Category C: Standards-based Student Learning: Instruction
SUMMARY OF FINDINGS
C-1 All students are involved in challenging learning experiences to achieve the academic
standards and the expected schoolwide learning results. All teachers use a variety of
strategies and resources, including technology, and experiences beyond the textbook and the
classroom, that actively engage students, emphasize higher-order thinking skills, and help
them succeed at higher levels.
Teachers and staff at Van Nuys High School stimulate student achievement by utilizing various and
diverse teaching strategies, testing data, technology, and other resources to promote higher-level
thinking skills and to prompt students to reach beyond the classroom experience alone. The school,
through its specialized and individualized programs, has established an atmosphere of high
expectations for students to maximize their learning experiences.
FINDINGS
EVIDENCE
Van Nuys High School provides for the regular review of
student data in order to ensure that the curriculum is
challenging and is meeting the academic needs of students.
VNHS has a full-time testing coordinator and the VNHS
testing process has proceeded in a well-organized manner, with
an increase in the percentage of students tested and a dramatic
increase in our API and a steady increase in our CST scores. All
teachers receive individual item analyses of their students’
California Content Standards test results to enable them to
change their methodology according to the students’ needs.
CAHSEE and API scores are shared with all staff members to
understand student academic levels and to determine how to
improve areas of weakness and hone areas of strength. Ongoing informal assessments in core and noncore areas are used
regularly to monitor student learning and achievement.
Furthermore, formal District created standards-aligned
benchmark exams are given quarterly in math, English, social
science, and science. The results of the item analyses completed
for these exams are discussed during department meetings and
are used to drive classroom instruction and curricular change.
All classes are aligned to the California State Standards.

Full-time testing
coordinator

Test results

Item analyses

Informal assessments

Benchmark exams

Student work samples
RESULTS OF STUDENT OBSERVATIONS AND
EXAMING WORK
As part of the accreditation process teachers were asked to
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submit sample lessons and the student work that accompanied
them. Observations of students working in class were made.
Anecdotal evidence was accumulated. After careful
examination, it was concluded that instruction covered myriad
types of effective learning programs almost all of which were
tied directly to the California State Standards and the expected
schoolwide learning results. Van Nuys High School is a diverse
multi-ethnic high school with students from extremely diverse
backgrounds and learning levels. VNHS takes pride in
academic excellence and student achievement in providing a
quality education which serves this diverse student population.

Classroom observations

Honors courses

AP courses

SDC and RSP special
education courses

ELD courses

Sheltered courses

Meetings with counselors

Monitoring grades

Lesson plans

Supplemental material

Computer labs

Classroom observations

Vantage
STUDENT UNDERSTANDING OF PERFORMANCE
LEVELS
The school offers a wide range of courses that provides
students with opportunities to pursue both career interests and
educational goals on many different performance levels.
Whether honors, advanced placement, special education, ELD,
bilingual or sheltered classes, the core curriculum provides
preparation for post-secondary educational choices, as well as,
practical skills necessary for success after high school.
Counselors review a wide range of individual student data and
meet with students to explain the expectations and rigor that
each class performance level requires. Word of mouth plays a
great role in helping students to understand the expectations,
requirements and difficulty of particular classes. Grades are
monitored regularly to make sure students are meeting the
challenges of academic rigor in their classes.
DIFFERENTIATION OF INSTRUCTION
The faculty at VNHS differentiate instruction by using a wide
variety of strategies and resources in order to facilitate the
engagement of students in high order activities. The classes
include technology and encourage problem solving and higher
level thinking. The curriculum consists of textbooks, nontext
books, work sheets, current teaching strategies, resources,
experiences, Vantage, written and oral activities, term papers, in
class essays, personal writing assignments, performances and
projects that teachers provide for students in a wide variety of
performance levels and disciplines. Instructional approaches
are used that require active involvement of the learner and help
students develop an array of techniques to organize, access, and
apply knowledge. Teachers use lectures; instruct students
individually, in small groups and large groups; lead discussions,
including Socratic circles; monitor individual practice, and
demonstrate skills. Students engage in a wide variety of
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activities including: answering questions, conversing about
subject matter, taking notes, working individually or in groups
to solve problems, etc. The focus of instruction is to help all
students meet or exceed academic standards and the expected
schoolwide learning results. Instruction includes innovative
methods that are supported by research, and professional
development activities are frequently used in the classroom.
Each discipline utilizes a wide variety of strategies and
resources:
Strategies and Resources—Visual and Performing
Arts

Drama and dance
performances

Marching band
competitions

Film Festival

Music and Dance
competitions
Strategies and Resources—Social Studies

Research Projects
The Social Studies Department assigns research projects
focusing on famous people, case studies, or countries that
bring the past into the present and allow students to
understand and appreciate the significance of past events. In
addition the social studies department utilizes many innovative
activities. Some of these activities include online stock market
competitions, mock trials, mock businesses and debates, to
name a few. Teen Court affords student participation in an
actual courtroom situation. For the past six years members of
the history department have been part of a history cadre
sponsored by LAUSD and District 2. They are trained in lesson
planning that combines lessons in art, literature, philosophy
and history for the tenth grade class. It has made for a rich
world history program. In addition, there is a history liaison.

Stock market competition

Mock trials

Mock business

Debates

Teen Court

Reports
The Visual Arts department gives students the opportunity for
hands-on learning in a variety of mediums. VNHS
Instrumental music groups and the dance team are highly
regarded and have won many awards yearly for their
professional and talented performances. The marching band is
considered one of the best in the region. The dance team
attends Nationals in Las Vegas, where they typically place in
the top three in all events. Drama, choir and instrumental
music classes provide many challenging performance
opportunities that extend learning beyond the classroom.
Video and film classes give students opportunities to write,
film, edit, and produce their own work. All the visual arts
classes offer hands-on experience with tangible results for
students.
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Strategies and Resources—Special Education

Oral presentations
The Special Education Department provides challenging
learning opportunities for students in the form of reports, oral
presentations, and differentiated instruction. An out-ofclassroom facilitator provides oversight for the correct
implementation and scheduling of IEPs with the assistance of
the Consent Decree Clerk (CDC). RSP students are expected
to complete all general education class assignments with
support in the classroom from a special education teacher or
paraprofessional and through the study skills class. The special
education program is designed to meet the educational needs
of students with a variety of learning disabilities. At Van Nuys
High School, students are primarily learning disabled, not
physically disabled. A rigorous curriculum is provided for
students with special needs throughout the entire school.

IEPs

Study skill classes

RSP

SDC

Plays

Poetry

Interviews

Debates

Research projects

DRW

Strategic Literacy classes

Scaffolding

AP training and analysis

Class discussion and
Socratic circles

Book reports

Research papers
In the Resource Specialist Program, RSP teachers and
instructional aides attend general education classes with
students as well as provide a study skills class with
supplemental materials and personal assistance. In this way, the
students benefit from expert instruction in both special
education and general education. Additionally, support is
provided for Special Day Class (SDC) students in elective
classes. All math classes are available to SDC students.
Strategies and Resources—Foreign Language
In the Foreign Language department, students are engaged and
challenged by such activities as creating plays, writing book
reports, writing poetry, doing interviews, participating in
debates, doing research projects, using the internet, creating art
projects, and participating in other activities that serve as both
practice and assessment.
Strategies and Resources—English
Being the largest department, English has the widest range of
class offerings at many different levels. Up until recently the
literacy coach was a resource to the entire department but due
to budget constraints the position was terminated. Almost all
English teachers have been trained in the Developing Readers
and Writers (DRW) program for the strategic literacy classes
and are able to incorporate supportive scaffolding
methodology into their classes. Many English teachers have
also participated in AP training and include AP style analysis in
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their essay formats, as well as, persuasive, cause and effect,
literary analysis, expository, and biographical incident. Class
discussion and Socratic circles are utilized to explore literary
themes. Book reports and research papers are standards-based
and grade-level specific. Most of the Perkins pathways core
with English, further contributes to the department’s ability to
be relevant to all areas of the student’s school experience. Many
English teachers utilize the Vantage computerized writing
program, which offers students feedback instantaneously.
Strategies and Resources—ELD
Since the District recently adopted High Point as the English
Language Development textbook for all of LAUSD, all ELD
teachers have received professional development and
continuous support in ELD methodology and the use of High
Point in particular. Because the majority of classes are twohour block classes, ELD uses a lot of collaborative learning
strategies, as well as, project-based curriculum. The use of
portfolios is mandated in ELD and is fully implemented at
VNHS. The bilingual coordinator is truly fluent in English and
Spanish, and she serves as an invaluable resource to the
department. She attends department meetings and keeps the
members informed of all developments in the District, while
also relaying any concerns they might have.
Strategies and Resources—Science
With two science-based magnet programs on campus, the
science department challenges students on many different
levels to think critically and apply that critical thinking to
outside real- life situations. From ninth grade basic intercoordinated science classes to twelfth grade honors research
labs, students strive to identify and understand difficult
scientific concepts. With AP classes in all laboratory sciences,
students use not only hands-on activities, but computer-based
labs, internet research, DNA recombination, dissections, and
written research projects.

Vantage

Persuasive, expository,
biographical, writing
assignments

High Point

Collaborative learning
strategies

Portfolios

Bilingual coordinator

Critical thinking

Research labs

AP strategies

Computer-based labs

Internet research

Dissections

Written research projects

After school tutoring

CAHSEE preperation
Strategies and Resources—Math
Teachers recommend students for after-school tutoring. Most
textbooks now come with a tutorial CD and publisher website.
It is possible to test incoming ninth graders with a math test to
identify intervention candidates. Math CAHSEE preparation
by the math department is provided prior to the exam and in
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after-school tutoring. An Essentials of Math course is offered
for summer school (schedule permitting). CST Preparation is
done in math classes.
Many teachers tutor after school, and advanced students can
participate in a helpful AP calculus and an AP statistics camp.
The LAUSD/EDUSOFT program can be used to provide
supplementary material. District-mandated benchmark
assessments are administered in algebra 1A and 1B, and
assessments in algebra 2 and geometry.
The math coach position was terminated recently due to
budget constraints. Math instructional guides are provided for
all levels of math. ELA Saturday school exists for math
students who need intervention.

AP calculus/statistics
camps

Benchmark assessments

Math instructional guides

Sports teams

Sports facilities

Librarian provided
teacher support

“Lit Bits” literary
magazine

Open mic

Library computer lab
Strategies and Resources—Physical Education
Sports teams and the Physical Education Department provide
means for students to develop lifelong habits for physical
fitness and nutritional health. There are 18 sports teams, which
allow athletic opportunities for a wide variety of students.
There are athletic fields for football and baseball (a track
around the football field). Other sports utilize these fields as
well. There are two gyms, one of which is brand new. There is
a weight room, a dance room, tennis courts, several outdoor
basketball courts and hand ball courts. The department
complies with state and national standards to provide resources
and activities to all students, and the department is in
compliance with all Title IX guidelines.
Strategies and Resources—School Library
Van Nuys High School has a full time librarian who is also a
National Board Teacher. In addition to providing books and
publications for student use, providing a facility where students
can research and study, and providing other usual library
services, the librarian provides additional services as well. The
librarian provides support for teachers, teaching classes in
research, poetry, book making, etc. She recently applied for and
received a Laura Bush grant for six thousand dollars to help
revitalize the collection. She is also sponsor of a literary
magazine called “Lit Bits.” In addition, she organizes monthly
boggle and chess tournaments and a monthly open mic at
lunch. Furthermore, there are 18 computers for students to
utilize. There are copy machines for both students and faculty.
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C-2. All teachers use a variety of strategies and resources, including technology and experiences
beyond the textbook and the classroom that actively engage students, emphasize higher order
thinking skills, and help them succeed at high levels.
A wide variety of evidence, including examination of student work, classroom observations,
anecdotal evidence, results of faculty, student, and parental surveys, suggests that Van Nuys High
School faculty utilize myriad teaching strategies to engage students, emphasize higher order thinking
skills, and help them succeed at high levels. Although much of our evidence suggests that the
strength of our academic program is happening campus wide and in almost all subgroups, as is
revealed by the steady increase in API and CST testing data, the stakeholders at Van Nuys High
School are always looking for ways to improve and achieve at even higher levels.
FINDINGS
EVIDENCE
As outlined in section C-1 Van Nuys High School students
encounter an extremely varied curriculum, utilizing many
current teaching strategies and resources, which challenge
students in a variety of modalities and on many levels with an
emphasis on higher order thinking such as analysis, synthesis,
and evaluation.
TECHNOLOGY
Teachers utilize technology as a tool in the classroom to
promote a variety of learning styles and modalities. There are
nine permanent computer labs on campus and six portable
ones with 25 laptops. All teachers have a computer. Most
classrooms have at least some computers for student use. There
are also computers available in the library, as well. Many
teachers incorporate technology in the classroom by assigning
multi-media presentations, requiring essays and projects to be
word-processed, and using the internet to do research.
Furthermore, students use computers for art projects, graphing
calculators in math, and computer software for individualized
instruction. Students are more engaged in their subject material
and are exposed to a variety of online virtual manipulatives,
which aid visual and kinesthetic learners and help students to
master standards-based concepts. Students use the Vantage
writing software in English which helps teachers assign more
writing assignments and helps students hone their skills as they
receive virtually instantaneous feedback. In special education
and life skills, students learn how to make life choices through a
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
Multimedia presentations

Graphing and scientific
calculators

Online virtual
manipulatives

Internet access

Vantage program

American Dream (Game
computerized learning system called American Dream. Both
journalism and yearbook use state of the art equipment to
publish and do layouts. At least 60 teachers have LCD
projectors, which also can be used in conjunction with
DVDs/VCRs. The increased use of technology in the blended
learning classroom allows the teacher to differentiate
instruction for all students and allows students to master the
courses at their own pace. In the technology SLC, all ninth
grade students are required to take computers. Furthermore,
there are two California Partnership Academies in the
Technology SLC, the Machine Tool Academy and the
Automotive Repair Academy both of which rely heavily on
technology. In addition there is a robotic program
Further use of technology includes use of the computerized
grading systems, by teachers and the implementation of the
school website: http://www.vannuyshs.org.
CURRENT KNOWLEDGE
Van Nuys High School’s staff is highly qualified and trained in
their subject matter. The curriculum is consistent with the
philosophy of teaching and learning and aligned with current
research, best practices, and national and state accountabilities.
Faculty access professional development opportunities and
trainings, attend conferences and work shops, with the goal of
being on the cutting edge of educational research and thinking.
Faculty utilize a wide variety of current teaching strategies and
techniques including: cooperative-learning groups, scaffolding
techniques, primary source-based instruction, project-based
instruction, differentiated instruction, SDAIE strategies,
Bloom's Taxonomy, etc. In addition Van Nuys High School
went to wall-to-wall small learning communities in the fall of
2007. Faculty and administration attended extensive workshops,
conferences and meetings to ensure that current best practices
were in place for this implementation. Most recently the faculty
has embraced Pearson learning teams, as they work
cooperatively to develop relevant lesson plans in research
driven format.
of Life)

Grade Machine

School newspaper and
yearbook

LCD projectors

Machine Tool Academy

Automotive Repair
Academy

Robotics program

School website

PD agendas

Trainings, conferences
and workshops

SDAIE instruction

Pearson learning teams

Classroom observations
EXAMINATION OF STUDENT WORK
Classroom observations, samples of student work and
anecdotal evidence demonstrated that students were able to
engage in higher level thinking, reasoning, and problem solving:
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individually, in small and whole groups, during class
discussions, during in-class and take home essays, in debates, in
scientific experiments, in examinations and tests, in oral reports
and in many other varied assignments and instruction. These
activities helped students in achieving the academic standards
and the expected schoolwide learning results. These same
observations, samples and anecdotal evidence also
demonstrated that students could organize access and apply
knowledge they already have acquired, that students have the
tools to gather and create knowledge, and that students have
opportunities to use these tools to research, inquire, gather,
discover and invent knowledge on their own and communicate
this.

Student work samples

Anecdotal evidence

JROTC

ROC/ROP classes

JOBS program

COPS

ASVAB

SLCs
REAL WORLD EXPERIENCES
All students are encouraged to participate in a variety of
activities that challenge them to see the relevance between class
work and their daily and future lives. Teachers actively
challenge and encourage students to stretch their skills to
achieve higher levels of proficiency and personal engagement.
All departments use teaching methods that encourage student
reflection and interactive experiences.
The JROTC program provides leadership training with an
emphasis on military organization. ROC/ROP programs
include internships at the Valley Presbyterian Hospital, as well
as a variety of classes offered at West Valley Occupational
Center.
The JOBS program offers students on-the-job training at
various locations on a part-time basis.
The California Occupational Preference Survey (COPS)
provides an opportunity for students to further refine their
career path choices. Students also may sign up to take the
Armed Services Vocational Aptitude Battery (ASVAB). The
integration of aptitudes, educational goals, and career interests
in
these tests give students more information with which to make
career decisions.
Small Learning Communities are career-based: Technology;
Humanities; Mind and Body; and Arts, Media, and
Entertainment. There are two California partnerships within the
SLCs: machine tool and automotive repair. A variety of real
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world classes are offered as well including: business, graphic
design, culinary, computers, film, stagecraft, Zappa, yearbook,
journalism, etc.
In the magnet programs, each magnet focuses on a career path.
The Medical Careers magnet emphasizes and guides students
towards careers in the medical profession. These students
attend classes at Northridge Medical Center and are given the
opportunity to train in several departments. The Performing
Arts magnet students produce plays and films as well as
participate in dance, choral, and orchestral productions. The
Math/Science magnet exposes students to various career
options and advanced level educational opportunities in those
fields. All magnet classes can enroll up to twenty-five percent
nonmagnet general program students, thereby giving all VNHS
students access to these programs.
Career and Transitional Services (CATS) advisors handle career
and transitional services for special education students and
coordinates activities that promote and ease the transition from
high school to post-graduation activities. The advisors also help
students identify their career goals as well as their personal
strengths and weaknesses. Students are connected with job
training and placement opportunities or referred to college
advisors. In addition, the advisor determines which services
students are eligible for and works with the Department of
Rehabilitation.
The Machine Tool Academy has three numerically controlled
computer lathes. Students used these machines to produce
aluminum bushings to repair classroom chair legs, make pen
holders, and manufacture additional tools that are used in the
class. The California Partnership Machine Tool Academy is a
Tech-Prep academy that prepares students with a strong
academic foundation for careers in the machine tool technology
industry. The program features a career path of academic and
vocational courses offered in participation with Los Angeles
Valley College, California State University Los Angeles, New
Directions for Youth, and the National Tooling and Machining
Association. A grant provides resources to employ a
coordinator who assists the machine shop teacher.
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
Magnet programs

CATS advisors

Machine Tool Academy