
Avg.
Classrooms
Class
1- 23Size
33+
22 32
25.0
35 50
4
27.7
12 43
14
28.7
8
47
10
26.2
26.2
34
31
19
25.8
34
36
13
28
43
8
* This table displays by subject area the average class size and the number of classrooms that fall into each size category (a
range of total students per classroom).
Furthermore, the district supported the Writing Project which reduced staffing ratios for English and
history/social studies courses for the past three years, but the funding has been removed for the 2010-2011
school year.
Chapter 1: Student/Community Profile
Page 19
Attendance
Northwood approaches student attendance concerns utilizing teachers, counselors, Campus Control
Assistants (CCAs), classified staff, and administrators to solve the issues through a variety of interventions.
Interventions include a progressive discipline plan incorporating tardy referrals, detentions, Saturday school,
a School Resource Office (SRO) and the School Attendance Review Board (SARB).
Average daily rates of attendance (ADA) of students at Northwood High School are typically high with the
overall yearly ADA at or around 97.5% annually. Attendance patterns are reviewed by the administration
and programs have been created to help improve the attendance at the school.
Average Daily Rates of Attendance
2007-2008
97.28%
2008-2009
97.62%
2009-2010 (as of February 2010)
97.54%
Discipline
Northwood uses a number of strategies to communicate behavioral expectations to students. During
registration, students and parents sign a Code of Conduct (see appendix) which establishes school expectations
regarding behavior and clearly delineates consequences for infractions. The Northwood High School Code of
Conduct is also available in the student planner. Athletes also sign a Code of Conduct that communicates the
expectations on and off the court or playing field.
Suspensions
Year
Expulsions
Total
Average # Days
Suspension
Rate
2009 - 2010
28
2.3
1.40%
2
0.10%
2008 - 2009
39
2.6
1.87%
8
0.38%
2007 - 2008
48
2.6
2.22%
14
0.65%
2006 - 2007
52
1.9
2.42%
3
0.14%
Total
Explusion Rate
Suspensions and Expulsions
Rate
Suspensions
Expulsions
2006-07
1.5
0.1
School
2007-08
3.2
0.8
2008-09
2.8
0.4
2006-07
3.1
0.1
District
2007-08
3.6
0.2
2008-09
2.8
0.2
*This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school
and district levels for the most recent three-year period.
Due to a variety of reasons, such as parental involvement, communication of behavioral expectations and a
dedicated staff, suspensions and expulsions remain low.
Chapter 1: Student/Community Profile
Page 20
Socioeconomic Status
The mobility and transient rate is not significant at Northwood. However, there is 3.2% of the student
population on the free and reduced lunch program. Of the 64 Northwood High School students who qualify for
the free and reduced lunch program, 37 qualify for the free lunch program and 27 qualify for the reduced lunch
program. A notice about the qualifications for the free and reduced lunch program is sent home to all families.
Qualification for the free and reduced lunch program is based on household size and monthly income. We
have seen an increase in the number of students qualifying for these programs in the past few years as a result of
struggling families. Northwood has also had to scholarship more students, many of which do not qualify for
these programs per the national guidelines but need assistance with lab fees, athletics, etc.
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Page 21
Northwood High School Special Programs
Advisement
We believe students receive greater individual attention and security within smaller learning communities;
therefore, our Teacher Advisement (TA) program ensures that each Northwood High School student remains
with one advisor, and one group of students, for the duration of his or her four years at Northwood High School.
Students meet in their advisement four days a week and receive important information regarding campus events,
discuss school-wide issues, and schedule their biannual advisor/parent conferences. These conferences provide
an opportunity for students to work individually with their advisors and their parents to establish their academic
and personal goals and to plan their course work.
At the end of their 8th grade year, every new incoming student is assigned a Teacher Advisor with whom they
will remain for their tenure at Northwood. All students participate in the Teacher Advisement program
regardless of class schedule, grade level or extra-curricular activities. Each Teacher Advisor, including
administrators, has approximately 25 advisees of the same grade level.
Students meet with their advisor four days a week. Mondays and Fridays provide a longer period of time for
the advisement group to meet and participate in team building and other activities. This interaction promotes
the exchange of important school-wide and grade-level information and fosters the development of important
relationships among advisees as well as between the advisee and the Teacher Advisor. Students meet in TA for
a shorter amount of time on Tuesdays and Thursdays in order to accommodate the tutorial schedule (see
information about Tutorial below).
One of the most difficult transitions for high school students and their families is the amount of information
they are expected to manage. Advisors ensure that students receive all school information by airing the NHS
weekly TV program, NTV Live, and by reading, discussing, and posting weekly bulletins, college and
scholarship information, bell schedules, calendars and other information. Most importantly, Teacher Advisors
provide a vital communication link between home and school, giving parents and students a friendly and
objective “home base” to which they can turn when they’re not entirely sure of how to navigate the rocky and
sometimes hazardous terrain of high school.
In our rapidly changing world, student needs constantly change. Given that reality, the Teacher Advisor is able
to give both parents and students more personal attention in planning their school program and implementing
their short and long term educational goals. Through consistent contact with their advisor, students receive the
feedback and encouragement they need to enable them to be academically, socially, and emotionally successful
in school. More formal feedback mechanisms, such as progress notices, test results, and report cards, co-exist
with informal conversations as effective ways of keeping a student informed of his/her progress towards
personal and academic goals. The Teacher Advisor is, in essence, the caregiver on campus who supports their
advisees while keeping abreast of graduation and college requirements.
The connection between the Teacher Advisor and student allows the advisor the unique opportunity to get to
know each student personally, which helps support meaningful conferences. Teacher Advisors conference with
their advisees and often with their parents during the fall and spring semester. The fall conference provides a
personalized, student-centered meeting during which the teacher advisor shares information on important dates,
Chapter 1: Student/Community Profile
Page 22
such as parent nights, financial aid workshops, and testing dates, while exploring the “state of the student” and
gaining insight about each advisee. The fall conference sets a caring tone and gives each student the
opportunity to interact with a significant adult on campus. Parent attendance at fall conferences is mandatory
for freshman but optional for other grade levels. Parents across all grades, however, are personally invited and
are welcome to attend the conference. Students sometimes want and are encouraged to meet without parents to
work through more personal academic, social or emotional issues. Counselors are also available to collaborate
as needed. After fall conferences wind down, Teacher Advisors follow up with student concerns and set the
tone for the year. Understandably, many warm and longstanding connections are forged during these four years
of conferencing together.
The spring conference is a time for students, Teacher Advisors, and parents to plan the student’s schedule of
classes for the following year. The conversation between the advisor, student and parents helps ensure the
student is correctly placed in appropriate classes, and it gives the advisor another opportunity to have an
uninterrupted conversation with each advisee. While one of the purposes of the conference is to check to make
sure each student is on pace with graduation requirements, it may lead to a visit to the college and career center
or to the counselor for further questions. The advisor, parent and counselor form a crucial bond while providing
a holistic, academically sound program for each student at Northwood High School.
Teacher Advisors extol the rewards of following a student’s personal journey, getting to know the family and
sharing in both the challenges and the achievements along the way. Staff members become the unofficial
caretaker of their advisees and as such, they strive to understand the total school program in order to best deliver
it to their advisees. Teacher Advisors participate in staff development, facilitated by our counselors, to prepare
them to effectively administer both fall and spring conferences as well as advisement.
In an effort to support and energize teacher advisement, NHS created an advisement committee to refine the TA
program. As a result of the committee’s work, a TA handbook was created and continues to be updated online.
The staff routinely revisits effective TA practices by discussing ways to connect with students, which are
modeled and included in the handbook as a resource for teachers. Additionally, a TA Renewal Day created to
provide in-depth training to staff members who are new to Northwood or who have a 9th grade advisement has
been implemented. This day provides time to update advisors on any new graduation requirements as well as
share best practices. Although it was not conducted in the 2009-2010 school year due to budget cutbacks, it
will occur again in the 2010-2011 school year.
It is difficult to quantify the value of a program that primarily affects school culture and climate. However,
three surveys were administered to assess effectiveness of the Teacher Advisor program. First, a survey related
to fall conferences and advisement was administered to the students. Next, a survey was given to staff to assess
school climate. Lastly, the WASC self-study surveys for the students, staff and community included questions
related to advisement.
Incredibly, every staff member who responded felt that the school is an inviting place for students to learn and
that it is a safe place for students as a result of Advisement. Additionally, 88% of the staff agree or strongly
agreed that Advisement was valuable. However, only 56% of the students agree or strongly agree that
Advisement is valuable while 77% of the parents strongly agree or agree that the Teacher Advisement program
is instrumental in helping their student through the four years at Northwood. Instrumental may be too strong of
a word to use; therefore, we will consider revising the survey in the future.
In considering the key audience TA was created to impact, a survey was given to students during the 2007-2008
school year regarding fall conferences. Results of the survey overwhelmingly supported that students and
parents value fall conferences. Overall, 90% of the students at Northwood attended a conference, 53% of them
Chapter 1: Student/Community Profile
Page 23
with their parents.
Based on the WASC student survey, 65% of the students at Northwood High School stated that they agreed or
strongly agreed that the fall conference was valuable while 80% of the staff feel that fall conferences were
valuable. One benefit of the fall conference is that the teacher advisor and student were able to talk one-on-one
and 74% of students agreed or strongly agreed that they felt more comfortable talking with their advisor about
their life and interests as a result of the conferences. This data supports that students feel safe and comfortable
talking with their teacher advisor not only about academic progress but also about events outside of the
academic environment.
The Teacher Advisement program at Northwood is truly a signature practice that has left an indelible mark on
NHS culture by providing a safe environment for students, supporting student academic success, and fostering
strong, positive relationships among students, staff and the home community. Although not directly supported
by data, it is our belief that the close relationships forged between a student and a significant adult has
contributed to a student’s ability to connect to school and a 99.6% graduation rate. The Teacher Advisement
program provides that adult connection for every student, sets a caring tone for the school, and fosters a climate
of trust, understanding, growth and cooperation within our school community.
Tutorial
In order to address individual student needs further, we structured into our bell schedule 40 minutes of tutorial
time twice a week for students and teachers to meet outside the context of large group instruction. Tutorial
provides many opportunities for students to work individually with their teachers, to meet with other students to
work on group projects, as well as to engage in many of the other learning opportunities listed below:
-
Making-up exams/Reviewing exams with teachers
Engaging in oral performances
Practicing for presentations
Participating in post-writing or post-project student/teacher conferences
Engaging in research in the library/computer lab
Viewing educational videos
Engaging in silent reading
Working on homework
Group work
Chapter 1: Student/Community Profile
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-
Exercising in the gym
The student survey also confirmed that students use tutorial for the reasons above as 73% of the students use
tutorial for an academic purpose. Furthermore, 93% of the students feel that tutorial is valuable.
Inherent in the tutorial schedule is the autonomy for students to decide how to use their time. For those 9th and
10th grade students with two or more Fs, their autonomy is taken away and they are assigned to a Mandatorial
which is used to implement schoolwide intervention strategies to assist students (see Counseling and Support
Programs).
Humanities Core Program
th
Our Humanities Core Program also facilitates collaboration by pairing 9 and 10th grade English and History
teachers together. These teachers share the same students and meet to discuss both curriculum and student
achievement. Although Humanities teachers teach in separate classrooms, they work together to develop and
score interdisciplinary projects that build the connections between their disciplines.
Each Humanities Core course is a full year course devoted to the exploration of the geography, history,
literature, and art of different time periods. The Humanities 9 focus is the modern world while Humanities 10
primarily addresses the United States in the twentieth century. The history and the English Language Arts
components are taught in separate classrooms by different teachers, but the course contents are coordinated in
order to emphasize context and interrelationships. In terms of skill development, Humanities 10 reinforces and
refines what was learned in Humanities 9.
The whole of Northwood has committed to the ideals of the Humanities Core. Both 9th and 10th grade English
and History teachers share the same students and teachers develop common assessments that incorporate
elements of both subject areas. The primary collaborative assignment in the Humanities Core is the anchor
assessment. This paper is a formal expository essay on a historical topic that relates to the primary thematic
components of the English curriculum. The current anchor assessments for 9th graders are Enlightenment and
Women in the fall and European Imperialism in Africa during the spring. Anchor assessments for the 10th grade
focus on The American Labor Movement in the fall and American Intervention in Vietnam during the spring.
Throughout the anchor assessment, students are given a great deal of support. All primary documents are
discussed in-depth during class sessions and teachers provide graphic organizers to help students determine how
the information can best be used in structuring a sound argument. Teachers assess early drafts by means of inclass conference time. All students meet with their English or History teacher at least once during the unit so
teachers can formatively assess the work produced. These writing conferences allow students to ask questions
to their teachers and allow teachers to help steer the writing in a more focused direction. In 9th grade, anchor
assessments are written primarily in class and by the end of 10th grade, students transition to writing the paper
primarily at home.
Ultimately, the essays are scored by both English and History teachers who have created a rubric that is used by
all teachers. Teachers are provided release time so that English and History partners can grade the essays
together and participate in the norming process, discussing what differentiates an “A” paper from a “B” paper.
The financial backing for this process of norming comes directly from the district Writing Project money and
SLIP funds; the investment of such money and time in this process is a result of its acknowledged value.
Because English and History teachers determine the standards of excellence collaboratively, both are
responsible for grading the structure and grammar, as well as its historical accuracy and insight. Finally, the
Chapter 1: Student/Community Profile
Page 25
grades for the essay are given a standard percentage of the student's overall grade – ten percent for freshmen
and fifteen percent for sophomores.
Students are given equal access to curriculum in the Humanities Core, and all students share a similar
experience in terms of curriculum and assessment, regardless of whether or not they are in the Honors
Humanities Core or the College Preparation (CP) Humanities Core and regardless if they are in the English
Language Learners program or Special Education. Northwood teachers collaborate to set high achievement
standards – standards that are met by almost all students. Our student pass rate in the Humanities Core over the
years has demonstrated that our students succeed in both English and History. Ninety seven percent of 9th
graders and 98.5% of 10th graders passed English in the spring of 2010. Similarly, 95.6% of 9th graders and
97.5% of 10th graders passed History. In the event that students fail a semester of English or History, greater
support is given to them so they may reach the standard. In examining the most recent data in the table below,
it is clear that Northwood students have incredible passing rates and that when remediation is necessary,
struggling students are given the time and energy necessary to succeed.
This excellence is validated further when reviewing just how well our students perform on the California
Standards Test (see Northwood High School Student Performance: California Standards Test). We provide our
students all of the tools they need in order to achieve, and our California Standards Test scores in English
Language Arts and History provide evidence that our students consistently meet and exceed the state standards.
In examining the most recent California Standards Test scores, it is clear that students find success in both
English and History.
In the 2009-2010 school year, juniors were required to take the Early Assessment Program (EAP) test. In
taking the EAP test, students meet the ELM placement for English and Math at all Cal State University
campuses and the test meets the same matriculation placement tests for all community colleges. If students
choose to go into education, the test meets the CBEST requirements for California teaching credential. The
biggest benefit to students, however, is that they receive feedback about what the colleges are looking for in
their writing assessments.
Finally, it is important to note that Northwood High School's Humanities Core has received national distinction
for its innovation and value. In the May 8, 2006 edition of Newsweek, Northwood High was included on the list
of 21 “Public Elite High Schools” in the United States. The Humanities Core received the sole notation in the
explanation of the receipt of this prestigious award.
Northwood High School's Humanities Core is indeed a signature practice that defines the rigor, high
expectations and excellence of our school. Every student who attends Northwood remembers their experience
in the Humanities Core, and especially with the anchor assessment papers. After they’ve graduated, students
invariably return to tell us how well prepared they are for the writing tasks their college puts before them. Our
students leave Northwood confident in their knowledge of the principles learned in the interdisciplinary context
of the Humanities Core, and they are prepared to apply those principles as they matriculate to their next avenue
of learning and life.
Technology
Northwood has increased student and staff access to software and hardware applications to develop technology
and information literacy skills. Increased access to hardware and software applications, coupled with
appropriate training and support, will also create more opportunities for staff to effectively integrate technology
into the curriculum. We believe increased access to hardware and software applications will improve the
Chapter 1: Student/Community Profile
Page 26
quality of student learning across each discipline. Overall, Northwood has over 500 computers and over 80
printers that are all networked. Northwood has wireless throughout the school including inside and outside
access in every building.
Currently at Northwood, there is a LanAdmin and a LanAdmin assistant. The Media Specialist, who is also the
LanAdmin, has a tech staff which helps with the small issues at NHS. There is also a Web Master who
maintains and updates the web server for NHS. This team of staff and students helps maintain the equipment
and ensures that teachers have their equipment working when they are in the classroom.
The development of the Technology Committee allows NHS to stay at the forefront of technology for students
and staff. The Northwood Technology Committee meets three times a year. Each department is represented as
well as an administrator, Media Teacher and a LanAdmin. The members of this committee help provide
training to our staff. The committee is voluntary, but those who are on the committee have the opportunity to
use the newest items at our school. Training for our staff is our weakest area and remains an issue due to lack
of time and professional development.
A typical NHS classroom will have the following:
• Teacher Computer
• LCD Projector
• Stereo System
• Internet Access
• LCD Monitors
•
•
•
•
•
Cable TV
Qwizdoms (Instant Response System)
Airliners (Smart board devices)
Projection Screens
Laser Printer
The teacher computers have many programs that help enhance the lessons and engage students.
• Online Catalog (Destiny)
• Attendance Software
• Encyclopedia Britannica
• Grade Software
• Maps 101
• SIS Software
• File Server Access
• Atomic Learning
• Group folder access
• Email
• MS Office 2007
• Internet Access
• Software to record Cable TV
• VLC – Media Player
• Adobe CS 3 Suite
• Qwizdom Connect
• Access to send copy requests to the main
• Smart Notebook 10
copier
Three computer labs are used for classes and/or checkout to teachers for use with their classes. Each lab has 35
computers and a printer. Additionally, the World Language Lab accommodates 36 students and uses a
Tandberg system for communication and setup.
Students have access to 40 laptop computers in the Media Center and may print to either a black and white or
color laser printer. Additionally, students may access any of ten pods of computers on campus at NHS, each of
which contains 20 computers and a printer.
Our newly updated website at www.northwoodhigh.org is a valuable resource to all members of our
community. The redesign of the staff intranet has also been very useful for posting updated information and
documentation.
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Page 27
English Language Learners
Northwood High School utilizes our categorical Economic Impact Aid (EIA) funding to provide release time
for our EIA Coordinator to test as well as to meet with students and parents to determine the appropriate
placement for each student. Categorical funding is also utilized to enable our EIA coordinator to attend
workshops to augment knowledge of English Learner (EL) needs and to work in conjunction with other EIA
Coordinators in the district to continue to develop and refine our EL Program. Our coordinator develops an
individual learning plan for each English Learner and records the student’s progress toward reclassification. An
Instructional Assistant devoted to supporting the EL 2 and 3 classes as well as following up on mainstreamed
EL students is also funded through EIA money.
The English Language Learner population at Northwood is 3.6% of our population as 72 students have been
identified. The majority of our English Learners fall within the intermediate and advanced range. We do not
currently offer beginning EL programs; therefore, English Language Development (ELD) 1 students in the NHS
attendance area are encouraged to attend the University High School magnet immersion program for beginning
English Learners. Those students who progress from the beginning to intermediate level will transition from
University High School to Northwood. Our English Language Learners who participate in our English Learner
program at Northwood are grouped in a block of ELD 3 and sheltered World History.
Since our EL population is limited and the students that we have range in ability level from intermediate to
advanced, these students are enrolled in an ELD 3 course. However the student’s ability to pass the Humanities
anchor assessment and demonstrate mastery on the CELDT will determine whether the student will receive
ELD 2 or ELD 3 credit for the course. Our sheltered/ELD humanities block was designed to support English
Learners in achieving the ELD, language arts, and history standards. These courses deliver the core curriculum
at a modified pace and with methodologies geared to the needs of English Learners.
Because our English Learners are instructed by teachers who have CLAD and SDAIE credentials, there is a
need for all of our teachers of English, History, Math, and Science to obtain SDAIE or CLAD credentialing.
Currently, 100% of our teachers are CLAD and SDAIE certified.
Special Education
Northwood High School provides Specialized Academic Instruction (SAI) through two Special Education
programs designed to meet the individual needs of our 157 students with Individualized Education Plans (IEPs).
These programs help students to meet academic, social, and independent living goals during their high school
years and to successfully transition beyond high school. Individual student’s needs are also met through speech
and language services, occupational therapy, physical therapy, adapted physical education, vision therapy,
nursing support, mobility training, counseling services and non-public school agencies.
One hundred and eight students receive SAI in our program for students with mild to moderate disabilities.
Students are served through collaboration in general education classrooms in addition to the five courses
(English 9 and 10, History 9 and 10, Pre-Algebra) offered for those who need more intensified instruction.
Directed Studies courses are offered to all students in the program for support with study skills, work
completion and to address specific goals and objectives of the IEPs. BrianX is used to assist students when
studying for the CAHSEE. Career Link personnel support students with job coaching, transportation training
and internships as well as acceptance into programs such as the Department of Rehabilitation.
Students can also sign up as tutors for students with moderate or severe disabilities. The tutors assist students
change in the locker room, assist with in-house academics, walk students to get their lunches and also partner
Chapter 1: Student/Community Profile
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with them in general education electives. These tutors also assist in the community when the class is on a
Community Based Instruction (CBI).
Fifty students receive SAI Severe Self-Contained (SSC) in our program for students with moderate to severe
disabilities. Northwood High School contains one of the two SAI programs in the Irvine Unified School
District designed to meet the needs of students with low incidence disabilities ages thirteen to twenty-two.
Students are served through collaboration in general education classes as well as through self-contained courses
designed to meet academic, social and independent living needs. A job development program provides on-thejob training for students in varied environments on and off campus, leading to eventual placement in adult
transition programs found on other sites throughout IUSD or other adult transition agencies.
Link Crew
Recognizing a need for new students to better acclimate to the culture of Northwood High School, a few
teachers were trained in the student transition program known on campus as “Link Crew”. Link Crew trains
approximately 60 upperclassmen to mentor and assist new students (mostly incoming 9th graders) as they
transition to high school. Students are put into groups of six to eight and that group is led by the upperclassman
known as a “Link Leader”. As a protective factor, Link Crew is for all 9th graders and new students. Before
school starts, new students are invited to a four hour orientation designed to break down walls, teach the
Northwood values and the concept of “For the Good of the Pack”, while also introducing new students to the
staff and the physical layout of the school. Throughout the first semester, Link Leaders regularly make contact
with their group individually and through the Advisement program. In addition, Link Crew organizes and
executes various events and social gatherings on campus as well as tutoring opportunities near the end of each
semester.
GATE/Advanced Placement
Six hundred and one students, or 29.81% of the student population, have been designated Gifted and Talented
Education (GATE). Students are identified as GATE students during their elementary and middle school years.
Many of these students continue their education at high school by taking honors and advanced placement
courses. However, these courses are open to all students who meet the course prerequisites regardless of GATE
designation.
NHS offers sixteen Advanced Placement (AP) Courses:
AP English Literature
AP U.S. History
AP European History
AP American Government
AP Biology
AP Chemistry
AP Environmental Science
AP Physics AB
Chapter 1: Student/Community Profile
AP French
AP Spanish
AP Statistics
AP Computer Science
AP Art History
AP Music Theory
AP Studio Art: Drawing
AP Studio Art: 2D Design
Page 29
We have an increasing number of students taking AP exams.
Number of Students Taking AP Exams
Year
Number of
Students
2010
2009
2008
2007
2006
2005
2004
2003
2002
578
574
590
568
560
464
400
339
256
Percentage of
Student Body
Number of
AP Exams
28.7%
29.5%
28.4%
28.0%
23.2%
20.0%
17.0%
12.8%
1135
1136
1125
1126
1084
933
712
611
488
There are restrictions placed on 9th grade students taking AP exams and only a small amount of 10th grade
students may take AP exams.
Counseling and Support Programs
An at-risk student is one who shows difficulty progressing in a healthy, age appropriate manner due to lack of
social skills, positive coping skills, academic difficulty and/or family conflict. The definition of a high risk
student is one who is adversely affected by drug and/or alcohol use/abuse, family dysfunction, violence and/or
problems with the law to the degree that academic achievement and social adjustment are hindered and the
student is not progressing in a positive manner. Northwood has a variety of programs in place to help support
these students as well as those students who need support academically.
General Support:
• Northwood High School Code of Conduct, Athletic Code of Conduct, and course expectation templates,
all of which help to set standards, expectations and consequences.
• Referral and collaboration among Counselor, Psychologist, Assistant Principal or other appropriate
school personnel to help support student.
• Counselors meet with each sophomore in a conference to determine the courses to be taken during junior
and senior year to ensure graduation requirements are met and to discuss courses of interest.
• Administrators in conjunction with our Attendance Dean and Attendance Clerk track student attendance
and communicate with students and parents regarding unexcused absences as well as truancy and tardy
patterns. Seniors are also placed on a contract.
• The Auto-Dialer provides information regarding unexcused absences to parents.
• Students lose parking privileges if they have excessive absences or tardies.
At-Risk or High-Risk programs:
• Project Success Counseling Support Program is a support system designed to address the needs of our
high and at-risk population. Project Success does not differentiate between “high-risk” and “at-risk”
status. Referrals can be made by faculty or staff members, parents, Irvine Police Department, or other
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•
•
students and can be verbal or written. Before entering the program, our Project Success Support
Specialist meets with the student and obtains parent permission.
Referral to the Student Study Team (SST), which is comprised of the student’s parents, counselors,
teachers, school psychologist and possibly the school nurse in order to determine interventions to
support the student success at school.
Referral to the Student Review Team (SRT), which is comprised of counselors, teachers, school
psychologist and the nurse to brainstorm interventions to address specific needs of the student.
Academic Focused Programs:
• Mandatorial is a program started in 2009-2010 to serve those 9th and 10th grade students who are failing
two or more classes. The students meet with a counselor during tutorial to ensure that the time is being
used to support their success.
• Freshman and sophomore support class offered for one hour four days a week where students are given
support to organize and improve study skills in the 2009-2010 school year. This year, the program has
been moved into the bell schedule.
Athletics
The Athletic Department’s mission statement is to enrich the mental, physical, and emotional well being of all
students by providing competitive opportunities in which lifelong values of sportsmanship, individual effort,
teamwork, integrity, and commitment are emphasized.
In 2009-2010, Northwood High had 752 out of 1,998 students participating in 23 varsity sports. Of the 23
varsity sports, thirteen allow girls to play and fourteen allow boys to play. Northwood High School participated
in the Sea View League as well as the California Interscholastic Foundation (CIF) Southern Section for playoffs
for the 2009-2010 school year.
GIRLS GOLF
GIRLS TENNIS
BOYS BASKETBALL
GIRLS
BASKETBALL
BASEBALL
BOYS SOCCER
SWIMMING
GIRLS VOLLEYBALL
GIRLS SOCCER
GIRLS
WATERPOLO
BOYS WATERPOLO
WRESTLING
BOYS GOLF
Spring Sports
FOOTBALL
Winter Sports
Fall Sports
CROSS COUNTRY
TRACK
BOYS TENNIS
SOFTBALL
BOYS VOLLEYBALL
BOYS LACROSSE
GIRLS LACROSSE
Although Northwood offers a variety of athletic options for both males and females, the majority of the athletes
(63%) are males.
2009-2010 Male & Female Athletes
Gender
#
% of athletes
Female
275
36.57%
Male
477
63.43%
Grand Total
752
100.00%
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Last year, 38% of the student body participated in athletics. Of the 752 athletes in the school, 71% played one
sport and participate in the off season class when they are not in competition. Twenty-seven percent of the
athletes played two sports while nineteen students play three sports.
# of
Athletes
Single Sport Athletes
Two Sport Athletes
Three Sport Athletes
Total
533
200
19
752
% of Total % of Student
Athletes
Body
70.88%
26.60%
2.53%
100.00%
26.68%
10.01%
0.95%
37.64%
As you can see from past years, Northwood has had success in the Sea View League as well as the Pacific Coast
League that they were in when the school opened.
Northwood High School League Champions
Softball
2001 2002 2003 2004
Boys Tennis
2007 2008 2009
Girls Tennis
2006 2007 2008 2009
Football
2001 2002 2003
Boys Volleyball
2001 2002
Girls Volleyball
2003
Boys Swimming
2006
Girls Golf
2001 2002 2005 2007
Boys Basketball
2002 2003 2006
Girls Basketball
2006
Boys Soccer
2003
Girls Soccer
2003 2005 2008
Boys Water Polo
2003 2006
2008
Northwood High School CIF Champions
Boys Soccer
2003
Boys Swimming
2004
Northwood High School CIF Runner Ups
Boys Water Polo
2006 2007
Football
2005
Boys Volleyball
2005
Northwood will be moving to the Pacific Coast League for the 2010-2011 school year which will include the
four Irvine Unified School District high schools as well as Beckman High School and Corona Del Mar High
School. The new league will provide good competition for all of our sports.
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Visual and Performing Arts
Our Visual and Performing Arts (VAPA) department brings a new dimension of studies to Northwood High
School. For many students, approximately 43% of the study body that participate in VAPA classes, the arts are
a place to shine, a place to feel like part of a group, and a place where they feel success. The teachers in the
VAPA department work hard to ensure the success of not just a few students but of all students. This can be
seen in several of the ensemble groups that we have in our program. All of our performance-based groups
present their work several times a year in the form of music concerts, dance performances, and theatrical plays.
Furthermore, our visual arts department displays artwork in a variety of ways throughout the year. The campus
exhibits paintings, ceramics, drawings and photography to the students, staff and parents. We have also used
our school’s website for posting artwork and most recently used a voting system to reach the entire student body
in order to choose the art winner for the cover of our school’s planner.
Teachers collaborate once a year in the spring during what is called Fine Arts Week. Included in this week is a
student assembly, a spring play, musical performances, visual arts displays and dance demonstrations.
Additionally, our VAPA department works together with our elementary and middle feeder schools on a regular
basis at the district office. This forms a better sense of community and helps the district vertically align
curriculum. Over the last two years our district office coordinator has made a movement to assist us in the
formation of professional learning communities specific to our course needs.
Overall, the VAPA department continues to strive towards excellence while creating a safe and welcoming
place for students.
Regional Occupational Program
The Coastline Regional Occupational Program (ROP) provides students with a dynamic career technical
educational program that prepares them for academic and career success. Students gain a variety of technical,
career planning and personal and professional skills through the ROP program. ROP is a state-funded career
technical education for high school students and adults and is fully accredited by the Western Association of
Schools and Colleges.
The ROP serves five school districts that include 30 high schools. Of those 30 high schools, 21 are
comprehensive, five are continuation, and four are alternative schools. The ROP is financed by average daily
attendance (ADA) generated through the following districts: Huntington Beach Union High School District,
Irvine Unified School District, Newport-Mesa Unified School District, Saddleback Valley Unified School
District, and Tustin Unified School District. High school students currently compose 90% of enrollment while
adult students compose 10% of enrollment. Courses are tuition-free to high school students; a registration fee is
required of adults.
The program that Northwood students are engaged in is one of 74 ROPs in California and one of four in Orange
County. Career technical courses are offered within five pathways: Arts and Communication, Business and
Marketing, Health Sciences, Public Services, and Science and Technology. High school students may earn
credit toward graduation and may earn certificates of achievement based on industry standards. Some courses
meet the University of California’s and California State University’s Visual and Performing Arts (f) or Elective
(g) requirement. Advanced placement and credit are available at local community colleges for some ROP
courses. Outstanding students are recognized at an annual ceremony and some receive monetary awards. All
ROP courses are, by law, based on job market needs.
Chapter 1: Student/Community Profile
Page 33
Thirty percent of all juniors and seniors in IUSD in 2008-2009 were enrolled in ROP classes. Out of the 1,998
students at Northwood, 332 students participated in ROP in 2008-2009. Two hundred seventy students took
classes within IUSD while 62 took classes in other participating districts.
Chapter 1: Student/Community Profile
Page 34
Northwood High School Student Performance
California Standards Test (CST)
Northwood High School was one of the five top-scoring high schools on the California Standards Test (CST) in
Orange County. In the four core departments of English-Language Arts, Mathematics, Science and HistorySocial Science, we have made improvements or remained the same in all scores for the 2008-2009 school year.
Based on the data provided from the CST test results by student group, we recognize that we need to focus on
some of our populations. For example, our Filipino and Hispanic populations are significantly under that that of
our Asian and White populations. Additionally, our economically disadvantaged and English Learners struggle
on the CSTs. On a positive note, males and females seem to score equally well on the CSTs.
California Standards Test Results by Student Group – 2010
Percent of Students Scoring at Proficient or Advanced
Group
EnglishLanguage
Arts
Mathematics
71%
80%
83%
58
60
73
52
23
27
76
74
68%
69%
81%
48
47
61
49
61
21
69
65
Male
Female
Asian
Filipino
Hispanic or Latino
White (not Hispanic)
Economically Disadvantaged
English Learners
Students with Disabilities
All Northwood High School
Irvine Unified School District
10th Grade
End of
Course
Science
79%
86%
89%
54
74
82
40
37
45
83
76
Number of
Students
691
728
661
45
80
552
48
56
70
Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category
is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would
deliberately or inadvertently make public the score or performance of any individual student.
Chapter 1: Student/Community Profile
Page 35
One point of emphasis for Northwood has been to reduce the number of students in the Basic, Below Basic and
Far Below Basic category. As you can see from the following charts for English Language Arts, World History
and U.S. History for the CST scores by subject, this goal was accomplished.
A total of 1,506 students were tested in English: 98% of the 9th and 10th graders and 97% of the 11th graders.
Overall, 79% of the students were proficient and 24% were not proficient in the 2008-2009 school year. One
highlight from the CST English scores is that only 14% of the 9th grade class was not proficient.
Chapter 1: Student/Community Profile
Page 36
Similar to English, a large percentage of each grade level was tested in history, including 98% of 10th graders
and 93% of the 11th graders. Due to the courses taught at Northwood, 10th graders take the World History test
while the 11th graders take the U.S. History test. This testing change was made in the 2007-2008 to be more
closely aligned with the curriculum.
Overall, 75% of the sophomore tested proficient on the World History test with only 130 students tested as not
proficient. As you can see from the chart below, the far below basic and below basic populations have been
greatly reduced from the 2006-2007 school year.
Chapter 1: Student/Community Profile
Page 37
Sixty-nine percent of the 11th graders tested proficient on the U.S. History test while 154 students tested as not
proficient. This is an improvement from the previous year as 203 students, or 40% of the 11th graders tested as
not proficient. Although we had a slight increase in below basic and far below basic in the 2007-2008 school
year, the test scores improved during the 2008-2009 school year.
Chapter 1: Student/Community Profile
Page 38
Mathematics has had a similar approach of focusing on students in the Basic, Below Basic, and Far Below
Basic categories; however, there has also been work to focus on the advanced and proficient categories by
providing a more discovery based learning approach to help the students in their problem solving. For the first
time in 2009, the Basic Algebra, Algebra I, Geometry and Algebra 2 are using the College Preparatory
Mathematics (CPM) curriculum.
In the past, the General Mathematics test was taken by the Basic Algebra students who are taking the same
Algebra 1 curriculum over a two year period. Basic Algebra typically includes 9th and 10th graders. A
significant effort has been made to reduce the not proficient categories and increase the number of advanced
and proficient students. In 2009-2010, the change was made to have all students in Basic Algebra take the
Algebra CST each year.
Chapter 1: Student/Community Profile
Page 39
As stated previously, the Algebra 1 curriculum is discovery based with students working in groups to focus on
critical thinking and problem solving skills. The Algebra 1 classes typically have freshmen as 43% of the
students who took the test were in the 9th grade. However, there are 10th and 11th graders who may be in
Algebra 1; therefore, 10% of the sophomores and 9% of the juniors took the Algebra 1 CST. According to
graduation requirements, 90% of those who took Algebra 1 in the 2008-2009 school year passed.
Though the 2009 advanced percentage dipped slightly from 2008, 66% of the population still scored proficient
on the test, which is consistent with the 2008 proficiency levels. Additionally, the far below basic level has
been reduced.
Chapter 1: Student/Community Profile
Page 40
The Geometry course at Northwood is comprised of 32% of the 9th grade class, 45% of the 10th grade class and
6% of the 11th grade class. Geometry has made significant advances in the Far Below Basic and Below Basic
categories with a reduction of 3% of the students as 8% of the students in 2007-2008 were Below Basic or Far
Below Basic and only 5% of the population was Below Basic or Far Below Basic in 2008-2009. Additionally,
only 67% of the students were proficient or advanced in 2006-2007 while 79% of the population was proficient
in 2008-2009.
Chapter 1: Student/Community Profile
Page 41
The Algebra 2 test scores have always been a focus point for Northwood as the proficiency levels are lower
than in other math courses. While the composition of the Algebra 2 classes are not any different than at other
schools in the district, with 9% of the 9th graders (which is typically the Honors Algebra 2 population), 34% of
10th graders (which is also typically the Honors Algebra 2 population) and 35% of 11th graders (which is the
regular Algebra 2 population), the scores at Northwood have been lower than other schools in the district. This
has been a focus point for the math department; therefore, a review of the curriculum was done throughout the
2007-2008 and 2008-2009 school year. Consequently, a new math book was adopted for the 2009-2010 school
year and is consistent with the discovery based learning approach used in Basic Algebra, Algebra 1, and
Geometry.
In the Honors Algebra 2 population, 81% of the 9th graders and 74% of the 10th graders that took the Algebra 2
test scored as proficient or advanced while only 30% of the 11th graders, which is typically the Algebra 2
population, scored as proficient or above. One positive note is that the Far Below Basic population was reduced
from the 2007-2008 school year.
Chapter 1: Student/Community Profile
Page 42
The Summative High School Mathematics test is reserved for those students who are taking any math class
beyond Algebra 2, which includes Functions Statistics and Trigonometry (FST), Honors Pre-Calculus, AP
Statistics and Calculus. The students take the Summative High School Math test every year they are in any of
these courses.
The majority of students taking the test are in the 11th grade as this is the population that has already completed
the Algebra 2 requirement. While 76% of the population scored as Advanced or Proficient, a greater
accomplishment is that none of the students taking the test scored as far below basic.
Chapter 1: Student/Community Profile
Page 43
The Science department has been working to align the courses at Northwood to the California Standards Test as
we currently operate under an Integrated Science program for the first two years that students are at Northwood.
Students then have the opportunity to explore their passion in the sciences by selecting from a wide-range of
courses. We have students take the test for their current course or most recent science class and try to align the
course with a test.
The 9th grade students who are taking General Science 1 or Integrated Science 1 do not have a test that aligns to
their course. The test that best aligns our freshmen Integrated Science program is the Integrated Science 2 CST
test, although it is not a good match. We see the benefits of our program by looking at the Biology test that all
10th graders take after taking the Integrated Science 2 course and by looking at the 10th grade NCLB Life
Science Test.
Integrated Science Courses
2006-2007
Proficient
# Tested
Grade 9
Grade 10
Grade 11
TOTAL
2007-2008
Not
Proficient
546
551
#
%
#
271 50% 275
381 69% 170
%
50%
31%
1097
652 59% 445
41%
9th Grade - % Proficient = 50%
10th Grade - % Proficient = 69%
Total Grade - % Proficient = 59%
2008-2009
Proficient
% of the
Grade
# Tested tested
511
506
95%
92%
1017
Not
Proficient
Proficient
#
%
#
322 63% 189
370 73% 136
%
37%
27%
692 68% 325
32%
9th Grade - % Proficient = 63%
10th Grade - % Proficient = 73%
Total Grade - % Proficient = 68%
% of the
Grade
# Tested tested
481
488
97%
94%
969
Not
Proficient
#
%
#
274 57% 207
361 74% 127
%
43%
26%
635 66% 334
34%
9th Grade - % Proficient = 57%
10th Grade - % Proficient = 74%
Total Grade - % Proficient = 66%
Northwood students consistently score well on the 10th grade No Child Left Behind (NCLB) Life Science Test
as we have increased our proficiency rates from 79% in 2006-2007 to 84% in 2008-2009.
10th Grade NCLB Life Science Test
2006-2007
Proficient
# Tested
536
2007-2008
Not
Proficient
#
%
#
%
425 79% 111 21%
Proficient
% of the
Grade
# Tested tested
524
Chapter 1: Student/Community Profile
95.6
2008-2009
Not
Proficient
#
%
#
%
404 77% 115 22%
Not
Proficient Proficient
% of the
Grade
# Tested tested
501
97%
#
% #
%
421 84% 80 16%
Page 44
The Biology/Life Science test is taken by students in AP Biology, AP Environmental Science, Anatomy and
Marine Science. Therefore, 71% of the 11th grade class is taking this test given the number of subjects that fall
under this category. Seventy-one percent of the students taking the test scored as Proficient or Advanced.
While the non-proficient population remained consistent, there was a significant reduction in the Far Below
Basic population.
Chapter 1: Student/Community Profile
Page 45
The Chemistry test is taken by Chemistry and AP Chemistry students, which is composed of 7% of the 11th
grade class. Eighty one percent of the students taking the test scored as proficient or above while only 7
students scored as not proficient. A big accomplishment is that there are zero students scoring as far below
basic and only one student scoring as below basic for the 2008-2009 school year.
Chapter 1: Student/Community Profile
Page 46
The physics test is taken by 17% of the 11th graders. Thirteen percent of the students taking the test scored as
not proficient, which means that 87% of the students scored as proficient on the Physics test.
For a complete report of the California Standards Test scores for NHS by grade level and subject and for the
2009-2010 updated CST scores, please see the appendix.
Chapter 1: Student/Community Profile
Page 47
California High School Exit Exam
Passing rates on the California High School Exit Exam (CAHSEE) has consistently been a strong point for
NHS.
CAHSEE Results by Performance Level for All Students – Three-Year Comparison
Subject
English
Mathematics
School
2006-07 200708
84.4
88.2
89.5
92.0
200809
89.5
94.4
District
2006-07 200708
80.1
84.8
87.0
88.1
200809
84.3
88.9
State
2006-07 200708
48.6
52.9
49.9
51.3
200809
52.0
53.3
*This table displays the percent of students achieving at the Proficient or Advanced level in English-Language Arts and Mathematics.
As emphasized in the chart below, 90% or above of the 10th grade students in the significant subgroups are
passing the CAHSEE in English Language Arts and Mathematics. Ninety nine percent of the 10th grade
students taking the CAHSEE English test passed on the first try as compared with 95% of the 10th graders in the
district, 85% of the 10th graders in the county and 79% of the 10th graders in the state.
Chapter 1: Student/Community Profile
Page 48
Ninety eight percent of the 10th graders taking the CAHSEE passed the math portion of the test as compared
with 97% of 10th graders in the district, 87% of the 10th graders in the county, and 80% of the 10th graders in the
state.
One of the focus points is to help specific subgroups pass the CAHSEE on their first try as 10th graders.
Although our English Language Learner population has a pass rate well over that of the county (46%) and state
(40%), we are working to improve upon the 65% pass rate for EL 10th graders on the English component of the
test. The economically disadvantaged students had a pass rate of 86%, which is consistent from the previous
school year, and consistent with the district while being above the pass rates for the county (73%) and state
(70%). The special education population at Northwood has a pass rate (83%) that well exceeds that of the
district (68%), county (43%) and state (37%).
Similar to the English component of the CAHSEE, our English Language Learners do well on the CAHSEE
math in comparison with the county and state. The EL students at Northwood had a 85% pass rate as compared
to 90% in the district, 59% in the county and 52% in the state. The economically disadvantaged students had a
pass rate of 76% which was below the district pass rate of 89% and the county rate of 77% but above the state
passing rate of 72%. The Special Education students at Northwood scored consistently with the district with a
pass rate of 76% and above the county (45%) and state (38%).
Chapter 1: Student/Community Profile
Page 49
California English Language Development Test
The English Language Learners at Northwood have nearly 60% of all students scoring as proficient or above on
the California English Language Development Test (CELDT). The Northwood pass rate of 59% for proficient
and above is consistent with all EL students in IUSD and above the county (44%) and state (39%). While the
Spanish speaking students only had a 38% pass rate, there are only three students in that category.
Chapter 1: Student/Community Profile
Page 50
Advanced Placement
We have an increase in number of Advanced Placement (AP) exams given year over year. Northwood students
consistently perform well on the AP exams. As you can see from the chart below, the AP exam pass rate
increases year after year despite an increase in number of exams that are being taken.
US History
Art History
Art - Drawing
Biology
Chem
Comp Sci A
Comp Sci AB
English
Environmental
Euro History
French
Gov
Calc AB
Calc BC
Music Theory
Physics B
Physics C
Psychology
Spanish
Stat
World History
#
Passed
120
26
15
112
32
13
104
113
57
3
134
5
10
34
59
2007-2008
2008-2009
2009-2010
#
%
#
#
%
#
#
%
Tested Passed Passed Tested Passed Passed Tested Passed
144
83%
131
157
83%
123
131
94%
36
72%
24
27
89%
38
45
84%
15
100%
13
13
100%
11
11
100%
134
84%
95
103
92%
70
76
92%
34
94%
26
28
93%
23
23
100%
8
11
73%
30
42
71%
17
76%
14
16
88%
110
95%
97
98
99%
75
75
100%
140
81%
136
161
84%
109
124
88%
62
92%
69
74
93%
55
56
98%
4
75%
3
3
100%
4
5
80%
184
73%
130
156
83%
148
170
87%
5
100%
5
8
63%
2
3
67%
11
91%
18
21
86%
26
34
76%
34
100%
19
21
90%
38
41
93%
66
89%
91
106
86%
90
117
77%
31
61
35
89
89%
69%
36
61
37
89
97%
69%
32
70
35
120
91%
58%
929
1120
83%
976
1129
86%
944
1108
85%
Chapter 1: Student/Community Profile
Page 51
California Physical Fitness Test
Ninety one percent of Northwood students are meeting at least four of the six standards for the Physical Fitness
Test. Sixty percent of the NHS 9th graders achieved six of the six standards.
Grade Level
9
Percent of Students Meeting Healthy Fitness Zones
Four of Six Standards
7.2
Five of Six Standards
23.5
Six of Six Standards
60.0
The level of physical fitness of the NHS 9th graders by achieving four of the six standards (91%) is consistent
with that of other 9th graders in the district and above that of 9th graders in the county (84%) and state (79%).
In all six categories of fitness levels, at least 80% of the Northwood students are in the Healthy Fitness Zone,
which is consistent with the district levels and above that of the county and state. We believe this is a result of
the focus on one of the ESLRs promoting healthy individuals as well as the variety of options provided to
students to stay health, including health class, physical education, dance, and athletics.
Chapter 1: Student/Community Profile
Page 52
Scholastic Aptitude Test (SAT)
All four IUSD high schools ranked among the six best in Orange County in highest average Scholastic Aptitude
Test (SAT) Scores. Among the 983 rated high schools in California, Northwood ranked 27th, Woodbridge
ranked 40th, Irvine ranked 43rd and University ranked 10th in SAT scores. Northwood students consistently
perform well on the SAT I. Additionally, we have many students that work individually and with faculty to
take SAT Subject Tests. The Math 2 is consistently taken by many NHS students.
Mean NHS SAT Averages for University Bound Students
SAT I
Year
2006
2007
2008
2009
2010
WR
660
604
608
620
620
CR
660
592
591
596
590
M
690
646
656
657
650
SAT Subject
Test: Math 2
678
671
679
685
690
National Merit Semi-Finalists and Commended Scholars
As Northwood has grown and continued to develop its curriculum and support programs for students, the
number of National Merit Finalists and National Commended Scholars has also continued to increase.
National Merit Semi-Finalists
National Merit
Commended Scholars
2002
6
2002
13
2003
3
2003
16
2004
9
2004
13
2005
11
2005
23
2006
21
2006
22
2007
21
2007
34
2008
21
2008
31
2009
24
2009
74
2010
18
2010
55
Chapter 1: Student/Community Profile
Page 53
Graduation
Northwood has consistently maintained a graduation rate of over 99% since the first graduating class of 2002.
The graduation rate consistently remains above that of IUSD at 97.2% and of the state at 80.2%. In 2010, 525
out of 526 students met the graduation requirements. Additionally, 72 % of our 2009 graduates chose to attend
4 year colleges and universities while 26% elected to attend community colleges or technical schools. The
number of graduates attending 4-year colleges in 2010 dropped to 59% we believe due largely to the national
economy.
Over 80% of graduating seniors will complete a minimum college preparatory course of studies that includes:
• 4 years of English
• 1 year of World History
• 1 year of U.S. History
• ½ year of Economics
• ½ year of American Government
• 3 years of Mathematics
o Algebra
o Geometry
o Algebra II
• 2 years of Laboratory Science
• 2 years of World Language
• 1 year of Fine Arts
Additionally, well over 70% of NHS graduates will complete an additional year of advanced mathematics,
laboratory science and a world language.
Chapter 1: Student/Community Profile
Page 54
Meet the Staff at Northwood High School
The staff at Northwood High School has an array of diverse backgrounds. This supports the need for our
students to find some connection to school through clubs, athletics, performing arts or another form of their
passion.
Title
Full
Time
Part
Time
Full
Time
2008-2009
Part
Time
Full
Time
2009-2010
Part
Time
2010-2011
Administrators
4
Classroom Teachers
78
10
73
11
66
15
Counselors
4
2
4
2
4
1
Credentialed Librarians
1
Nurses
4
4
1
2
1
2
2
Psychologists
1
1
Technology/Media Support
Paraprofessionals/Instructional
Assistants
Campus Resource Officers
2
1
2
1
2
1
1
15
1
18
Other Staff (Custodial, clerical, etc.)
20
20
16
13
16
15
Total Staff
112
51
102
45
95
53
17
1
1
1
1
All teachers at Northwood High School have their full credential and are teaching within their credentialed
areas. While we have an intern working on campus, we do not have any teachers with emergency permits.
Chapter 1: Student/Community Profile
Page 55
According to the district and staff survey that was completed in February of 2010:
• The staff at NHS in the 2009-2010 school year consisted of 53 female and 37 male teachers (out of the
90 respondents).
• The average number of years of teaching for the NHS staff is 12.82 years.
• The average number of years in the district for the NHS staff is 10.58 years.
• Our teacher ethnic composition was 8% Asian, 2% Pacific Islander, 4% Hispanic, and 86% Caucasian.
• 32% of the staff members have their bachelor degree and 68% have their masters. One individual has
their doctorate.
Education Level of Northwood Staff
•
Bachelor Degree
26
33.3%
Master Degree
51
65.4%
Doctorate
1
1.3%
Total
78
100.0%
56% of the staff members at Northwood have ten or more years of experience.
Chapter 1: Student/Community Profile
Page 56
Process and Perception Data
Surveys were administered to the students, community and staff in order to assess how shareholders view
NHS. Overall, we had some positive results:
• 91% of students agree or strongly agree that the staff at NHS promotes respect and concern for
others.
• 76% of the students and 99% of the staff agree or strongly agree that students at NHS promote
respect and concern for others.
• 95% of students and 99% of the staff feel safe on campus. 97% of parents feel that NHS provides a
safe environment for their student.
• 72% of the parents agree or strongly agree that the teachers at NHS know their child well enough to
provide effective guidance.
• 86% of parents feel that Northwood teachers respond to parent concerns in a timely manner.
• 88% of parents feel that Northwood leadership does a good job of communicating with parents.
• 81% of parents are aware of a variety of ways to get involved in their child’s education.
Furthermore, we looked at some trends among the stakeholders including the students, community and staff.
While 85% of the students and 90% of the students strongly agree or agree that the students at Northwood
have the opportunity to learn to be a healthy individual (based on the ESLR data provided above), there is a
perception of drug abuse among the student body. Sixty-five percent of students (see chart below) and 56%
of the parents believe there is a drug or alcohol problem at Northwood.
Question to the students: How many NHS students do you believe abuse drugs and or alcohol?
In the California Healthy Kids district-wide survey, 22% of 9th graders and 42% of 11th graders reported
drinking alcohol at some point in their life while 10% of 9th graders and 18% of 11th graders reported
smoking a cigarette. Ten percent of 9th graders and 22% of 11th graders reported having smoke marijuana.
Since this data may overstate the drug use, we also reviewed the students’ responses for drug use in the past
30 days. Ten percent of 9th graders and 22% of 11th graders have had alcohol in the previous 30 days before
Chapter 1: Student/Community Profile
Page 57
the survey while 6% of 9th graders and 10% of 11th graders have smoked marijuana. Thus, there is a
perception of more drug or alcohol use at Northwood than is really occurring.
Additionally, the California Healthy Kids district-wide survey also gave us some insight into the pressures
students are facing as 12% of 9th graders and 14% of 11th graders have seriously considered attempting
suicide. Furthermore, 22% of 9th graders and 26% of 11th graders have felt so hopeless every day for two
weeks that they have stopped doing some activities.
Many of the survey questions for the students, staff and community focused on assessments as we are
working on benchmarks and the Professional Learning Community (PLC) model. Overall, it seems as
though we need to provide more timely feedback to students on their assessments. The survey results
showed that 93% of the staff members feel they always or usually provide students with timely feedback
while only 55% of students feel they always or usually receive timely feedback on performance in class.
Furthermore, 62.79% of the students usually or always feel that the feedback on their assignments helps
them understand what to do next time.
Question to the students: The feedback I get back on my assessments is meaningful and helps me understand
what I need to do next time.
Additionally, 79% of the parents agree or strongly agree and 69% of the students always or usually
understand why a particular grade was given.
An area of focus for the past years at Northwood has been the Academic Honesty policy. Forty-three
percent of the students disagree or strongly disagree that students adhere to the Academic Honesty policy
although 78% of the staff agree or strongly agree that most students adhere to the Academic Honesty policy.
While we looked for trends among the stakeholders, we also focused on results from each survey that may
have been of some interest.
Chapter 1: Student/Community Profile
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Student Surveys
Student surveys were administered in March of 2010 during periods 3 and 4. The survey was split into two
separate surveys so that students would not be overwhelmed with answering a lengthy scantron. A modified
schedule was run on these two days to ensure that survey time did not take away from instructional minutes.
Only 63 of 1,998 students were absent for the Culture and Support survey and 72 of 1,998 students were
absent for the Curriculum, Instruction, Assessment and Leadership survey.
While only 62% of the staff members feel they provide students with a challenging learning experience,
94% of the students feel they are being provided with challenging learning experiences. Ninety percent of
the students are experience a variety of teaching strategies in the classroom and 81.6% agree or strongly
agree that they can take what they learn in one class and apply it to another.
Thirty eight percent of 9th graders, 37.6% of 10th graders, 42.5% of 11th graders and 36.7% of 12th graders
report that the pace of learning is “too fast” or “a bit too fast.” However, approximately 48% of each grade
level stated that the pace of learning was just right.
The pace of learning is:
Grade Level
Too Fast
% of
#
Grade
Level
A Bit Too Fast
% of
#
Grade
Level
Just Right
% of
#
Grade
Level
A Bit Slow
% of
#
Grade
Level
Too Slow
% of
#
Grade
Level
9
33
7.4%
135
30.1%
218
48.7%
51
11.4%
11
2.5%
10
33
7.1%
142
30.5%
224
48.1%
54
11.6%
13
2.8%
11
34
7.4%
162
35.1%
215
46.6%
38
8.2%
12
2.6%
12
33
7.4%
130
29.3%
218
49.2%
51
11.5%
11
2.5%
Grand Total
% of Total
% of Total
% of Total
% of Total
#
#
#
Responses
Responses
Responses
Responses
133
7.3%
569
31.3%
875
48.1%
194
10.7%
#
Chapter 1: Student/Community Profile
#
47
Page 59
% of Total
Responses
2.6%
An area of focus for the Northwood staff has been how much time a student is spending on homework,
reading or studying. According to the general student survey, 20% of the student population is spending
more than four hours a night on homework. When we look at homework levels by grade level, we can see
that most 9th and 10th graders spend three to four hours on homework while the 11th graders are spending
more than four hours.
Grade
level
Less than 1
hour
1-2 hours
2-3 hours
3-4 hours
More than 4
hours
9th
2.65%
18.31%
31.57%
32.29%
15.18%
10th
4.26%
21.08%
26.01%
30.04%
18.61%
11th
6.67%
12.41%
21.38%
28.05%
31.49%
12th
18.28%
20.09%
23.02%
22.35%
16.25%
Total
8.17%
18.15%
25.35%
27.85%
20.48%
As far as culture goes, 63% of the students feel encouraged to participate in clubs and school related
organizations.
Question to the students: I feel encouraged to join clubs & school related organizations like Class Council,
Student Forum, Performing Arts, Clubs, etc.
Chapter 1: Student/Community Profile
Page 60
Community Surveys
Community surveys were administered as an electronic survey in March of 2010. The link to the survey
was sent via the listserv and reminders were sent out weekly to have parents submit their responses. Since
the surveys were sent via a listserv, it includes current and former parents as well as community members.
The responses from the community survey were consistent with the expectations. The parents had
consistent responses as the students regarding the ESLRs. Overall, the students and parents feel that the
students have an opportunity to learn and demonstrate the ESLRs despite the fact that many of the students
may not be able to recite all six.
Forty four percent of the survey respondents participate in parents groups such as Boosters or PTSA while
56% do not. The WASC community survey has provided an opportunity to hear from many parents who do
not regularly participate in the parent groups.
One area of focus for the Northwood administration was to determine if the communication with the parents
is good. Eighty-eight percent of the respondents strongly agreed or agreed that NHS does a good of
communication with parents.
Additionally, 91% of the respondents are using Parent Portal, which also helps with the communication
home to parents. Seventy four percent of the community also feels that there is adequate opportunity to get
involved in the school’s decision making process.
Chapter 1: Student/Community Profile
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Staff Surveys
Staff surveys were administered in February of 2010 during an FOL meeting. The staff survey was given to
all staff including credentialed and classified staff. Consequently, the results included many blank
responses as some of the questions did not apply to the classified staff. The staff survey results provided in
the appendix exclude the blank responses to provide a more accurate picture of staff perception of
Northwood.
Overall, there was nothing surprising that came out of the staff survey, but it confirmed the many positive
feelings about the school. Sixty two percent of the staff members feel that they provide the students with a
challenging learning experience and 93.5% of the staff members agree or strongly agree that the students
will take what they learn and apply it to another class.
Question to the staff: My students take what they learn in one class and apply it to another.
One hundred percent of the teachers felt that the classroom experiences that they provide prepare their
students for college or employment after high school. One hundred percent of the staff members are using
technology to some degree in their courses as we know this will help prepare them for after high school.
An area of focus for Northwood has been creating benchmarks, incorporating common and formative
assessments and implementing the Professional Learning Community (PLC) model. On a positive note,
100% of the staff agree or strongly agree that most of their courses are using common assessments. Only
83% have implemented benchmarks; therefore, as we have recognized, we still have some work to do.
With a focus on collaboration, 80% of the staff members feel that collaboration occurs spontaneously and
87% believe the collaboration happens because we have the appropriate structure and resources for
collaboration. Despite the collaboration currently occurring on campus, 71% of the staff members still need
more time to collaborate.
Chapter 1: Student/Community Profile
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Furthermore contributing to the positive feel on campus, 92% of the staff members feel supported by
administration in discipline matters, 91% feel supported by administration in curricular issues, and 94% feel
supported by administration in parent/student conflicts.
Chapter 1: Student/Community Profile
Page 63