FOUNTAIN VALLEY HIGH SCHOOL
Section B: Standards-Based Student Learning: Curriculum
Fountain Valley High School WASC/CDE Self-Study Report
Category B: B1.
Standards-based Student Learning: Curriculum
Curriculum Criterion To what extent do all students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the schoolwide learner outcomes? To what extent through standards-based learning (what is taught and how it is taught), are the schoolwide learner outcomes accomplished?
Findings
Supporting Evidence
There have been several changes to FVHS curriculum over the past few years that have been intended to better prepare students for college, particularly a-g course completion. Some of these changes have been district-driven, while others have been more teacher-driven.
- course catalogs and department flowcharts
In English, several changes have been made to the curriculum in the past two years, including the removal of two courses that were not a-g approved, and the addition of two senior-level courses that are a-g approved. Now, every English course offered at FVHS is an a-g approved course. One of the new English courses is Literature and Modern Media, which was offered for the first time during the 2012-2013 school year, as a high-interest alternative to the traditional CP 4 senior English choice. The other course is the Expository Reading and Writing Course (ERWC). The target student for this class is one who scored “conditional” on the Early Assessment Program (EAP) exam and who plans to attend a CSU/ UC university. Passing this course with a grade of “C” or higher will waive their need to complete a remedial writing course in college (CSU/ UC). Another curriculum change that will increase the number of students who are a-g approved is the elimination of Life Science, which was not a lab science course, and the addition of Accelerated Biology. Accelerated Biology is a course designed for high-achieving freshmen and sophomores, while the regular Biology course is now a UC approved lab science course that 10th grade students take after physical science or College Prep Integrated Physical Science (CPIPS). In mathematics, the three semester algebra class has been eliminated, and all algebra courses are now two semesters. Due to this change the mathematics department has re-vamped its algebra pacing guides and curriculum. 63
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The World language department has made a change in its curriculum, based on educational research that shows that strong literacy skills in one’s primary language transfer over to other languages. During the 2012-2013 school year, Español 1, a class designed for native Spanish-speakers, was added to the curriculum. This class helps to address the needs of one of our school’s growing sub-groups. One of the challenges is that within the sub-group of ELL's, there is great diversity. Even within the native Spanish speaking population, there is a big disparity in Spanish language proficiency, which is a challenge for the Español 1 course. Courses at FVHS have clearly defined standards, with state content standards in place for all content areas and Common Core state standards that are in the process of being implemented. We have textbooks that are aligned to the standards, and have utilized horizontal and vertical collaboration, at the district and department levels, to articulate how we cover the standards. AP courses are guided by College Board approved AP syllabi.
- standards are accessible online
Grading policies and class expectations are clearly articulated within departments and communicated to parents and students in multiple ways.
- teacher syllabi - fvhs.com
For students in special education, IEPs relate students’ goals to the standards and 504 plans address specific accommodations to help students meet course expectations.
- IEPs and 504 plans
- standards-based textbooks - class expectations/teacher webpages
In our courses, concepts and skills are taught that help students master both academic standards and Expected Schoolwide Learning Results (ESLRs). Coverage of the academic standards is evident through our rising test scores and strong performance on CST exams. Achievement of ESLRs can be challenging to measure, but they are folded into many lessons, projects, and other student experiences. ESLRs include real-life skills that apply to any kind of learning/subject/skill. Many teachers have students periodically complete assignments that are specifically tailored to incorporate the ESLRs, and other assignments provide students with opportunities to reflect on their demonstration of ESLRs. The cumulative effect of this periodic spot checking is the consistent message that the ESLRs transcend subject and grade level. In this way, we believe that the ESLRs are the 64
- Student reflection assignments related to ESLRs (Biology human body project, Seminar Novel Reading and college projects in English classes, Job Fair project in World Languages, Consumer and Family Studies final exam, etc.
Fountain Valley High School WASC/CDE Self-Study Report
core values of FVHS and not a one-time skill. There are many examples of student work that demonstrate the implementation of a standards-based curriculum and the schoolwide learner outcomes. Snapshots of students engaged in learning also demonstrate a standards-based curriculum and ESLRs. Some examples of student engagement in learning include: -In the English department, online discussion threads and book clubs give students opportunities to engage with the texts they are studying. -Labs in science classes incorporate standards and engage students in hands-on experience. - Students in physical science classes do a standards-based project that requires them to pick a standard and create an entire lesson based upon it including an introduction, lecture, lab, and assessments. -World Language culture projects are student driven and involve engagement in the community. -In Social Studies, AP European history and AP US students research topics of their choice and then present to the rest of the class. In Government, all students are required to do 10 hours of community service and then write a paper about their experiences. -Group projects (for example, biology body project) encourage responsibility, organization, and teamwork. -Students are engaged in expressing themselves through various media, such as Baron Broadcast News, the Baron Banner newspaper, and Red magazine. The FVHS mission statement states that we are committed to maximizing the learning, growth, and development of every student, and many efforts are made to provide for an appropriately rigorous, relevant, and coherent curriculum appropriate to each student. Students of differing ability levels need different levels of rigor to maximize their learning, and our course catalog includes classes meant to meet the needs of our diverse student population. The number of sections of each course in our master schedule is a reflection of student needs and interests. We have a high number of AP/Honors classes, as well as a variety of other courses. In the 2012-2013 academic year, FVHS offered 27 different AP courses and 7 Honors/Accelerated courses. Enrollment in these courses is not limited to only GATE or high achieving students. 65
- Student shadowing data - Social Studies culminating projects - Lab reports - World Language culture projects - BBN episodes, “Red” magazine, Baron Banner - Physical Science standards-based projects
- Collab classes implemented (in Eng. & Social Sciences) - Rigorous course offerings (increased AP options) - High scores on PSAT, SAT, and CSTs - Course guide - Honors and Accelerated options - Increased ROP options
Fountain Valley High School WASC/CDE Self-Study Report
In the English department, all classes are now college prep classes that meet a-g requirements. English courses are open access and students receive recommendations and advice from teachers and guidance specialists as to which classes will best suit their needs. Business Education offers two (2) Career and Technical Education (CTE) pathways - Business and IT. All courses in these pathways follow a rigorous course of study and prepare students to continue the course of study in college. Consumer and Family Studies (which includes Child Development, Fiber Arts and Design, Interior Design) are all a-g courses. There are sequenced pathways in: Life Management I and II, Foods/Culinary, Fashion, and Interior Design. The State Standards and Framework are used in conjunction with Industry Standards. In the Social Studies department, students have access to regular course offerings and AP classes (for grades 10-12). Students receive recommendations and advice from teachers and guidance specialists as to which classes will best suit their needs. The Science and Math departments provide students with options of course work depending on their interests. Students receive recommendations and advice from teachers and guidance specialists as to which classes will best suit their needs. In the World Language department, students wishing to take a fourth year of a language have the option of taking the course as an Advanced Placement course, or as a regular level 4 class. AP classes are open to all who are interested and students receive recommendations and advice from teachers and guidance specialists as to which classes will best suit their needs. Special Education students now receive general education material and Special Education teachers use effective instructional strategies to make it relevant. IEPs for students in special education are communicated with general education teachers. Collab classes have helped give students with special needs greater access to general education courses. 66
- Growth in numbers of AP classes and sections (AP Calculus AB and AP Computer Science have been added) - Literature and Modern Media - ERWC (Expository Reading and Writing Course)
Fountain Valley High School WASC/CDE Self-Study Report
Various LEP and ELD courses provide support for our English Language Learner population. During the 2012-2013 school year, in an effort to ensure that - Student Survey Results students know they have access to courses that meet the UC a-g requirements, we conducted a survey asking for their opinion. In the survey, -65% of students agreed that they have opportunities to explore careers at FVHS, -63% agreed that they are prepare for pre-technical (ROP) training, -91% agreed that they have access to academic courses at FVHS that are challenging and rigorous, and -74% agreed that they have access to real world applications of their educational interests. Teachers collaborate regularly during structured collaboration time. Teams work together to evaluate and design curriculum. This is accomplished through horizontal (same grade/subject) and vertical (progression of courses) articulation that takes place within each department. The guidance department is constantly adjusting our articulation process based on feedback from teachers and parents at the high school and middle school levels. Each department and each curriculum program has pacing guides to ensure curricular integrity.
- Pacing guides - Semester plans - Department meeting agendas - Common Assessments - WASC Curriculum Focus group - Course Guide
Tests and quizzes are closely monitored and secured to ensure test security. In some departments, common assessments have been incorporated to ensure that the basic skills required for the next level are met and provide a check point for skill development and intervention.
- Department meeting agendas
English classes have core works that are taught each semester. The skills-based pacing guide is separate from the core works list. Teachers have a list of core works to be taught at each level each semester, which ensures curricular reliability and integrity. FVHS has been modifying the curriculum to accommodate both the district and teacher driven changes. Some district-driven changes, discussed in further detail above, include the conversion of Basic Algebra from a 2 year program to a 1 year program and the addition of two English courses that are a-g approved. 67
Fountain Valley High School WASC/CDE Self-Study Report
A recent department-driven change to the curriculum has been the addition to the world languages curriculum of Español 1, a course designed for native Spanish-speakers. Fountain Valley representatives from each grade level attend district workshops to determine curricular focus and appropriate changes based on results from common formative assessments (CFAs) and feedback from each school site. Fountain Valley representatives participate in developing CFAs that are used quarterly at each school site. Discussion of CFA results help to ensure curricular integrity. There are many ways in which teacher input plays an important role in the design of the curriculum, and the use of technology within the curriculum. Much of the teacher input takes place in the context of departmental meetings and district meetings of teachers of the same subjects. Each department reviews its curriculum and discusses necessary changes/modifications within the department. Departments use data, such as grade distribution, D and F data, and/or CST data to help guide their collaboration. Most departments collaborate to have similar grading policies, homework policies, and expectations for students in like courses.
- Illuminate
At the district level, teachers have been involved in the development of pacing guides, Common Formative Assessments and participate in district discussions to review the curriculum to make any necessary changes. FVHS teachers are involved in district textbook selection. The FVHS technology committee is continuously exploring and piloting new technology, such as Edmodo, Canvas, and other learning management systems. Starting with the 2014 spring semester, all teachers and students have access to Canvas, and teachers have received training on its implementation. Many teachers have been integrating Google Apps for Education, especially after our district fully adopted Google-based e-mail in 2012.
- Samples of Edmodo and Canvas pages
During Instructional Rounds (IR) meetings, one topic of discussion among participating teachers has been the use of technology (ex. apps on phones to get more engagement).
- “Steal Like a Teacher” blog
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- Samples of Google docs, sites, forms, and presentations that teachers have created - Canvas online health site
Fountain Valley High School WASC/CDE Self-Study Report
One online course offered by FVHS is the online health course. The course was developed during the 2011-2012 school year by four district health teachers and the district tech person who met together weekly. The group selected Canvas as its learning Management System(LMS). The course is currently offered to freshmen who have impacted schedules and do not have the space in their schedules to take Health in the classroom. The class is considered a blended model, with part online and part face-to-face. There are seven semester meetings, in which the teacher does another lesson with students that may be harder to do online. The grades are comparable to or even better than regular health classes. The Midterm and the Final exams are taken in class with the teacher. Currently, only one section of the course is offered. There are several ways in which FVHS articulates with local feeder schools to facilitate the transition from middle school to FVHS. One result of this articulation was an 8th grade orientation day that took place in April, 2013, in which busloads of 8th graders visited FVHS and had the opportunity to hear from various departments and school programs. Students were led on a tour of the school by current students, and had the chance to hear about all of their course options for next year. In previous years, FVHS departments had visited the campus of each feeder school to give 8th graders information on courses. Conversations with the middle schools brought about the idea of having 8th graders come to our campus, with the goal of helping to bring about a smoother transition to high school. The guidance department is constantly adjusting our articulation process based on feedback from teachers and parents at the high school and middle school levels. There are also several ways in which individual department - Yearly math meetings with articulate with our local feeder schools. For example, our feeder schools feeder schools offer math placement tests to 8th graders in order to ensure proper course placement, as well as the Gates-MacGinitie reading test, which helps with English placement for incoming freshmen. The World language department communicates with 8th grade Spanish teachers to ensure common curriculum and to appropriately place students who have already taken Spanish 1 69
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at the middle school level. Although there are not French programs at our feeder schools, our French teachers have collaborated with our two main feeder schools and have conducted enrichment French classes on the middle schools’ early release days. This has been an effort to provide middle schoolers exposure to French, and to build interest in continued study of the language. The instrumental music program visits our local middle schools every year, performing an informative concert that highlights our String, Winds, Color Guard, and Percussion programs. middle school students are exposed to a variety of musical performances including the String Orchestra and Marching Band. Students are given information regarding our program offerings as well as general music education. The instrumental music program also works with the middle schools to provide a Middle School Marching Band. Funded by the Fountain Valley Educational Foundation and the Royal Regiment Booster Organization, the Fountain Valley Middle School Marching Band (or FVMB) is composed of 6th to 8th grade students from the 3 middle schools that feed to Fountain Valley High School. They rehearse at Fountain Valley High School and are taught by Royal Regiment Staff and mentored by Fountain Valley High School students. The FVMB performs at local parades, our District "Monster" Concert, and Knott’s Berry Farm annually. The vocal music program also works closely with our local middle schools to support the Fountain Valley Singers (FVS) program. Between 110-135 middle school students rehearse at FVHS every Thursday afternoon, assisted by members of the Troubadours, the elite chamber choir of the FVHS Vocal Music Program. The middle school vocal group performs in the FVHS vocal music holiday concert and spring finale concert, as well as having a spring concert/picnic in the FVHS Bowl. Many of the current FVHS Vocal Music Students, especially in the more advanced choirs, were once a part of the FVS. These students are assuming leadership positions and are the true backbone of the vocal music program and especially enjoy helping with the FVS. In addition to our articulation with feeder schools, we also articulate with local colleges. Our Interior Design classes have an articulation agreement with Orange Coast College. Consumer and Family Studies is working on articulation with 70
Fountain Valley High School WASC/CDE Self-Study Report
Cypress College. Our Web Design and Computer Programming class is articulated with Golden West College. If students take and complete the course at FVHS, they get 3 units of credit at GWC, after they have taken their first 12 units. Also, our college and career and vocational specialists work with community colleges to plan visits. Follow-up studies of recent graduates have been conducted by the National Student Clearinghouse. The data shows an increase from 79% of 2010 graduates immediately enrolling in college after high school to 87% of 2012 graduates.
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B2.
Curriculum Criterion To what extent do all students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals?
Findings
Supporting Evidence
FVHS continually refines its guidance processes to help students and parents make appropriate choices relevant to their career goals and to provide them with opportunities to develop and monitor students’ learning plans. There are various opportunities for students and parents to be informed about college/career and other educational options throughout the year. FVHS has four Guidance Specialists who advise students on their four-year plans, a College and Career Specialist who is also a great resource for college and career planning, and one guidance counselor.
- Guidance Services brochure - Guidevisement powerpoints - Guidevisement handouts - Individual Transition plan by age 16 for Special Ed. students - Course Guide - Guidance Services brochure - 4-year workability program for Special Ed. -Career Portfolios for Special Ed. - Career Exploration for 9th grade English classes through the Bridges program
The Guidance process begins in the spring of 8th grade, with an 8th Grade Parent Night, and an 8th Grade Honors Parent Night, and an 8th Grade Orientation Day. This process continues throughout all four years at FVHS, with college planning parent nights, college application workshops, financial aid workshops, field trips to local community colleges, and more. In the course guide, which every student receives prior to signing up for the next year’s classes, different career options are highlighted, based on different courses that students can select to take. A schoolwide program called “Guidevisement” has been added as a way to help students explore college, career and other educational options. On a selected day in the fall, every third period class conducts a lesson dedicated to Guidevisement, in which students are led through a Powerpoint presentation and discussion about college and career planning. Prior to the Guidevisement sessions, teachers are re-educated on the a-g requirements and FVHS course options, to be better prepared on advising and instructing students. As a part of this process, students fill out their four-year plans and bring them home to discuss them with their parents. This year, Guidevisement utilized a video recording of a college application expert from Princeton Review, Michael Gamerl, presenting to one of our classes. This added another layer of expertise and helped relay a consistent message to all 72
- Guidevisement schedule
Fountain Valley High School WASC/CDE Self-Study Report
students across campus about what it takes to get into the college they desire as well as prepare them to think about what is necessary for careers after high school. In February and March, as part of Guidevisement, freshmen through sophomores have various opportunities to learn about course options, and to work with school staff and their parents to plan for their future. The college and career specialist visits classes to inform students about a-g requirements. This presentation is followed by another presentation by guidance specialists and representatives of different elective programs. This is followed by individual appointments with guidance specialists, in which four-year plans are discussed, credits toward graduation are checked, and students are advised on future classes. In January, 2014, we held a second session of Guidevisement, in which teachers guided freshmen, sophomores, and juniors in analyzing their results from the Plan, Explore, and PSAT tests they took in October. This process has produced data which will help with better course placement, student self-awareness, and the furthering of the college-going culture at FVHS. The benefit of teachers being involved in every step of the process has increased awareness of the testing process and the information that is provided to students. Students have many opportunities to explore careers through - Coastline ROP Enrollment courses offered at FVHS and through a variety of ROP classes. Data Seven ROP classes are currently offered on campus: Art of Animation, Sports Medicine, Visual Imagery, Website Development, Multimedia and Design, Graphic Design, and Entrepreneurship. Thirty-one other ROP classes are available for students to take off-campus. During the 2011-2012 school year, 585 FVHS students enrolled in an ROP class, and 26% of 11th and 12th graders enrolled in ROP. The number of students enrolled in ROP classes has steadily climbed over the past three years. Another way in which FVHS students now have greater access to preparation for post-secondary education is through greater participation in the PSAT, which is now administered on campus, during the school day. In 2011, 358 FVHS students took the PSAT on a Saturday. In 2012, we tested 697 students on a Wednesday. In 2013, we administered the PSAT to over 900 juniors as well as administering the PLAN to all 73
- PSAT schedule
Fountain Valley High School WASC/CDE Self-Study Report
sophomores and the EXPLORE to all freshmen. The “Guidevisement” process has been added over the past three years, and has been revised each year, to facilitate student and parent awareness regarding college and career options, a-g requirements, and other important information. Surveys about student interests, goals, and career possibilities are part of the Guidevisement process.
- School counselor meets with credit deficient students to get them back on track.
According to the Student Survey conducted during the 2012-2013 school year, ● 76% of students agreed that Guidevisement has been useful and worthwhile in helping them prepare their four-year plan and think about future goals ● 94% of students agreed that they have opportunities to make appropriate choices for courses that will assist them in becoming College and Career ready when they leave FVHS ● 71% of students agree that they have opportunities to pursue a full range of college/career and/or other educational options at FVHS ● 76% of students agree that they have opportunities to prepare for postsecondary (college)
- Student Survey Results (see appendix)
Many efforts are made to place students in classes that are appropriate for them, and there are also processes in place to change students’ classes if they are not appropriately placed. Each June, teachers submit course recommendations to the Guidance department that are meant to ensure student success in future classes.
- Students’ four year plans - Course guide - Parent Info night
When students need to speak with their guidance specialists regarding program changes, there is an open-door policy in guidance, and there is a sign-up sheet outside of each guidance specialist’s door, in case they are not available at that moment.
- Guidance/Guidevisement
Student Study Team (SST) meetings can be called when there are concerns about a student’s progress. SSTs are a collaborative effort between the parents, teachers, and other staff, to ensure that the students have the support they need to be successful. Sometimes these result in a change to a student’s schedule. IEPs (Individual Education Plans) provide a plan for the learning goals of special education students. The workability 74
- Graduation rates
Fountain Valley High School WASC/CDE Self-Study Report
program helps Special Education students with post high school transitions in many ways, including: providing career/vocational assessments, assisting students in the process of developing their personal career education and portfolio, and providing students with career /educational opportunities for in depth first hand exposure to career/educational paths. FVHS takes pride in the effort that it puts forth in promoting a college-going culture. The College and Career Center hosts over 35 colleges and admissions officers every fall. This is a great way for students to meet in small group settings with admissions officers from specific colleges. College Nights are held to provide students and their parents information regarding college requirements, application processes, financial aid. The nights are hosted by a variety of colleges (CSULB, UCSB, OCC, GWC, Coastline). The College and Career Specialist (CCS) hosts a Community College Night for Parents to introduce them to those schools and opportunities they provide. FVHS recently hosted its first onsite College and Career Day Forum with over forty 4-year and 2-year colleges, vocational schools, and certificated programs along with targeted guest speakers. FVHS is also the only school in the district to host an Out of State College Fair, which highlights the fact that many out of state schools are still accepting applications, so the CC promotes to seniors and juniors until March. College nights, visits, and fairs serve as a great way to expose our students to different college campuses and the opportunities available to them. The CCS, along with the Guidance Specialists, meet with seniors in their English classes to discuss the college application process. This discussion includes: CSU and UC applications and deadlines, how to utilize the Common App., eligibility requirements, letters of recommendation, testing requirements, and NCAA specifics. OCC, GWC, and Coastline Community College present in every senior english classroom during the spring to cover the application process to the Community College system. The Career Center hosts a variety of workshops to guide 75
- College and Career Center
- College Nights
- Guidance Specialists’ visits to English classes every year
Fountain Valley High School WASC/CDE Self-Study Report
students and their parents through the college application process. These include a CSU Application Workshop with hands-on help to fill out the application and a UC Application workshop hosted by the Career Counselor and a UC Santa Barbara Admissions Officer. Recently, a parent information night was held to discuss student PSAT, PLAN and Explore results.
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B3.
Curriculum Criterion
To what extent are students able to meet all the requirements of graduation upon completion of the high school program?
Findings
Supporting Evidence
There are a variety of hands-on classes offered, including: BBN (Baron Broadcast News)- television broadcasting, video production, video editing, in front of and behind the camera experience. RED (Baron magazine)- magazine layout, editing, advertising Baron Banner (School newspaper)- editing, reporting, advertising. ROP classes (examples-Animation, Entrepreneurship, Sports Medicine)
- Course guide - BBN episodes
Departments like English and World Language have developed career units designed to connect what the students are learning in class with real world applications and to get the students thinking about what fields interest them. Life Management 2 has students create resume portfolios to use in job interviews. Culture projects in World languages- WL classes culture projects allow students a wide choice of topics from arts, sports, current events, etc. to suit their interests in applying the language in a real-life context outside of the classroom.
- Career units in English and World language classes
Experiences beyond the textbook include peer evaluations, role-playing, historical reenactments, academic competition, multimedia presentations, Google documents, artistic performances and competitions, published articles, and hands-on activities, including use of different forms of classroom participation to ensure understanding of curriculum. (ie. Socratic seminars and small-group discussions)
- Banking lessons in math - Life management 2 - Consumer studies course - Field trip examples: - Child development to preschools - Business to law court - Government to law court - Lesson plans, classroom observations, and school calendar
Various classes and programs take students on field trips that give them valuable real-world experiences and opportunities to learn from professionals in diverse fields related to student interests. One example occurred in April, 2013, when students from the ROP Computer Graphics and ROP Digital Imagery classes attended the STEM/DMA Showcase (Science, Technology, Engineering, and Math/Digital Media Arts). This event was held at the Orange County Fairgrounds and was designed to introduce students to career opportunities in these fields. Students attended lectures by 3D software designers who 77
- School magazine (RED) and newspaper (Baron Banner)
- Culture projects
Fountain Valley High School WASC/CDE Self-Study Report
discussed industry usage and future possibilities, as well as what education you would need to master various jobs. After this was a lecture by a local filmmaker on the logistics involved in the production of a movie. A local company also allowed students to use a RED Camera ($75,000 cutting edge digital movie camera) and gave students a one-on-one question and answer opportunity afterwards. After this students were free to see other booths showcasing the latest 3D printer technology, 3D laser scanners, rapid prototyping machines and a collection of prototype electric vehicles. The Business Department has CTE pathways in Information Technology and Business/Finance, and is in the process of adding a third pathway, in Law. Consumer Studies and math classes provide lessons in financial literacy and banking which will benefit students as adults. Sophomore support is a pull-out program in which a teacher meets with students who at-risk of failing multiple classes. The teacher works with students to help them with organization and study skills, to help them be successful in their courses. English 1 Intensive is a two period-block class that is one period Reading 180 and another period of E1 Intensive. It has a similar curriculum to a English 1 college prep class, but it is presented with more scaffolding and more support. Various supports are in place for English language learners. ELD classes are Mandatory for levels 1-3. LEP science and history classes are mandatory for levels 1-4. Level 4 and 5 LEP students are in regular English classes but in the ELD support class called ELD enrichment. Incoming 9th graders who are LEP levels 4 and 5 are placed in the English 1 Intensive classes. (English and Reading 2 hour block) Homework Club is available after school, 2-3 days a week, to all students and is directed by each subject matter (both peers tutors and teachers) to provide additional academic support to struggling students. Homework club is currently offered for English, Math, Science, Social Studies, and Spanish. Teachers refer students to Homework Club for extra assistance.
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- Course guide
- Homework Club schedule
Fountain Valley High School WASC/CDE Self-Study Report
WASC Category B. Standards-based Student Learning: Curriculum: 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 B: Standards-based-Student Learning: Curriculum: Areas of Strength > Teachers collaborate extensively by discussing curriculum, instruction, and assessments, and incorporating pacing guides. > Teachers utilize CST data to focus on areas of the curriculum that need to be strengthened. > All classes offered in the English department now meet a-g requirements. > Enrichment and remedial programs are provided for appropriate population (AP/CP/Honors/Reading/ELD, etc.) CFAs and Pacing guides in English have increased > Over the past few years, Guidevisement has developed into an effective instrument to communicate important information about post-secondary options to students. > Students are encouraged to take rigorous schedules. Category B: Standards-based-Student Learning: Curriculum: Areas of Growth > Continued implementation and transition to the CCSS. > Creation of connections of subject matter through increased cross-curricular curriculum. > Broadening the curriculum to meet the needs of all students. > Explore how to assist students in developing their college and career readiness skills. > Educate all stakeholders regarding what truly matters in college admissions.
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