Final WASC FVHS Ch. 4.A.pdf

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FOUNTAIN VALLEY HIGH SCHOOL

Section A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources

Fountain Valley High School WASC/CDE Self-Study Report

Chapter IV: Self-Study Findings A. Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources B. Standards-based Student Learning: Curriculum C. Standards-based Student Learning: Instruction D. Standards-based Student Learning: Assessment and Accountability E. School Culture and Support for Student Personal and Academic Growth

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources A1.

Organization Criterion To what extent does the school have a clearly stated vision or purpose based on its student needs, current educational research, and the belief that all students can achieve at high levels? To what extent is the school’s purpose supported by the governing board and the central administration and further by schoolwide learner outcomes and the academic standards?

Findings Fountain Valley High School has a clear and coherent Mission Statement and ESLRs that are based on the philosophy that every student can learn. Although we do not have a separate vision statement, we believe that our school’s vision is embedded in our mission: every student can learn.

Supporting Evidence - Mission Statement - ESLRs

The original development of our current mission statement occurred in 2002 and involved all stakeholders;; teachers, parents, administrators, and students. In a 2008 strategic plan meeting, representatives from the entire school community were involved in the development/refinement of the vision, mission and schoolwide learner outcomes. Beyond this, the principal reviews the ESLRs and Mission Statement at the beginning of the year at the Staff Development meeting and references them when addressing the staff at staff meetings and professional development sessions. The ESLRs and Mission Statement posters are posted in every room. On a regular basis, teachers reference both in their classrooms and lessons. Survey data reflects this idea with 97% of teachers responding that they emphasize the ESLRs and Mission Statement on a regular basis. Furthermore, 89% of students and parents responded on a separate survey that they believe the school maximizes the learning of every student. (see appendix) Based on this data we can conclude that FVHS does an excellent job ensuring that students, parents and the school’s community 50

- Student/parent/staff surveys

Fountain Valley High School WASC/CDE Self-Study Report

understand and are committed to the school’s mission and ESLRs. Also, the monthly Principal's Newsletter keeps parents informed about what is happening on campus and always includes the Mission Statement and the ESLRs. Students are encouraged to embody the ESLRs on a daily basis through two programs that were introduced in 2011, Baron 4 Life and Caught Being Good. These programs reward students that demonstrate the ESLRs on campus outside of academics.

- Baron 4 Life program

Since the 2010-2011, the HBUHSD and FVHS have had a district-wide strategic plan that guides the direction of the school within the parameters and goals the District sets out. All stakeholders were represented in the creation of this strategic plan.

- district-wide strategic plan

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- Caught Being Good

Fountain Valley High School WASC/CDE Self-Study Report

A2.

Governance Criterion To what extent does the governing board have policies and bylaws that are aligned with the school’s purpose and support the achievement of the schoolwide learner outcomes and academic standards based on data-driven instructional decisions for the school? To what extent does the governing board delegate implementation of these policies to the professional staff? To what extent does the governing board monitor regularly results and approve the single schoolwide action plan and its relationship to the Local Educational Agency (LEA) plan?

Findings

Supporting Evidence

The policies and procedures regarding the selection, - Board meeting minutes composition and speciﬁc duties of the board are very clear. The - DEA, PTSA and CSCA board is elected through the democratic process with elections meeting minutes held at the end of board members’ term. Through District Educators Association (DEA), Parent Teacher Student Association (PTSA), and California School Employees Association (CSEA), the staff and school community are aware of the speciﬁc duties of the governing board. The information is disseminated through the RBO process, union meetings and PTSA meetings. The Board decides the frequency of their meetings which are normally held once a month. The board meetings are open to the public and meeting minutes are available on their website to any and all who would like to read them.

- Board meeting minutes

FVHS is very fortunate to have a board that is supportive of the mission of our school and works well with parents and staff. In tough economic times our board has provided a stable environment to meet the needs of our students. This has been done, in part, by ensuring no furlough days and little cuts to our salaries and/or benefits. As a result, our district has twice been recognized by the Orange County Register as a top place to work in Orange County. Additionally, API scores are growing in nearly all of our district’s schools, including FVHS, because of the policies the District has created.

- API scores

The school community is well informed on board policies and decisions. Through a very thorough communication process (Principal’s Newsletter, School Site Council, etc.) all stakeholders are informed about important changes and decisions the board makes. The board meetings are public and

- School Site Council is open to any stakeholder

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- Board meetings - Principal’s Newsletter

- DEA, CSCA, and the RBO process.

Fountain Valley High School WASC/CDE Self-Study Report

all stakeholders are permitted to take part at those meetings. The district created an Action Plan in 2011 in response to state-mandated program improvement. The DAIT (District Assistance and Intervention Team) conducted a study of the district and made recommendations. In response to these recommendations, the district put together the action plan committee. Teachers and administrators participated in the creation of the action plan. Since then, the action plan has been folded into the new strategic plan which is on a 3-year review cycle. The board also participates in the creation of the district strategic plan which is left to schools to customize for their unique needs and in ways that are appropriate for their school. Our board is not involved in our mission and ESLRS creation. However, our mission and ESLRs reﬂect the mission of the district. There is a clear understanding regarding the board’s policies and procedures and how they relate to the responsibilities of our professional staff. FVHS has one of the best communication processes in the district. Through various open communication processes between all stakeholders, our staff is well aware of board procedures and policies. These processes include Staff Development meetings and Open Forum (a whole staff meeting where any concerns can be voiced and addressed) meetings, Staff Senate meetings (held bi-monthly and open to all staff although there are elected representatives that are Senators that attend and voice concerns on campus) and DEA reports and minutes. As a result, our staff works closely and very well with the board. The evaluation process is an example of teachers and the board working together toward a common goal. Individual Performance Plans (IPP) are developed in conjunction with the Board’s guidelines and reflect a teacher’s compliance with the teacher job description.

- 2011: district-wide action plan - The district mission statement - FVHS’s Mission Statement - strategic plan

- Teacher description in our contract and handbook - Staff development meetings - IPP meetings - DEA, RBO, CSCA

- Fiscal Reports - Educational Service Reports - Human Service Reports

The evaluation and monitoring procedures carried out by the board are evident in data that is well communicated throughout our district and school. These policies and procedures are of public record. Our district is transparent and through our communication process, our stakeholders are well informed. Our board’s decisions are driven by API score analysis and reports from various aspects of the school district, including ﬁscal and educational service reports. Their management of our district has been astounding given the economic recession. Since 2008 our district has maintained a sound budget projection for 3-5 years into the future. Because of this, our 53

- Board meetings and minutes - DEA, RBO and PTSA reports

- RBO process - School Site Council

Fountain Valley High School WASC/CDE Self-Study Report

district has not had furlough days nor cuts to beneﬁts and has, consequently, maintained high teacher retention rates. Our district has a clear and fair process for conﬂict resolution that is accessible to all stakeholders. Through a strong communication process, our stakeholders are aware of their rights and the complaint and conﬂict procedure. For example, a parent with a complaint might not know the exact procedure, but because there are a multitude of avenues to seek out a resolution to a complaint or conﬂict (directly through administration, or indirectly through guidance staff, School Site Council, PTSA, and booster clubs) their issues get addressed. We have a responsive board and administration that works to resolve conﬂicts and complaints. The complaints and concerns of certiﬁed, classiﬁed, and administrative staff are addressed through the District’s Relationships By Objective (RBO) process that facilitates effective communication between stakeholders. The DEA and CSEA also deal with complaints and concerns through the grievance process, clearly outlined in our contract.

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- PTSA - Board meetings are open to all stakeholders. - DEA Contract

Fountain Valley High School WASC/CDE Self-Study Report

A3.

Leadership and Staff Criterion To what extent based on student achievement data, does the school leadership and staff make decisions and initiate activities that focus on all students achieving the schoolwide learner outcomes and academic standards? To what extent does the school leadership and staff annually monitor and refine the single schoolwide action plan based on analysis of data to ensure alignment with student needs?

Findings

Supporting Evidence

FVHS is very effective in including all stakeholders in the school planning process. We have many processes in place to ensure everybody has an opportunity to give their input in the school plan. FVHS strongly believes that collaboration between all stakeholders is essential to who we are and encourages people to get involved in the various opportunities presented, such as Staff Development Days, School Site Council, WASC meetings, etc. Students are included when appropriate in meetings such as WASC and School Site Council. Students also have their own House of Representatives that includes one representative from each 3rd period class. This has proven a very effective way to ensure that student voices are heard and concerns are addressed.

- RBO Process - Open Forum - Staff Development Days - Department Meetings - School Site Council - Single Plan for Student Achievement - WASC - Staff Senate - Department Coordinator Meetings - DEA Representation - House of Representatives

The analysis of student achievement data is thorough at FVHS. We consistently go over data throughout the year. CST Data has been reviewed at school site council, whole staff meetings, within departments and individually as teachers. Within departments we review the academic standards and collaborate to develop and implement our teaching of the standards. This includes the creation of a new action plan per department each year. When monitoring the Single Plan for Student Achievement, the data from the reports are reviewed and changes are made accordingly by the staff at FVHS. There is a specific review process for developing the school plan through School Site Council. Data from Math, English and English Language Learner and School Climate Safety measures are incorporated in the plan. Once the plan is adopted, department coordinators receive and review the plan and distribute and discuss it with the staff. All resources (time, staff, money) are allocated in pursuit of our mission which includes details for the single plan for student achievement. However, as our school surges in population many resources have not grown along with our population. For example, we have one school nurse for over 3,700 students, 55

- School Site Council Minutes - Department coordinator minutes - Analysis of SAT, CST, PSAT, ACT, EAP, AP, CAHSEE, exams.

- Master schedule - Department action plans - staff development agendas - School Site Council Minutes - Site budget - Department Budgets - SPSA

Fountain Valley High School WASC/CDE Self-Study Report

and in some cases we lack sections to accommodate our students’ desired schedule.

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Fountain Valley High School WASC/CDE Self-Study Report

A4.

Leadership and Staff Criterion To what extent does a qualified staff facilitates achievement of the academic standards and the schoolwide learner outcomes through a system of preparation, induction, and ongoing professional development?

Findings

Supporting Evidence

The employment policies and practices are very clear at FVHS. The process of application review for potential staff is organized, clear and involves both members of the candidate’s department and administration. The qualifications and requirements are high at FVHS. The staff knows what their role and responsibilities are. From the first day a teacher steps onto our campus he/she is informed on what is expected of them and how the evaluation process works. Also, if new qualification/requirements are imposed by the State, the veteran staff is informed and expected to meet those qualifications/requirements, ie: CLAD, Common Core, etc.

- Teacher handbook - Application Process/EdJoin - Administration reviews required qualifications with veteran staff as needed. - Human Resources at district

FVHS develops a master schedule to ensure that all classes are taught by properly credentialed and highly qualified teachers. Out of 550 sections at FVHS, nearly all are taught by highly qualified teachers. These five sections are assigned to head coaches who do not carry PE credentials, but students receive PE credit. Administration has reviewed required qualifications of veteran staff. For example, teachers that were not CLAD compliant were informed and received proper training. School Site Council receives an administration report on teachers that are not considered highly qualified. The district utilizes the “MERIT” system to ensure that all classified staff meet the minimum requirements for their positions. New teachers at FVHS are well informed of their duties through an appropriate orientation process. Before teachers are hired, the district office receives EDJOIN applications and ensure they meet the required qualifications for the position. Department coordinators then review applications to select candidates to interview. Once hired, new teachers are first provided with orientation at the district office. At the site level, there are new teacher meetings and IPP meetings that prepare and inform new teachers of their responsibilities and evaluation procedures. A two year Beginning Teacher Support Assessment (BTSA) induction program is mandatory for new teachers to support them in their first years. For veteran teachers we have many opportunities for staff development. Whether it be at the district, conferences or after school 57

- EdJoin - Staff development funds ($200/teacher) are available for professional growth. - Student Teacher Academy - Teacher Handbook - Teacher description in our contract. - Staff development meetings

- Merit System (see appendix) -New Teacher Meeting at district and at FVHS - BTSA Program - Numerous voluntary development opportunities. For example, Google Docs and turnitin.com trainings. - District wide Common Core training days. - 200$/teacher in staff development funds.

- ESLR posters -Teacher handbooks,

Fountain Valley High School WASC/CDE Self-Study Report

trainings, each teacher has a tremendous amount of opportunity for professional growth.

- evacuation procedures are posted and practiced. - More use of google docs and Each year every teacher is given an updated staff handbook surveys to enhance with clearly defined written policies and procedures of the communication and school and district. Teacher handbooks define teacher understanding. responsibilities and operational practices. In addition to the staff - Our DEA and CSEA handbook, there are mandatory meetings at the beginning of the Contract year regarding sexual harassment, fair use laws, and mandated - Teacher Description. reporting responsibilities. Teachers also have responsibilities outlined in their contract. The relationship between leadership and staff is addressed in our RBO process. This is one of the several outlets available to staff to voice concerns and complaints in order to resolve issues. The RBO Process (which includes the Staff Senate and Open Forum) exists to facilitate open communication and address concerns and/or complaints. There are five DEA Representatives on campus which ensures our staff always has someone to speak to regarding contractual issues/concerns. Teachers can also raise issues at Department Coordinator (DC) meetings and department meetings. In a staff survey, 83% of the staff who took the staff survey either agree or strongly agree with the conflict resolution procedures of HBUHSD. FVHS has participated in district and site-level benchmark testing. Analysis of these benchmarks and CST data analysis involve staff in the shared responsibility and accountability of student learning. Processes and procedures are in place to discuss Common Formative Assessment (CFA) data at the site level, however discussing data at the district level is unclear. Data is compared year to year to see what areas can be improved. FVHS has a School Site Council that reviews the previous year’s actions and discusses new actions that will be taken regarding student learning. In all departments, goals are created for student learning by creating department Action Plans. Benchmark and CST data analysis are reviewed throughout the year in order to determine best practices. Student data guides our decision making in such items as department action plans. Our WASC self study is another avenue in which we review our actions and goals.

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- RBO and DEA, - Open Forum. - Staff Senate, - department meetings and DC meetings. - Writing requirement in all classes. - Common Assessments, - Guidevisement, - Instructional Rounds.

- API score

Fountain Valley High School WASC/CDE Self-Study Report

A5.

Leadership and Staff Criterion To what extent are leadership and staff involved in ongoing research or data-based correlated professional development that focuses on identified student learning needs?

Findings

Supporting Evidence

FVHS has continued to be a strong supporter of teachers taking advantage of professional development opportunities. Teachers have been encouraged to attend the numerous opportunities provided by the district to improve instructional practices, with substitute teachers and/or stipends provided as extra incentives for attending. FVHS has also allocated a budget of $200 per teacher per year to pursue a staff development opportunity of their choice. The Staff Development Committee (made up by staff members with Administration oversight) oversees the disbursement of funds.

- district opportunities - Instructional Rounds - Staff Development - BTSA for new teachers - Department opportunities provided

FVHS has a yearly Individual Performance Plan (IPP) process in place to supervise and evaluate the professional growth of the teaching staff. The IPP process requires teachers to reflect on the growth opportunities and recommendations of the previous year and then, in conference with administration, set goals for the current year. This process ensures teachers are regularly observed, both formally and informally, and evaluated to ensure the goals are being met. Post observation meetings are held to discuss strengths and areas of growth. The IPP process includes temporary, probationary, and permanent teachers. Our new teachers go through the district BTSA process, which provides many rich professional development opportunities for both participating and supporting teachers.

- conferences

The district also provides professional development for our teaching staff. For example, this year the district provided two one- day seminars from the UCI History project about implementing Common Core strategies.

- Staff Development Committee

FVHS has dramatically increased our focus on improving instruction over the last couple of years. For example, Instructional Rounds has helped improve the culture of collaboration among teachers and has resulted in improved student performance. Improved scores on CFAs and CSTs bear this out. More teachers are utilizing technology in their classrooms as a result of intensified Staff Development opportunities 59

- IPP documents

- Instructional Rounds - test results - Staff survey

Fountain Valley High School WASC/CDE Self-Study Report

A6.

Resources Criterion To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the academic standards and the schoolwide learner outcomes?

Findings

Supporting Evidence

FVHS is proud to have a clean, safe, and secure campus where students are provided with an environment conducive to learning. Classrooms have recently been modernized, with all - outdoor sport facilities remaining classrooms retrofitted with overhead projectors (Pole - staff survey Vault systems) that support technological use. Also, in 2011, a new all-weather track was added to the field. However, the student body has been steadily increasing in the past few years. As a result, there is a lack of classrooms and this has required some teachers to travel between periods. The lack of additional classrooms restricts the course requests of the students and teachers. There have been issues with allocation of indoor space for performing arts, visual arts, and sports due to the large student population. In spite of these issues, 85% of the staff still agree or strongly agree that the school is safe, functional, and well-maintained. FVHS has a textbook and supply manager that is in charge of acquiring and maintaining instructional materials. This is evident in the fact that all students are provided with textbooks. In some instances, there may be a shortage of books at the beginning of the semester, but books are always provided in a timely manner. In addition, science and math departments are adopting new textbooks to support the new common core standards. Any additional materials may be requested through the department chairs. In a staff survey, 74% of the teachers agree or strongly agree that they are provided with adequate instructional materials and 85% either agree or strongly agree that the school is well-maintained. FVHS utilizes the online EDJOIN application system which provides us with a large pool of well qualified applicants. Once hired, new teacher meetings and a strong BTSA program provide teachers with support throughout their first few years. An abundance of staff development opportunities provided on staff development days and sponsored through the district allow teachers to grow and improve their skills. Teachers are provided subs for all day professional development sessions and some district sponsored seminars provide an additional 60

- staff survey - Williams Law report

- district calendar - seminars - MMM - Department chair/staff development days

Fountain Valley High School WASC/CDE Self-Study Report

stipend for after school sessions. In addition, a $200 stipend per teacher per year up to $20,000 is allocated for a professional development of the teacher’s choice. Although the funds are made available, not all teachers take advantage of this opportunity. In a staff survey, 86% of the staff either agree or strongly agree that support for their professional development is adequate. FVHS, in conjunction with the board and district personnel, develop a 5-year budget annually to ensure appropriate resources are allocated to support student achievement of the critical learner needs, academic standards, and the schoolwide learner outcomes for years to come. We have been fortunate as a district to have adopted a certified budget. However, recent economic times have made our long-range planning very short. The district mission, WASC action plans, site and district strategic plans, and school plans for student achieve drive the decision making process when it comes to resource allocation.

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- annual budget

Fountain Valley High School WASC/CDE Self-Study Report

WASC Category A. Standards-based Student Learning: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Strengths and Growth Needs Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Strength > The school has supportive board that has dealt very well during stressful financial times. They work well with and support all stakeholders. > The school has a system of communication that is unique to our school which aides in shared decision making process (RBO, DEA, Staff Senate, etc.) > The student teacher program that is unique to our school which helps train highly qualified teachers. > The school has an active PTSA with a large percentage of our staff enrolled.

Category A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources: Areas of Growth > Awareness of the procedures regarding the development and implementation of our mission and schoolwide learner outcomes is unclear to many stakeholders. > Development of more resources to meet our growing student body. > Development of a system to assess the efficacy of professional development.

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