FOUNTAIN VALLEY HIGH SCHOOL
Chapter Two: Progress Report
Fountain Valley High School WASC/CDE Self-Study Report
Chapter II: Progress Report Summarize progress on each section of the current action plan that incorporated all schoolwide critical areas of follow-up from the last full self-study and all intervening visits.
Since 2008, Fountain Valley High School has worked hard to implement the Action Plan goals and address the Critical Areas for follow up. Much has changed in the six years since the last WASC visit. Many veteran teachers retired since 2008 leaving behind many traditions and institutional knowledge creating an opportunity for new teachers to come in with new ideas and new energy to build on those traditions. While this has been a time of transition for FVHS, we have continued to maintain our academic excellence and our school culture. Goal #1: Analyze the curriculum for rigor and relevance to post secondary goals and make the necessary changes in order to increase students’ achievement of the standards, ESLRs, and the skills that lead to post-graduation success. Support the pursuit of rigor with “just-in-time” skill intervention. Rigor: Academic Excellence ● The core a-g classes (English, Math, Science, and Social Studies) have developed common formative assessments. The results of the assessments are used to guide department level conversations regarding best practice. ● Non-a-g aligned courses in English have been eliminated. Non-a-g Life Science was replaced by a UC approved Biology course. ● We have had intense discussions regarding increasing participation in our most rigorous curriculum. As a result, enrollment in AP level classes is increasing. We have investigated switching from the term “prerequisite” to “recommended preparation” for honors curriculum in an effort to encourage and reach more students, however to maintain UC approval of courses we had to keep “prerequisite” in the course descriptions. Enrollment has increased most notably in AP Calculus AB, Honors English 1, Honors Geography, AP European History, and Biology. As a result, AP participation has grown in number of students and number of tests taken (and passed). ● FVHS added concurrent enrollment Adult School classes in English, Math, and History for students who are behind in skills and credits. These classes meet after school two days a week and are self-paced, but monitored and taught by Huntington Beach Adult School instructors. These classes have been quite successful in helping students recover credits and reestablish graduation eligibility. ● FVHS English teachers spent a day calibrating essay grading practices to better prepare students for the Early Assessment Program (EAP) essays. Moreover, an Expository Reading and Writing course for seniors was added to help those who scored “conditionally exempt” on the EAP. Relevance: Cross-Curricular Collaboration ● In 2011, the Entrepreneurship and Advanced Culinary Arts classes launched a student-run restaurant, The Baron Bistro, to provide meal service to the faculty and staff of FVHS. This was a great opportunity for the students to take what they learned, and apply it in an 39
Fountain Valley High School WASC/CDE Self-Study Report
engaging and interactive manner beyond the classroom. The Entrepreneurship class was responsible for naming the restaurant, pricing the items to be sold, marketing and advertising to the target market, designing the website, and packaging and delivery of the food. The Advanced Culinary Arts class was responsible for preparation and presentation of the food. They selected a biweekly theme for menu items, e.g. Italian week, Mexican week. Though this effort did not last, it paved the way for other opportunities such as Baron Brew , our student-run coffee shop. ● The FVHS Garden, a joint effort between the Science and Consumer and Family Studies Departments, is used by the science classes to complete outdoor labs and study ecological concepts in action while culinary classes study the connection between fresh food, preparation, and nutrition. Vegetables and herbs grown are used in culinary classes. ● The school has also been working to develop collaboration classes between special and general education which we call Collab. In these classes, qualifying special education students are mainstreamed into certain English and Social Studies classes that are team instructed by both a general education teacher and a Special Education teacher. The goal is to incorporate strategies that can improve special education student achievement in regular education classes. Students in these classes have found a remarkable level of success. ● Through Guide-visement and Instructional Rounds, teachers have become much more aware of the curricula and instructional practices of their colleagues in other departments. Additional accomplishments for this goal: ● Math and English teachers have been attending EAP conferences. EAP data shows that those students deemed “Ready for College” in both English and Math has increased significantly between 2009-2012. ● The course description for “Student Aides” was modified to create new categories of “Peer Tutor, Lab Assistant, Campus Aide, and Clerical Aide.” Detailed responsibilities were drawn up for all categories in order to make the positions more rigorous. The positions of Clerical Aide and Campus Aide are now graded on a credit/no credit scale rather than traditional letter grades, while the positions of Peer Tutor and Lab Assistant have maintained letter grades in order to signify the rigor of the position. Changes were implemented in Fall 2009. ● Beginning in 2008, Physical Education 10th graders must pass the California Physical Fitness Exam in order to graduate. Those who do not pass must retake PE and the exam. Therefore, Physical Education teachers have aligned their teaching units to the Physical Education Framework for California Public Schools. FVHS also added a Fitness Lab in 2009 through grant funding so that PE teachers can administer the fitness exam quicker and more efficiently. ● In order to increase collaboration time a committee of teachers and administrators met to discuss various options for the bell schedule. In 2010-2011, we adopted a new bell schedule that added seven more collaboration sessions by making every Tuesday a late-start day. In 2011-2012 the late-start was shifted to Monday to better accommodate students’ needs. ● Career exploration units are offered in multiple disciplines. These include, but are not limited to: career planning and goal setting in Consumer and Family Studies classes, a job fair in Spanish 3 classes, careers in art presentations in 9th Grade Introduction to Art, and Workability programs for Special Education students 40
Fountain Valley High School WASC/CDE Self-Study Report
● In regard to CST achievement, the week before STAR testing FVHS has implemented a “STAR Prep Day” by using the Assembly Bell schedule to create an extended 3rd period. Teachers discuss the importance of the exams and then meet with each student personally during their 3rd period to review past performance and establish goals for the upcoming exams. These meetings personalize the testing experience. ● After the 2008 WASC visit, FVHS studied the possibility of instituting an electronic portfolio for students as a means to demonstrate their growth over four years. Simultaneously, the tools of social media, file-sharing, turnitin.com and learning management systems have been evolving even more rapidly. At this point, FVHS staff and key students believe their “electronic footprint” developed through their use of modern media serves the purpose that a cumbersome portfolio process may have served, and does so in a more organic way. ● We have had various staff development sessions in which teachers have received training on how to implement new technology tools (Google Docs, SB2000, Illuminate, Prezi, Canvas, Twitter, Forums, etc.) into classroom instruction and class management. ● A technology committee has been piloting a variety of electronic resources, including online electronic storage and social networking interfaces in order to showcase student work, ultimately leading to a culminating senior reflection webpage project. Some of the resources being evaluated include Google Docs, ning.com, Canvas, and Schoology. ● Since 2010, FVHS has hosted the SAT on campus to support students pursuing college admission. ○ Additionally, school support of the PSAT was instituted in 2012 by testing the entire Junior class. ○ In 2013, we created a schoolwide college and career day in which all Freshman took the EXPLORE test, Sophomores took the PLAN test, Juniors took the PSAT, and Seniors had a career day in the gym. Students received their results in brief one-on-one sessions with their 2nd period teachers. Additional items in progress for Goal #1: ● The Science Department is currently investigating the development of a non-Advanced Placement, junior-level science course. The course would be designed to meet the needs of students interested in taking additional sciences, but not advanced courses. ● We are continuing to investigate ways to articulate classes with the local colleges. The Career Technology Education pathway offered through our Business Department has ongoing connections with our local colleges, and we also have a partnership between our Environmental Design class and Orange Coast College’s Interior Design program. ● Site level data shows continued increased proficiency on CST tests in most subjects for the general population.. In 2009-10, a shift from Data Director to Illuminate created some difficulty for teachers in accessing and interpreting data, but targeted training and an improvement to the Illuminate features and reports has helped smooth the data access and analysis process. ● English and Math teachers have participated in many professional development sessions regarding the implementation and use of District-wide Common Formative Assessments. These teachers analyze results together 3-4 times per year (since the 2012-13 school year). 41
Fountain Valley High School WASC/CDE Self-Study Report
Goal #2: Students will demonstrate integrity, honesty, and responsibility throughout their four years at Fountain Valley High School. ● “Responsible Members of Society” is one of our four Expected Schoolwide Learning Results. To fully realize this result, an Honor Code Committee revised the Academic Honor Code. In addition Honor Code, integrity, and ethics became topics discussed at department meetings, School Site Council meetings, PTSA meetings, ASB meetings, and more. ● Turnitin.com is used schoolwide to teach students how to avoid plagiarism. ● Administration visits all 9th grade English classes each year to review expectations including honor code, ethics, integrity and interpersonal respect. ● Security cameras have been re-installed and are fully functioning. This protects property and helps hold students accountable for their actions. ● FVHS staff were influential in the HBUHSD changing their academic recognition for our top students from a Valedictorian/Salutatorian model to Latin honors recognition (Magna and Summa Cum Laude) similar to universities. This encourages students to take courses they feel passionately about and discourages students taking shortcuts solely to achieve the highest GPA. ● Health class discussions include ethics and integrity. Internet safety, cyber-bullying, and digital etiquette are a regular part of the Health curriculum. Our Student Support Specialist works closely with Health classes to present sessions on suicide prevention, face-to-face bullying, and sexual harassment. A guest speaker from Orange County Human Relations conducted a seminar regarding toxic relationships that was featured in the Orange County Register. ● During freshmen orientation, Link Crew Leaders include Honor Code during their anecdotal sharing time, Life Story, as an example of what to do and, in many cases, what not to do. Also during Link Crew, Honor Code is discussed in a more explicit manner. ● The Athletic Department established standard consequences throughout all sports to increase consistency in enforcing behavioral expectations. The CIF “Victory with Honor” concepts have been implemented in all FVHS athletics and are reflected in the Athletics Department Mission Statement, “FVHS Athletics will provide equitable participation opportunities for student-athletes to develop their leadership potential, grounded in the principles of ethics, integrity, hard work, and moral character.” These values are directly taught each year through the following events: ○ Head Coaches Summit in August ○ All Coaches Summit conducted in August, featuring Dr. Greg Plutko (District Superintendent) as the keynote speaker ○ Student Athlete Leadership Summit held in October ○ Freshman Student Athlete Leadership Orientation seminars conducted from September thru February ○ Women in Sports Conference in February ● The Baron Bridge Builders, a group of 100 student leaders whose goal is to promote positive behavior and acceptance on campus, kicked off a poster campaign called Safe Zone. Teachers displaying the poster will not allow student put downs and will work to eliminate harmful phrases like “that’s gay” or “that’s retarded.” ● Public Service Announcements (PSA) have been implemented in the Baron Broadcast News (BBN) to model and encourage integrity, honesty, and responsibility. 42
Fountain Valley High School WASC/CDE Self-Study Report
● Baron 4 Life (B4L) program was created as a school culture-branding experiment, tied to the school’s ESLRs.. It has created an avenue for students, parents, and staff to express their love of FVHS. Every month teachers nominate students to receive a B4L award. Pins, shirts, and events have been used to create this culture. The Baron Games helped to create the B4L culture. ● Caught Being Good program is a part of B4L, it encourages students to “do the right thing” by turning in lost items such as phones, cash, textbooks, etc. Students are recognized during the Morning Announcement and PSAs are featured on BBN. ● Student Leadership seminars, organized by our School Psychologist focus on developing a healthy student climate. As a result of this and other programs, FVHS was recognized by the OC Human Relations in their Awards 42 program (annual recognition of healthy cultures). Goal #3: Improve individualized goal setting and processes which help students in their subject area achievement, four year plans, and post secondary goals. ● As the student population at FVHS has continued to grow, it has become increasingly difficult to guide all students in their course selections and career choices. This was identified as an area of great need on campus and a Professional Study Group was formed to create a new approach. This group developed a new approach to student course planning that involved increasing overall teacher involvement through a program known as “Guidevisement.” ○ In September, each 3rd period teacher presents a prepared slide show. Students then have the opportunity to ask questions about course selection for their 4-year Plans, a-g requirements, and post-graduate options. ○ In December, parents meet with our College and Career Specialist at Parent Night. ○ Additional grade-level specific guidance sessions involving presentations from elective course instructors, guidance specialists, and the College and Career Specialist occur in the weeks prior to student registration in early Spring. ● All teachers attended training sessions to become more familiar with graduation requirements, UC/CSU requirements, prerequisites, scholar programs, and vocational certificates during staff development days in order to assist in both formal and informal communication with students. ● Appropriate changes to the Parent/Student Portal and the guidance website on fvhs.com include the addition of timelines, dates, and registration information, as well as the entire course guide. The district planning guide, with myriad planning resources, including CSU/UC entrance requirements and NCAA guidelines, is available on the Parent/Student Portal. ● There is a plethora of online assessment tools to help guide students’ decision making, which are available through the career center webpage. The “Bridges” online assessment program is a particular tool used during the freshman year. The Special Education Workability Program offers students a comprehensive opportunity to explore careers. ● Courses across the curriculum have created and implemented college and career planning units focused on exploring numerous post-secondary opportunities. These planning units include job searching skills, resume building, interviewing skills, and class presentations by professionals in a variety of fields. There are also a number of opportunities for students to 43
Fountain Valley High School WASC/CDE Self-Study Report
engage in field trips to local businesses, compete in competitions, and attend conferences that allow them to further connect to professional partners from the community. ● Communication with 8th grade parents begins in February, and includes a thorough Parents’ Night in the gym, in which all departments and other programs have displays and representatives available to answer questions about students’ scheduling options and the availability of different programs. ● The Guidance department has committed to an open-door policy. Each Guidance Specialist has a clipboard outside the door, on which students can request an appointment if the Guidance Specialist is busy. Students are then called to the Guidance Specialist individually to discuss whatever scheduling issues they may have. Progress Regarding Visiting Committee’s schoolwide Areas of Concern Use of schoolwide Data to Drive Decision Making Data Analysis: ● As mentioned under Goal #1, the staff has been involved in data analysis and discussion about participation in and access to the most rigorous curriculum. We came to consensus regarding increasing access and reaching more students. ● In 2010, 30 teacher leaders were trained in leading data-driven discussions to assist in the process of implementing new common assessments and discussing/sharing effective practices. Throughout 2011-12, department leaders received hands-on training of the Illuminate data management system. They, in turn, taught their department members. ● In February 2011, a round robin session was implemented where staff were able to look at data from across the core curriculum and determine positive or negative trends throughout each department. This led to a more common understanding of the level of consistency or disparity between grades and CST scores. This process continues in departments to this day. ● Each department continues the practice of developing department action plans based on student achievement and other data. Curriculum and instruction undergo continual adjustment based on these analyses, discussions and action plans. ● In 2009-2010, two round robin sessions were conducted to obtain data and information from staff. One was focused on the Strategic Plan and the other focused on our WASC action plans. Every Faculty and all guidance staff posted their knowledge regarding each goal or strategy identified. Results were tabulated and re-distributed to all staff. This process was used annually to check progress on school-wide areas of focus and was utilized extensively in 2012-13 as we began our current self study. ● The principal shares and discusses schoolwide data at the initial staff development meetings each year, involving staff in identification of trends, highlights, and areas of concern. Staff review progress on these focus areas during the mid-year staff development day. ● Senior Survey results were tabulated, shared, and discussed during Department Coordinator meetings. The Department Coordinators then conducted a similar review and discussion in their own department. The Supervision staff taking a more customer-friendly approach is one major revision that has been made as a result of the data.
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Fountain Valley High School WASC/CDE Self-Study Report
Assist Non-University Bound Students with Post Secondary Success ● With a wide range of course offerings that include a robust ROP program, students leave Fountain Valley with the body of knowledge and skills that are required for post-Secondary success. FVHS has committed itself to the idea that all students should graduate being qualified and ready to go to college. It is important that students achieve college qualified/ready status as it will benefit all students, even those who are more likely to be going to something other than a 4-year university. Staff Development: ● Period-by-period sessions have been held for all teachers before the Guidevisement sessions. The focus of these meetings has been on graduation requirements and college requirements. ● The Guidevisement was created to increase students’ awareness of the relationship between the classes they are taking and their post-secondary goals. Many students have experienced “a-ha” moments, and teachers have witnessed the benefits themselves by reviewing the various requirements with the students. Teachers are encouraged to have meaningful conversations about how and when they decided to go to college and what influenced their career choice. ● All teachers attended an Autism training session during our round robin sessions at the teacher in-service for the new year. Here, teachers learned of the importance of special education procedures and how to better assist our Autistic students for future success (January 31, 2011). Classes Offered Fountain Valley High School offers many classes specifically relevant to students who are not necessarily university bound. Such practical courses are filled with investigation of post-secondary options and opportunities as well as many direct connections for students to continue their training or to enter the workforce in the select areas. Here are a few highlights. Regional Occupational Program ● Over 500 students take advantage of the Coastline Regional Occupational Program (CROP or ROP) offerings on campus and at other sites. Popular courses include Criminal Justice, First Responder, Sports Medicine, Computer Graphics, and Media Communications. The relevance of these courses is immediately apparent to students and the courses help shape their post-secondary plans. Consumer Family Studies ● Hundreds of students enroll in Consumer Family Studies classes each year, and dozens of those find their true calling within. Each year, a handful of FVHS students receive scholarships or develop business partnerships through fashion, design, and culinary classes. ● The Environmental Design Class is articulated with Orange Coast College. Students with an A or B in the class simply need to register at OCC for 12 units (3 of which are in Interior Design). The portfolio they create in Consumer Family Studies is then evaluated by the Interior Design Department at OCC. If the student is approved, and he/she completes the 12 units with a 2.0 or higher, the 3 units will be articulated for the 100-level course “Fundamentals of Interior Design.” 45
Fountain Valley High School WASC/CDE Self-Study Report
Reciprocal agreements with college ● AP Economics: The Cal State Fullerton Economics 100 Bridge Program is a program whereby college credit for Economics 100 (The Economic Environment), a general education class at Cal State Fullerton, is given to students who pass AP Economics at Fountain Valley High School. The Economics 100 Bridge Program allows students attending their required economics course in high school, when the course is Honors or AP, to have the possibility of simultaneously enrolling at Cal State Fullerton and receive 3 units of college credits. ● AP Computer Science: This class is articulated with Golden West College. After students take and pass AP Computer Science at Fountain Valley High School, they can then receive credit (for a total of 4 units) when they take the next level course in Computer Science at Golden West. ● Introduction to Computer Programming: This class is articulated with Orange Coast College. After students take and pass this class at Fountain Valley High School, they can then receive credit (for a total of 4 units) when they take the next level course in Computer Programming at Orange Coast College. FHA Hero ● Fountain Valley High School’s chapter of FHA (Future Homemakers of America) is a career-technical student organization. We are affiliated with the state and the national level with Family, Career, and Community Leaders of America (FCCLA), formerly known as Future Homemakers of America, Inc. Any student that is enrolled in or has been enrolled in a Consumer and Family Studies class is eligible to join and participate in leadership and career development activities. The FVHS chapter is active in community service, leadership, and competitive recognition events. During the last 8 years, we have had a student serve as a region officer. We have had many students compete in regional and state events in the areas of Salad Prep, Menu Planning and Table Setting, Nutrition Education, Child Development, Fashion Design, Interior Design, Culinary Arts, and Consumer Education. Our chapter has hosted the fall region meeting, and most recently the spring meeting, which included the competitive recognition events for over 200 students, representing 24 schools. FBLA (Future Business Leaders of America) ● Fountain Valley High School’s FBLA is a nonprofit 501(c)(3) student organization committed to preparing today's students for success in business leadership. Fountain Valley High School’s FBLA is the premiere organization for student leaders. FBLA is an affiliate of Future Business Leaders of America – Phi Beta Lambda, Inc. – the largest student business organization in the world with more than 225,000 members. FBLA is an important partner in the success of school-to-work programs, business education curriculums, and student leadership development. FBLA is recognized by the U.S. Departments of Education and Labor as an integral part of a co-curricular approach to business and leadership education. The FBLA Mission is to bring business and education together in a positive working relationship through innovative leadership and career development programs.
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Fountain Valley High School WASC/CDE Self-Study Report
Staff Support Students at FVHS receive direct support for exploring post-secondary options not only through the classes highlighted above, but also through our College and Career Specialist. Field trips to local community colleges ● Every year the Career Center chaperones our interested senior students to Golden West College and Orange Coast College. During these trips the students are informed about the specific programs each college offers, the application process, orientation, and necessary placement tests. Students are givens tours of the facilities, labs, classrooms, computer labs, and Library. On campus clubs, study abroad, athletics, and transfer programs are also part of the event. ● In addition to the Senior Days, we have also hosted individual, special interest group trips to the local community colleges. The National Hispanic College Fair and the Latino Youth Leadership Conference are two examples of such trips. ● The Workability Program also takes small groups of Special Education seniors to Golden West College and Orange Coast College. With the small group setting they receive specific exposure to the onsite special education department. ● The Community Colleges’ SOAR placement test is given a few times each year on the FVHS campus, during the school day (1pm). Participation in SOAR testing on campus is high. ● Guidevisement activities support all students, whether they select a university-bound path or alternative post-secondary track. Focused School Wide Collaboration FVHS has been very deliberate and focused on developing school-wide involvement and interdependence over the past three years. With a turnover in staff, many veteran staff sensed a need for intentionally building a school-wide sense of awareness and ownership. In conjunction with our B4L efforts described above, we engaged in many cross-department, whole staff team building activities. The principal has emphasized interdependence as a key value for getting to the next level as a school. Instructional Rounds, Guide-visement and teacher-led professional development are examples of deliberate building of an interdependent culture. Schoolwide collaboration means two specific things at FVHS. On our designated department collaboration days, all teachers throughout the school will be involved in subject level data analysis, alignment of curriculum, and sharing of effective instructional practices. This occurs schoolwide. There are three schoolwide collaboration days each year and the entire staff are involved in activities across the curricular areas. Many staff members collaborate on both the planning of the days and the activities the staff engage in. Other examples of schoolwide collaboration include: ● Strategic Plan Review ● WASC meetings ● Data Analysis meetings ● Staff Development meetings
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