CHAPTER I: STUDENT
AND COMMUNITY PROFILE
PROFILE: THE CITY
OF PERRIS
The Perris Valley region historically was an agricultural
area; however, in recent years, it has developed into an edge city for the
Riverside, Los Angeles, and San Diego areas.
It is located in the northern section of the Peninsular Ranges in a
valley that rests between the Elsinore and San Jacinto fault zones. The Southwestern Riverside County region is
one of the fastest growing areas in the state of California. Places to visit and things to do in and
around Perris area include visiting Lake Perris State Park, attending the
Farmer's Fair and Festival, skydiving at the Perris Valley Airport and
Skydiving Center, visiting the Orange Railway Museum or the March Air Museum,
and participating in recreation activities at Diamond Valley Lake.
The following map shows the Perris area relative to major
cities in Southern California:
Perris Union High School District boundaries as published
by the 2000 US Census Bureau report:
:
The ethnic demographics of the City of Perris,
California, according the 2000 US Census Bureau report:
The employment demographics of the City of Perris,
California, according to the 2000 US Census Data:
PROFILE: PERRIS
UNION HIGH SCHOOL DISTRICT
The Perris Union High School District has a Board of
Trustees that includes five elected representatives and the Superintendent who
is a non-voting member. The board
governs only the high school district, which consists of one middle school, two
comprehensive high schools, a military institute, and two continuation
schools. The board conducts one joint
meeting annually with the surrounding feeder districts. The
governance of the high school district is provided by Board policies and
administrative regulations in accordance with the Education Code.
PERRIS UNION HIGH SCHOOL DISTRICT
155 East 4th Street
Perris, California 92570
Phone: 909-943-6369
Fax: 909-943-9852
or
909-943-5378
Website:
www.puhsd.org
Dennis Murray, Superintendent
Barry Kayrell Ed.D. , Assistant Superintendent, Human
Resources
Steve Spraker, Assistant Superintendent, Educational
Services
Emmannuelle Reynolds, Business Manager
BOARD OF EDUCATION 2003-2004
Nan Sanders
John Denver
Joe Daugherty
Barry Busch
Joan D. Cooley
District Mission Statement
The Perris Union High School District, in conjunction
with parents and the community, will provide professional instruction and
guidance so that students will:
The Governing Board believes the mission of the district
is to provide quality educational programs and meaningful opportunities which
encompass the intellectual, social, emotional, and physical aspects of all
students within the district and which will enable them to become productive
members of society.
PROFILE: PERRIS
HIGH SCHOOL
Perris High School is one of two comprehensive high
schools serving grades 9 through 12 in the Perris Union High School
District. Established in 1899 and
relocated to its present site in 1961, Perris High School has a rich history in
the Southwest Riverside region.
Administration and staff stress academic excellence with approximately
175 separate course offerings from which students can develop their
programs. Many of the staff members at
PHS attended PHS. Residents and PHS
alumnus in the area insisted that PHS remain at the current location. Major improvements have been made to the
current site in the past few years including the addition of a
twenty-nine-classroom two story building and renovation of existing buildings
onsite that were 25 years old or older.
PHS continues to build upon high expectations to assist students in
finding those areas deep within themselves that will allow them to perform at
their optimum level of skill, talent, and ability. Perris High School is
becoming a high tech school that prepares students for the 21st century.
With the district policy of open enrollment, Perris High
School students attend from a large area that our district covers. The fact that our community is geographically
spread out provides both opportunities and challenges. The opportunities lie in the resources and
enrichment experiences that our area provides and the benefits students and
staff receive from the cultural and ethnic diversity resulting from a student
population that comes from varying backgrounds.
The challenge involves getting increased parent and community participation
from all of the areas that we service.
Perris High School receives school wide Title I
funding. For three years up until the
2003-2004 school year, PHS was designated an II/USP. Due to three consecutive years of meeting and
exceeding our API target scores, as of the 2004-2005 school year we no longer
qualify for II/USP. We are currently in
our second year of being designated a performance improvement school. If we meet all of our score requirements as are
set forth by the state this year we will be exited from the performance improvement
program at the end of this year. For the
past two years, PHS's calendar has started in early August and ended in early
June. This calendar has had received an
overall response from both the staff and the community. As of the 2004-2005
school year, PHS will be altering our bell schedule to accommodate Professional
Learning Communities (PLC) every Monday afternoon. PLC time will be used for general staff,
department, and subject area meetings, training and follow up for programs that
we have here on campus as well as teacher meetings to address concerns with
individual students.
PROFILE: SCHOOL
GOVERNANCE
PHS has a School Site Counsel that meets once a month and
consists of both elected and appointed representatives from the school and the
surrounding community. The School Site
Counsel at PHS functions as a shared decision making body on topics relating to
budget and proposed expenditures, staff development, assessment and
accountability, school growth and technology.
It also provides input on policies, curriculum, administration, and
community relations in an advisory role.
They are directly involved in approving certain expenditures from Title
I monies that are specifically outlined by department that are consistent with
the focus goals established by the school site counsel.
Perris High School also has the following committees
involved in the decision making process:
Name
Purpose
Meetings
Who?
Leadership Committee
Provides information and feedback between administration
and the department chairs.
Monthly
Department Chairs
Administration
School Site
Counsel
Oversee spending, budget concerns, school/community
relations, and school business relations.
Monthly
Administration
School Staff
Parents and Community Members
Department
Meetings
Information and feedback between department
members and department chairs.
Monthly
Department Chairs
Department
Members
Ed
Planning
Committee
Reviews, updates, and approves site and district
curriculum. Advises on policy changes as
needed.
Monthly
Principals
Appointed Certificated staff
Subject Area
Committees
Reviews, updates, and provides recommendations to Ed
Planning on issues related to curriculum adoption.
Monthly+
Administrative Representative
Department Chairs
Subject Area Specialists
English/
Language Art
Leadership
Design and refine ELA curriculum.
Monthly
Subject Area Specialists
Accelerated Reader Coordinators
Review of AR implementation and progress.
Monthly
Administration
AR Site Coordinators
Focus Monitoring
Committee
Addresses issues that are areas of concern within the
district.
Monthly
Administration
Site Reps for both Certificated and Classified staff.
Attendance
Committee
Advisory and policy committee that addresses
attendance issues.
Monthly+
Assistant Principals
Classified and Certificated Staff
Safety Committee
Advisory and policy committee that reviews and updates
safety procedures based on state requirements and site needs.
Monthly
Assistant Principals
Classified and Certificated Staff
Associated Student Body
(ASB)
Oversees all student activities and ASB monies,
fundraisers, and student governance.
Weekly+
ASB Advisor
ASB Officers
BITSA
Support Providers
Planning of BITSA training, CFAST review, problem
solving.
Monthly
Administration
BITSA Support Providers
BITSA
Participant Meetings
Training for and addressing concerns of BITSA
participants.
Monthly
Administration
BITSA Support Providers
BITSA Participants
Counselor Meetings
Testing schedules and scores, monthly calendars,
counseling issues.
Monthly
Administration
Counselors
PROFILE:
ENROLLMENT 2003-2004
Number of students enrolled by grade level 2004-2005:
Percentage of students enrolled by ethnicity 04-05:
Number of students enrolled by grade level:
Year
Grade 9
Grade 10
Grade 11
Grade 12
Total
2004-2005
867
683
591
494
2635
2003-2004
713
617
541
462
2333
2002-2003
695
610
545
459
2309
Percentage of students enrolled by ethnicity:
Year
American Indian/Alaska Native
Asian
Pacific
Islander
Filipino
Hispanic
African American
White
Multiple or No Response
04-05
.87
.75
.91
1.0
70.05
12.22
13.67
.53
03-04
.75
.81
.77
1.28
66.48
13.80
15.81
.30
02-03
0.5
0.9
0.5
1.2
64.4
13.6
18.9
N/A
Socioeconomic Levels:
Number of students receiving free or reduced lunch:
On the chart above, the purple represents the free lunch
and the blue represents the reduced lunch.
The population receiving free or reduced lunch has continued to increase
in part due to the increase in population and in part due to more efficient
data collection by the Perris Elementary District that was put in charge of
data collection and food services three years ago. As a result of our high population of free
and reduced lunch PHS is identified as Title I schoolwide. As of November, the free and reduced lunch
data was not available for the 2004-2005 school year.
Suspensions and Expulsions:
Perris High School
This graph represents the total student numbers that were
involved in incidents resulting in suspensions or expulsions. The data for the 2004-2005 school year is
calculated through the month of October.
All data was obtained by suspension/ expulsion end of the year report.
PROFILE: SPECIAL NEEDS POPULATION
Number of English Language Learners:
At Perris High School, all ELL students meet individually
with members of the ELD team in order to insure the appropriate placement for
their scheduling needs. Upon enrollment
at PHS, ELL students are properly assessed to determine the appropriate level
of English placement. At the beginning
of school or at time of enrollment students are evaluated utilizing the CELDT
test. This test determines the students'
level of English language development proficiency. If a student receives high scores on the
CELDT and academic grades show positive progress, a student may be redesignated
from Limited to Fluent English Proficiency. Throughout the school year, the ELD
team monitors the progress of all ELL students by maintaining regular contact
with students, teachers, and parents.
ELD team members visit and assist in classrooms on an ongoing
basis.
California English Language Development Test
2001-2002 CELDT
TEST RESULTS
2002-2003 CELDT
TEST RESULTS
2003-2004 CELDT
TEST RESULTS
All data for the CELDT tests was derived from the CDE
website. Data for the 2004-2005 scores
that have been done to date is not available to date. ELD students in level 4 are mainstreamed with
a linguistics/English block class.
Students in levels 2 and 3 are placed in Sheltered Classes with a two
period ELD block. All students that are
levels 1-3 and are identified as LEP are tested using the CELDT test.
Special Education:
RSP are resource students, SE are classified as special
education, and SED is severely emotionally disturbed. As of the 2003-2004 school year, all RSP
students were mainstreamed into regular education classes. RSP teachers go to out to students' classes
and aid students with their work in situ.
In addition, RSP teachers are located in the resource center in the back
of library. Any student is allowed to go
to the resource center to get help at any time.
Students enrolled in Special Day Class (SDC) are self contained for most
of the day. Some SDC students attend up
to 2 courses, generally PE and an elective, outside of their contained class;
however, some students do not qualify to maintain any scheduled classes outside
of containment. Severely Emotionally
Disturbed students (SED) for the most part are self contained with a few
exceptions. Like SDC, SED students may
be mainstreamed for an elective course or PE. In addition, RSP teachers are
located in the resource center in the back of library. Any student is allowed to go to the resource
center to get help at any time.
Students in special education benefit from additional
resources and services as well as special funding so that their Individual
Education Plan (IEP) goals can be met.
Gifted and Talented Education:
PHS has 89 identified GATE students (have taken the test
and passed) presently identified in SASI.
The GATE coordinator helps to oversee the placement of GATE students
into rigorous and relevant curriculum.
The GATE coordinator also schedules enrichment activities for GATE
students to participate in. There is an
active effort to test and identify new students that qualify for the GATE
program by the 2004-2005 coordinator.
PROFILE: SENIORS
SENIORS continued...
The number of students meeting A-G requirements is
directly related to an increase in awareness of the students of the course work
that is necessary to meet the A-G requirements.
There has been a push in the past three years to increase the college
going culture and to educate students as to the A-G requirements as well as the
requirements to attend colleges in general.
Most teachers have posters that identify the A-G requirements up on their
walls. In addition to A-G awareness, PHS
staff has attempted to increase the college going culture onsite by posting
college pennants and posters in classes and around the campus and by
participating in schoolwide college awareness days where staff members wear
their college shirts and discuss their colleges and college experiences with
their classes.
SAT I SCORES
SAT I scores have improved with senior students' average
scores increasing 50 points over the past three years. The implementation of Linguistics, the
adoption of the Accelerated Reader program, and encouraging students to
challenge themselves with more rigorous curriculum has contributed to the
improvement. Specific scoring
information, including demographic breakdowns, is available in the addendum.
ACT
PROFILE: TESTING
DATA ****ADD 2003-2004****
Academic Performance Index (API) Growth Report:
Perris High School has met or exceeded its API goals and
target area goals the past three years. As a result, we no longer qualify as an IIUSP
school. Presently, under the state
guidelines, we are in our second year as a performance improvement school. If our test scores increase this coming PHS
will no longer be a performance improvement school.
*The 03-04 API score is presently being re-evaluated do
to data inconsistencies generated at the district level. The possible data problems resulted in an API
reduction of 5 points from the initial report (617 to 612).
California Standardized Testing and Reporting (STAR/CAT
6):
Perris High School has shown growth in all state mandated
standardized testing areas over the past four years. API and growth targets have been met
consistently 00-01 to 02-03. As of
January 21st, 2005, PHS site became aware that some data anomalies had occurred
at the district level which dropped our API score (see previous page) and
resulted in our status of having met the criteria for all subgroups to not
having met the criteria. This is being
investigated by site administration and district administration. All STAR/CAT 6 reports will be available in
their entirety in the addendum folder at site.
We will also provide an outline of the findings regarding the 2004 CAT
6/CST scores.
California High School Exit Exam (CAHSEE):
Mathematics 2004
In order to improve the math skills, PHS has adopted a
math intervention program. The program
targets students that have not passed Algebra I and score in the "Far
Below Basic" category on standardized tests. Discussions are occurring presently about
expanding the program to include students scoring in the "Below
Basic" category as well. More
specific data information, including demographic breakdowns, is available in the
addendum folder.
English 2004
Advanced Placement:
Perris High School offers the following AP courses: AP World History, AP US History, AP
Economics, AP Government, AP Composition, AP Literature, AP Chemistry,
AP Spanish, AP Spanish Literature.
AP
Enrollment/Test Information
Enrollment in Advanced Placement classes is at an all
time high this year with more sections than ever before being offered. The dip in the AP enrollment during the
2002-2003 and 2003-2004 school years is consistent with a re-writing of the
courses and enforcement of the prerequisites defined within the course
descriptions. All students presently
enrolled in AP classes have met the required prerequisites prior to enrollment. In addition, an AP course with in the Perris
Union High School District can not be counted on the 5.0 scale for GPA unless
the student attempts the test.
PROFILE:
GRADUATION AND UNIVERSITY REQUIREMENTS
Perris High School Graduation Requirements:
English 4
years 40 Credits
History
Geography 1 semester 5 Credits
World History 1 year 10 Credits
US History 1
year 10 Credits
American Gov't 1 semester 5 Credits
Economics 1
semester 5 Credits
Mathematics
3 years 30
Credits
Including
successful completion of Algebra I or IB
Science 3 years 30 Credits
Life
Science 1 year
Physical
Science 1 year
Science
Req. 1 year
Health 1 semester 5 Credits
Physical Education
2 years 20
Credits
(Includes
JROTC, Marching and Jazz band)
Fine Arts 1 year 10 Credits
(Art, Ceramics,
Music, Drama, Spanish, German)
Electives
55 Credits
Maximum 10
Credits in Teacher/ Office Aide
Maximum 40
Credits in Work Experience
Total Units/Credits for Graduation: 225 Credits
Linguistics:
PUHSD requires that all students who score at or below
the 35% on the reading section of the CAT-6 must be enrolled in the mandatory
elective linguistics class.
Math Intervention:
Students that score in the category "Far Below
Basic" in mathematics on the CAT-6 and who have failed to pass Algebra I
and the CAHSEE are placed in the mandatory elective Math Intervention.
High School Exit Exam (CAHSEE):
Beginning with the class of 2006, seniors must pass the
CAHSEE in order to receive a high school diploma. Perris High School offers two support
programs that will aid students in increasing their English and Math abilities.
Linguistics and Math Intervention
support positive outcomes for students taking the California High School Exit
Exam.
Courses that meet the University Requirements (A-G) for
PUHSD:
(A) History
World History, AP World History, Sheltered World History
US History, AP US History, Sheltered US History
Government, AP
Government
(B) English
English I-IV, Advanced English I, Advanced English II
English Literature
Shakespeare
American Literature
AP Composition
AP Literature
(C) Mathematics
Algebra I, IA & IB, Sheltered Algebra
Geometry, Sheltered Geometry, Advanced Geometry
Algebra II/Trigonometry, Advanced Algebra II/
Trigonometry
Math Analysis, Math Analysis (H)
AP Calculus
(A/B), AP Calculus (C/D)
AP Statistics
(D) Laboratory Science
Biology, Advanced Biology, AP Biology, Agriculture
Biology
Anatomy & Physiology
Chemistry, AP Chemistry
Physics, Physics Honors
(E) Foreign Language
French I-III, AP French IV
German I & II, German III Honors
Spanish I & II, Spanish III Honors, AP Spanish IV, AP
Spanish V Literature
(F) Visual & Performing Arts
Concert/Marching Band, Intermediate Band, Jazz Band
Drama I & II, Drama III (Play Productions)
Dance I, Advanced Dance
Art II
Ceramics I & II
Music Theory I & II
Video Productions I & II
Photo II
AP Art IV
(G) Electives
Economics, AP Economics
AP Psychology
Sociology
AP Computer Science AB
Social Studies Survey
PROFILE: STAFF
PROFILE/DATA
The staff at Perris High School is comprised of 116
certificated members and 46 classified members:
2004-2005 Certificated Staff
Men
Women
Regular Ed
Special Ed
Principal
Assistant Principals
Counselors
Psychologists
Librarian
61
59
98
12
1
2
4
2- District
1
2004-2005 Classified Staff
Custodians
Grounds
Campus Supervisors
Attendance
Clerks
Cafeteria
Secretaries
Accountant
Instructional
Aides
8
2
4 FT, 1 2.5 hr., 3 5 hr.
2
N/A Elem. District
3
1
13
Health Office
Library Assistants
Vocational
Counselor
Athletic Director
OCD
Supervisor
Technology Specialist
Computer Lab Techs
Maintenance
1 roving nurse
2
1
1 District Level
1
1 District Level
1
Shared w/ district...none on campus
PHS staff actively participate in numerous professional
growth and inservice activities. Our
teachers attend workshops that cover topics related to the development of
curriculum, technology, instructional methodologies and tools, professional
learning community development, GATE, AP, etc... as is applicable to their
individual disciplines. PHS teachers and
staff play an interval role in presenting inservice training to
colleagues. PHS staff members work
together to promote a school culture that harbors a willingness of cooperation
to help each other grow together and help one another succeed.
Ethnicity of Credentialed Staff 2004-2005:
Ethnicity
Number
Percentage
White/Caucasian
85
73.27
Hispanic/Latino
21
18.12
Black
8
6.89
Asian
1
.86
Native American
0
0
Other
1
.86
PROFILE: BUDGETS
Funds controlled by the Associated Student Body (ASB):
*Student body funds for all athletics, vending machines,
clubs, class accounts (ie: class of 2005) including collection of monies for
all activities.
Funds controlled by the Principal/at Site:
*General Fund- Overseen by the Principal. General budget for school expenses.
*Site Controlled Funds- Categorical funds are overseen by
the school site council. Expenditures
are
requested. School site council approves
expenditures by request and as defined/requested
within the site
plan. The following are overseen by
Site Council:
1. EIA/LEP- Categorical funds are used for the ELD
Department to purchase supplies and pay aids, etc...
2. Block Grant- Expenditures are requested and approved
using the same procedures as for Site funds.
3. 10th Grade Guidance:
Categorical fund used to improve college planning for sophomores. Expenditures may include college testing
prep.
4. Staff Development- Categorical funds used to send
teachers and staff to professional development opportunities. Funds are allocated as needed. There are no defined caps.
* Instructional
Media Supply- Library budget, overseen by library.
*GATE- Categorical funds for GATE classes and
students.
PROFILE: PARENT
INVOLVEMENT
Perris High School actively tries to keep in touch with
parents through newsletters, telephone caller program, the website, local
papers and district papers that have articles from Perris High; however, it is
an ongoing struggle to get parents actively involved in activities at the
site. Some of the
activities/clubs/meetings that actively involve parents include School Site
Council, Educational Planning, several athletic booster clubs, Future Farmers
of America, Junior Reserve Officer Training Corp, English Learner Advisory
Committee, and through offering a Parenting Institute. PHS staff and administration promote a
positive relationship with the parents and guardians of students; however, we
are still working to get parents more involved directly with the site.
PROFILE: STUDENT
SUPPORT
Study Skills:
This class is designed to help students that are in need
of extra support with skills that are required to be successful in high
school. Some skill focus areas include
but are not limited to organization, time management, testing strategies,
career planning, etc... This course is
generally accessed by select freshmen, special education students, and all
school with in a school students.
Linguistics:
This course is designed to help improve students' skills
in English and reading. This course is a
mandatory elective for students that score below the 36th percentile on
standardized tests. Presently, the
elective is a year long course. Students
focus on identifying and decoding words.
There are three levels:
Introductory, Intermediate, and Advanced. Students are evaluated for placement in these
classes using assessment provided with Language which is the primary program
used in the linguistics courses.
Accelerated Reader:
Accelerated reader is used school wide. Tuesday through Friday, all students
participate in a 35 minute reading period that occurs between first and second
periods. Students are encouraged to read
books that fall with in their ZPD's in order to improve their reading levels
and skills. Students take quizzes in
order to evaluate their comprehension of the books that they read. Many teachers make AR quizzes a percentage of
their classes' grades.
Bridges Program:
For students who fail to promote from the eighth grade, a
summer school program is offered that focuses on math, English, linguistics,
and study skills. If students
successfully complete the summer program they are allowed to enter as
Freshmen. Students who fail to attend or
complete the Bridge Program are placed with in the school with in a school
program.
School with in a school:
Students that are identified as eighth grade non-promotes
that do not attend and successfully complete the Bridges Program are placed in
the school with in a school program.
This program focuses on Linguistics, English, Math, PE, and Study
Skills. Students in this program are not
allowed to participate in any extra curricular activities. If students reach grade level and are showing
positive academic progress then they are exited from school with in a school at
the semester. In addition, 9th grade
students that fail to successfully complete more than 10 credits at the end of
first semester may be moved into school within a school at the beginning of
second semester.
Assistance for ELL Students:
*Individual counseling:
All ELL students meet individually with one of the ELD team members to
ensure proper
placement.
*Students are continually monitored by members of the ELD
team member that visit and help out
in classes that
ELL students are placed in.
*Teachers that instruct ELL students attend staff
development that focuses on improving
instructional
methodology in ELL classes.
Math Intervention Program:
This mandatory elective is designed to help students that
score in the "Far Below Basic" category on standardized tests and who
have not passed Algebra I improve their math skills with the goal of passing
the California High School Exit Exam.
Career Center:
The PHS Career Center has one full time staff member
whose position includes but is not limited to the following:
* posting scholarships
* arranging college visits off campus
* arranging college and career speakers
* arranging college night
* arranging application and financial aid workshops
* maintaining college references and resources
* facilitating contact between students and college &
scholarship opportunities
* maintaining student portfolios
* arranging recognition for students that will receive
special recognition at graduation
* facilitating the exploration by students of various
career opportunities
Computers and Computer Labs
Perris High School has a strong commitment to technology
as is reflected in our ESLR: Technology
Literacy. PHS has five computer
labs: 3 that are located in the upstairs
of the new building and are available by appointment, 1 that is located in the
upstairs of the new building and is occupied by the Computer Literacy teacher,
and 1 that is located in the library and is available both by appointment and
on a walk in basis. PHS also offers an
ROP CAD course that is located in 3302.
These computers are available to students enrolled in the ROP
program. Every classroom has at least
one computer with internet access, Microsoft Outlook with district email
capability, and a full suite of software with a minimum of Microsoft Office
programs. Most classrooms are equipped
with digital projectors and VCRs or DVD players.
Counseling Office:
PHS has four counselors in the counseling office. In addition to handling ongoing scheduling,
course requests, emotional counseling, and conducting junior high visitations,
counselors also facilitate Freshman and Freshman Parent Orientation, Back to
School Night , and miscellaneous academic program activities. Counselors coordinate and facilitate the
Student Study Team meetings and they are responsible for arranging
parent/teacher conferences. PHS
counselors also take individual appointments as needed with their
students.
Student Study Team (SST):
Student study team meets once a month to evaluate
students who are experiencing academic, disciplinary, or other school-related
difficulties. Referrals are taken from
any staff member or from parents/guardians.
The team is comprised of a counselor, a school psychologist, a special
education teacher, and 3-4 other teachers.
The team meets with the student and the student's parents to discuss
concerns and to determine what interventions may be utilized to develop a plan
of action. A variety of actions may be
implemented, including but not limited to:
tutoring, daily/weekly progress reports, outside counseling, schedule
changes, formal assessments, 504 accommodation plans, medical evaluation
requests, etc...
PROFILE: STUDENT
EXTRA-CURRICULAR & ENRICHMENT ACTIVITIES
CLUBS:
* Black Student Union
* Key Club
* Martial Arts Club
* Asian Club
* Rodeo Club
* Cheerleading
* Interact
* Friday Nigh Live
* Mecha
* Bible Club
* German Club
* Future Farmers of America
* AVID
INTERSCHOLASTIC ATHLETIC PROGRAMS
* Baseball
* Football
* Softball
* Wrestling
* Boys Basketball
* Girls Basketball
* Golf
* Volleyball
* Boys Track and Field
* Girls Track and Field
* Boys Cross Country
* Girls Cross Country
* Boys Soccer
* Girls Soccer
* Boys Swimming
* Girls Swimming
* Boys Water Polo
* Girls Water Polo
ACTIVITIES, HONORS, AND PROGRAMS:
* Student of the Month
* Outstanding Sportsman Award
* Science Expo
* Fine Arts Festival
* Principal's Honor Roll
* Perfect Attendance Awards
* Talent Show
* STAR/CAT 6 Achievement Recognition
* Panther Honor Society
* National Honor Society
* California Scholarship Federation
* JROTC
PROFILE: PUBLIC
RELATIONS
PHS has several ways that it disseminates information to
the community. There is a marquee that
is frequently updated on the corner of Nuevo Road and Perris Boulevard. We have a telephone caller that can remind
parents about events or meetings or inform parents about student absences. In addition, we have a website: www.phs.puhsd.org that is frequently updated
by the computer literacy classes.
"The Soups On" is a newspaper insert that is produced by the
district and includes contributions from each of the school sites. Local media is informed of and invited to
events at the school including awards ceremonies, sporting events, and
community/school events like the Relay for Life. Parents and community members are able to
access staff via the email system that is in place. Parents can find out information about
homework for their students on the homework hotline. In addition, our Principal produces a
periodic newsletter that is mailed home.
Fliers and informational mailers are done in English and Spanish in
order to address the needs of our community.
Expected
Schoolwide
Learning
Results
EXPECTED SCHOOLWIDE LEARNING RESULTS
AND CRITICAL AREAS OF ACADEMIC NEED
Since the 1998-1999 WASC visitation, Perris High School
has used the Expected Schoolwide Learning Results (ESLR's) to guide the aspects
of classroom teaching and learning.
At the end of the 2002-2003 school year, we realized that
there was a need for a change to our ESLR's in order to better represent the
focus and direction of Perris High School.
Staff groups collaborated and established a new set of ESLR's that
clearly emphasize what we are doing and where PHS is heading academically.
We conducted our meeting via email and during several
staff meetings. Posters were created
with the help of several staff members.
These posters were distributed to all staff and placed in classrooms and
frequented areas around the school.
Staff t-shirts with the ESLR's were also created and given to all PHS
staff.
Our focus is literacy. Our ESLR's are as follows:
I. English
Literacy
English literacy is defined as proficiency in Reading,
and Writing, as measured by the benchmark writing exam, CAT6, STAR, CAHSEE, and
the Renaissance Learning Reading test.
Our goal is to get all our students reading at the high school level
before they graduate. For those who come
into PHS reading far below their grade level, our focus is on continual
improvement, emphasis on growth as shown by the Renaissance Learning test,
which shows reading level from 1st to Post high school. In addition, we have developed an English
literacy rubric which focuses on reading, writing and speaking skills, and
evaluating the level of proficiency.
Our literacy program is in its fourth year at PHS. Students who score basic, or below basic on
California standardized testing (STAR and CAT 6) have mandated placement in the
program. Students receive elective
credit towards graduation for this course.
In addition, three years ago we implemented the Accelerated Reader
program schoolwide. PHS students read
schoolwide for a minimum of 35 minutes four days a week during second
period. The accomplishment of this ESLR
can be measured in the following sources:
* School schedule of Silent Sustained Reading
* SAT 9/CAT 6 Scores
* Student GPAs
* CAHSEE results
* AP Results
* College attendance rates
* Enrollment in AP Courses
* Student reading level/ZPD testing
* Education Performance testing
* English Literacy ESLR rubric as developed by English
teachers
II. Technology Literacy
Technology Literacy is the ability for students to use
computers for word processing, research, presentations and spreadsheets.
Students are required to use word processing in their English classes beginning
with 9th grade, research in English in 10th and 11th grade, presentations for
science beginning with 9th grade, and spreadsheets and graphing calculators for
math. A team of teachers developed a
technology rubric which evaluates on a scale of 1-5 skills ranging from
understanding the mouse and keyboard, to manipulating graphics and slides.
PHS is fortunate to have cutting edge technology
available to its students in every classroom.
Every classroom has the use of a digital projector that has the
capability to be hooked up to computers, thereby allowing teachers the
opportunity to expose students to lessons that utilize technology
frequently. In addition to Channel I,
digital projectors, and computers in the classroom, PHS has four fully equipped
computer labs located in our new two story, twenty-four classroom, science and
humanities building, as well as 35 computers available in the library and 10
available for use in the career center.
Three of the labs are available to all teachers at PHS by
reservation. The fourth lab is used full
time by our computer literacy and keyboarding classes. We have a fifth lab that is run by the
Regional Occupational Program (ROP).
Students in this class have the opportunity to learn computer assisted
art, animation, and technical design. We
also offer a Principles of Technology course that teaches students how to
maintain and repair computers, and set up and repair audio and video
components. Students in this course can
take a test for an "A+ Computer
Certificate". In addition, all
teachers are encouraged to develop projects and lesson plans for students that
incorporate instruction and knowledge in both their subject areas and
technology.
The accomplishment of this ESLR can be measured by the
following data sources:
* Classroom assignments and project grades
* Library file of sample student work
* Survey of teachers
* Survey of students
* Schedule of computer labs
III. Problem Solving Literacy
Problem solving literacy is the understanding that there
are steps to a solution and being able to outline these steps, and use the
steps to achieve a goal. Beyond just
memorizing the steps in a solution, problem solving asks the student to make
educated guesses, try out a solution, and see if they succeed. Problem solving also involves looking at a
problem from several different viewpoints, and coming up with more than one
solution for the problem. Students who
achieve proficiency in problem solving will be able to list out the steps to
solve the problem, and then take those steps in order to come up with the
correct answer.
In the classroom, problem solving skills are shown
through math students showing their work-the steps they take to solve an
equation. In science, students show
literacy through the hypothesis, and the steps they take to prove or disprove
their hypothesis. In foreign language,
problem solving involves finding other ways for students to say what they need
to within the boundary of what they know.
And in fine arts, problem solving skills are necessary for the student
to create a sculpture that doesn't fall apart in the firing process, or a work
that displays their creativity while still fitting within the expectations of
the teacher. In ASB and other clubs,
problem solving literacy is displayed when students find creative solutions to
accomplish their goals within a limited budget.
The accomplishment of the Problem Solving Literacy ESLR
can be measured by the following data sources:
* Student samples of scientific method
* Math homework and tests
* Math and science benchmarks
* Oral discussions in foreign language
* Student samples of fine art projects
* ASB and club activities
* History day projects
* English projects
IV. Cultural
Literacy
Cultural Literacy focuses on the students understanding
that they are part of a bigger picture and what they do has consequences for
others, and each of them to realize that they can make a positive mark on
society. Regardless of their involvement
in sports or clubs, students are part of a team, whether it be in their school,
their work, their community, or their country.
Their choices, actions, and behavior reflect on them and the community
of which they are part.
In student learning, students begin their 9th grade year
learning about the geography of the world, and the peoples and languages
represented. They continue to learn
about World history and how choices in the past affect their lives. They follow with American history to
understand the importance of how our country was formed and grew to a world
power. In Government and Economics,
students learn their personal importance in the continuing economy and
politics.
PHS has Interact, Key Club, Europe Club, Asian club,
M.E.C.H.A., B.S.U., Friday Night Live, A.S.B. and dozens of other clubs. Interact and Key club focus on community
service, and improving the communities around Perris high school. Asian club, MECHA, and BSU focus on creating a
community for students within Perris high.
Europe and German club focus on getting students exposed to different
cultures with the goal of taking students to travel in different
countries.
Perris high also has a strong attendance and discipline
program which follows progressive stages of intensity with each successive 3
absences, and each successive disciplinary action bringing with it a higher
punishment. While high schools are
required to follow certain steps to improve attendance, we continually have an
average of 93% attendance, which is the highest in Riverside county. In discipline, our suspensions are lower than
ever with less suspensions than even the junior high in our district. Students are getting the message that their
behavior will have consequences, some immediate, and some which are long
reaching.
The accomplishment of the Cultural Literacy ESLR can be
measured by the following data sources:
* A.S.B. Historian records and scrapbook
* Press releases and newspaper clippings
* Attendance policies
* Attendance Percentages
* Discipline Policies
* Discipline Percentages
* Voter registration numbers from government classes
* Yearbook
* Club lists, and membership numbers
* Specifically, JROTC membership numbers
Progress Report
W.A.S.C. Focus on Learning
Perris High School 2004-2005
CHAPTER III:
PROGRESS REPORT
1. Describe any
significant developments that have had a major impact on the school or specific
curricular programs since the last full visit.
Principals:
2000-present Grant
S. Bennett
Assistant Principals:
2000-2002 Craig Lewis
2000-2001 J.D. Reed
2001-present Chris Cooper
2002-present Gloria Restori-Martinez
Our Administration team has been solid since the
beginning of the 2002-2003 school year.
Counseling:
In 2003, PHS added a fourth counseling position. Together, our counselors represent over 45
years of experience. Our last counselor
to be added, Candy Douglas, is one of the most experienced counselors in the
district. As of the 2004-2005 school
year, counselors were assigned students by alphabetical order, allowing each
counselor to keep the same students year after year, and none to be burdened
with all of the college plans, or all of the four year plans. This also allows for a check and balance
system, whereby each assistant principal is also assigned by alphabet and in
addition to overseeing discipline and attendance for those students, oversees
the two counselors with the same students.
New Course Offerings:
* Math Intervention for far below basic skills students
as per CAT6
* Expanded Advanced placement classes
o A.P. Chemistry
o A.P. Calculus
o A.P. World History
* Agriculture classes added
o Floricultural Design as UC-approved Fine Art
o Agricultural Biology
* Linguistics for all below basic skills Language Arts
students as per SAT9, now CAT6
o Beginning Linguistics
o Intermediate Linguistics
o Advanced Linguistics
* 15 daily minutes of Silent Reading in all classes
Beginning Teachers Support and Assessment Programs
(BTSA):
Teachers in their first, second, or intern/pre-intern
status are given support through the county, which establishes mentors from
current tenured staff. New teachers are guided in backwards lesson planning,
classroom management, learning styles, accommodation, California subject area
standards, and using assessment to guide instruction. Teachers and mentors meet once a week and
have meetings together with other BTSA members once a month.
Literacy Training:
All language arts and special education teachers are
trained in "Language!", a program to increase student literacy. The training consists of four-days of all day
training prior to the start of each school year with several follow up
trainings throughout the school year.
This program focuses on teaching reading skills down to basic 1st
grade-level phonics, and students are placed in levels according to a pre-test.
Writing Training:
In evaluating student progress, a need came to
light: PUHSD students needed extra
support in writing. While all English
teachers were teaching writing, there was little consistency. The district adopted Jane Schaffer's
"Writing the Multiparagraph Essay", and J. Schaffer has trained all
of the Language Arts teachers in this writing program. There are follow-up
trainings to this program from 4-8 times throughout the school year with focus
on areas from Close reading methods, to writing the research paper and writing
in content areas. In order to measure the effectiveness of the program, and
student success in writing, two benchmark essay tests were added for all
English students at the beginning and end of the school year. These benchmarks
are given the same day, in all district English classes. Essays are graded by a group of teachers from
all sites over three days on a 6-point rubric.
Students have shown marked improvement in the last 4 years, the average
gain of a full point from the 9th to the 11th.
In addition, non-English teachers have remarked on the improvement in
writing skill among their students.
Accelerated Reader and Silent Reading:
Realizing that students were not reading at home, the
district adopted a 15-minute period added to each day for the purpose of silent
reading in the 2002-2003 school year. In
the 2004-2005 school year, the silent reading period was expanded to 35 minutes
of silent reading 4 days a week, adding an extra hour of silent reading each
week. Once books are completed, students
take tests on their reading books to increase reading comprehension, and to
provide accountability, which can be monitored through the Renaissance Reading
program. Students who reach their goals
are rewarded with homework passes, off-campus lunch, or special field
trips. Teachers are asked to keep their
students quiet and on task, and keep track of books students are reading. In addition, the Literacy Lead can check
teacher participation, and reward those whose students are reading, and provide
extra support, and possibly reprimands, for teachers whose students are not
reading.
Facilities:
In 1999, Perris Union High School District won a 20
million dollar bond for improving and adding on to the two comprehensive high
schools in the district. The bond was
used to build an addition of 24 new classrooms, which includes six Science labs
and four computer labs. The additional
building also includes a Severely Handicapped office and classroom, a
conference room, and a staff
lounge. Modernization is also
taking place in the existing school to bring it up to technological
standards. Phones have been added to
every classroom. All classrooms are
connected to the Internet via a T-1 line, which doesn't require any dial-up
time.
Grants:
In 2001, PHS qualified for II/USP grants, which were used
to fund school wide literacy programs, improve the training of teachers in schoolwide
literacy strategies, and simply, placed the focus of all monies, and effort
onto improving student achievement. PHS
qualified for school wide Title 1 in 2003 which allowed more flexibility with
Title 1 funds to improve student learning in all content areas. Schoolwide Title 1 funds increased the
classroom libraries of teachers on campus, allowed for the purchase of
additional projectors, science equipment, and overall, improved the quality of
teaching and student resources.
We were eligible for Governor's Performance Award in 2002
and 2003 based on improvement in test scores.
2. Describe the
school's procedures for the implementation and monitoring of the schoolwide
action plan, including the State accountability requirements and annual progress
reports, including the three-year report.
In 2000-2001, WASC leadership gathered the action plans
from the Digital High School grant, the previous WASC report, the School Site
Council, the accountability report card, and other action plans. Within those plans, the significant updating
of the physical plant, the improvement of campus safety, the improvement of
library resources, and the addition of technology used to improve student
learning was where we found our most significant strides. We had also added to our counseling staff, a
point that had appeared on several of those action plans. Within curriculum, the switch between the
original focus of the action plans and the new focus, was due to the state emphasis
on state standards in subject areas; all action plans from that point
emphasized the connection of all subjects with California State standards, and
assessments that would evaluate how well students were achieving each
standard. For those subjects that are
not addressed in the state standards, they would need to correlate to the
national standards and develop assessments accordingly. Further steps in
curriculum refinement have included standards-based essays, reports, and
projects chosen throughout a subject area.
The entire staff helped to write the 3-year W.A.S.C.
review. Taking advantage of the
technology available through email, and the review toolbar in Microsoft Word,
teachers and staff were asked to respond to those questions and goals within
their particular expertise. Pieces of
the report were then sent out to all staff for evaluation and comments. Finally, the entire report was sent out to
all staff for questions, comments and editing.
The final report was then made available to all stakeholders in a
printed edition.
3. Comment on the
accomplishment of each schoolwide action plan section; cite evidence, including
how each area has met the identified growth targets and contributed to the
accomplishment of one or more Expected Schoolwide Learning Results (ESLR's) for
all students.
GROWTH NEED #1
Improve communication at all levels
All teachers
have access to district email, with their own site email addresses. All PHS teachers have access to email in
their own classrooms, with the exception of a small minority of teachers, who
have access in their Physical Education offices and the staff lounge. Email is used in addition to paper memos as a
communication device between teachers, administration, parents, and students. Discussions on improving PHS curriculum,
student skills and discipline policies have all occurred via virtual
meeting. Teachers enthusiastically get
involved with the discussions during breaks, their prep and during spare
minutes in the day. Many faculty which
were previously unheard were able to communicate their opinions through this
method. In addition, there is a bulletin board area on the Perris High website
where comments about different topics are posted.
The virtual
meeting method will be expanded among the Perris High departments, in addition
to regular meetings, and Professional Learning time. Many teachers are unable to attend after
school meetings due to sports, after school activities, or other meetings. There are so many things to discuss and
modify that many other teachers are concerned about so many meetings. Department chairs can discuss topics prior to
their department meetings, and they can get immediate feedback on many
topics. Agendas to District and other
meetings are sent by email and allow for perusal prior to the meetings. Science, Language Arts, and curriculum groups
currently have several virtual meetings a month as well as their monthly
Professional Learning Community meeting.
Curriculum and reports can have information added and editing take place
among a group within a few minutes.
Professional
Learning Communities meet weekly during the hour that has been set aside. All teachers and coaches are required to be
there, and since it is a Monday, during regular school hours, there are not
practice and game requirements that keep our staff out of these meetings. Focus groups can also meet during this time,
which expands the ability of classified to attend and give their input, since
this is during their normal working hours.
Goal 1.1 Improve district office-school communication
The District office has been expanded to allow use for
meetings, conferences and seminars. They
also can offer classes for unit credit and CLAD certification. Subject area committees, with teachers from
all district sites, meet to modify curriculum at the district office and
develop standards-based benchmarks.
Subject Area Council meetings, which contain representatives from all
the district schools in a given subject area, meet monthly at the district
office with an administrative representative; every subject area is represented
in S.A.C. meetings. Greater exposure to
the district office has helped eliminate the "Us/Them"
mentality. The district office is also
directly involved in all curriculum planning for the district. The District Superintendent and Assistant
Superintendents come to PHS for "Back to School" night, "Open
House" and other activities. There
has been a concerted effort on the part of the district office to be more
involved with Perris High school.
Goal 1.2 Improve school-community communication
Parenting classes for PHS parents were offered for the
first time in the 2003-2004 school year.
The classes cover ways to help high school students and their parents be
successful with discipline and the rigors of high school. Classes were offered in English and Spanish
and child care was provided. Over 12,000
parents participated and the school hopes to continue the 6-week classes next
year. Throughout the past few years, classes for parents in Computer Literacy
were also offered. The Principal is
involved in the community through Rotary, and meets with area businesses to
discuss what is happening at Perris High and to increase community awareness. In addition, the Principal publishes the
"Principal's Newsletter" which is mailed out to parents quarterly.
The marquee in front of the school is placed at the
busiest intersection in Perris, and it is programmed with the most current
events, and student accomplishments such as "Student of the Month",
and scholarships.
The Parent-Teacher-Community association is being further
developed by shareholders and is in its 4th year. Meetings are currently run in Spanish; over
70% of PHS parents speak Spanish as their first language. The group is currently working to be
registered as a California Parent Teacher Association.
The district-wide student-of-the-month program is run
through the Chamber of Commerce Association, where nominated students are given
lunch, gift certificates, government bonds and the opportunity to address the
community on public access television.
The nominating teacher introduces students, and they, in turn, get to
introduce their parents. This program is
broadcast on the local cable station, several times a month, and many local
business owners, as well as the PUHSD school board members attend.
The PHS web site includes many sources of information
that are valuable to the teachers, students and parents. Parents are able to check assignments online,
or through the phone system. Parents can
email teachers, department chairs or administration with questions and
comments. Phones are in all classrooms
with a system-wide answering service, new to PHS in the 2003-2004 school year,
so that teachers may check messages from parents or students anywhere on
campus.
GROWTH NEED #2 Formalize the process to review each
student's four-year plan.
Goal 2.1 Improve communication at 9th grade registration
At 9th grade registration, which occurs a few weeks prior
to the start of the school year, all students are given the requirements for
High school graduation, and UC/CSU A-G requirements. Parents are given bilingual information by
the counselors and are encouraged to ask questions. A bilingual aide, or counselor is also
present. Students register for their
classes, get a tour of the campus, receive P.E. uniforms, take their
entry-level reading placement test, receive the student handbook and are
introduced to counselors and administrators, all prior to the start of the
school year.
Goal 2.2 Each student is to meet with a counselor during
the 9th grade year.
All 9th graders go through a two-day training in their
English class in which they will once again review requirements for graduation,
CSU and UC; these materials go home, and must be signed by a parent/guardian
and returned. Students will meet with
counselors to discuss their class choices at least once a year. Counselors also
schedule meetings with 9th grade students who are failing or receiving a
"D" in one or more classes.
These students will be placed in after school tutoring programs, which
meet twice weekly. Additional meetings
are encouraged and students can schedule an appointment at anytime from
8:00am-3:30pm on school days.
GROWTH NEED #3 The Implementation of a Staff-Development
Program
The District Office has made a concerted effort to be
involved in all staff-development arrangements for the school sites. Focus has been on staff development in which
teachers can go directly back to their classrooms and use what they have
learned.
Much of the staff development focus has been on the areas
of language arts (reading comprehension and writing) and in the area of
technology. All English teachers have
been trained in Language! (A reading-skills program) and in "Writing the
Multiparagraph Essay"; continuing training takes place just prior to the
start of the school year (mandatory for new teachers). As of the 2003-2004 school year, all
teacher's aides from the English and Special education departments have been
trained. Teachers from other departments
have been encouraged to participate in training, and many have already done
so. In addition, training for
Accelerated Reader and implementation of 15, now 35 minutes of daily silent
reading has been mandatory for all teachers, with reviews offered a few times a
year, and a full one-day training offered at the beginning of each school year.
In technology, classes in software applications and
college classes offered at the school site have been arranged, and individual
classes, which focus on a specific program, are offered several times a month.
Technology mentors help teachers who are implementing programs in their
classrooms. There are mentors from all
the core-curriculum areas. These mentors
may present at staff meetings, department meetings and offer individual
assistance. Technology mentors even have
a group email, so that questions can be sent to a number of teachers who have
technological expertise with one email.
To increase literacy in math skills, math teachers will
undergo a math intervention training in the 2004-2005 school year. The teachers of the math intervention class
for underperforming math students received training in 2004, prior to the
beginning of the school year.
In addition, teams of teachers from the core curriculum
areas at all sites (Literature, Writing, Science, Fine Arts, Social Science,
et. al.) have and continue to meet to refine curriculum and lesson
requirements, refine tests and testing procedures, and standardize skills
taught within their departments, as well as tying all curriculum to the
California standards. These teams meet
monthly at the District office, with additional release time available. The teams then relay information to everyone
in their departments at department meetings and through email.
GROWTH NEED #4 Involve all students with a higher level
of expectation
Graduation requirements have been changed to require a
semester of Social Science Survey, which includes geography, and map/chart
research skills; and a year of Algebra, to be fulfilled by Algebra 1 or a new
two-year course, Algebra 1A and Algebra 1B. .
Students who haven't already completed Algebra I or are basic/below
basic are placed in Algebra I their first year, to encourage them to take
higher level math classes for the rest of their math requirements. If students
are not successful, they will be placed in a two-year Algebra I class. Students who score far below basic will be
placed in the Math Intervention Support class, which allows them to focus on
needed basic skills for math success For students who struggle with the Algebra
requirement, after school tutoring is available several times a week. In English, all students are required to
cover four core works per year regardless of level-special education and
linguistics students cover these works as well (methods of teaching are adapted
to student ability). Fine Arts classes have been changed to full-year
classes. Many departments-math, social science,
English, science-- have Standards-based benchmarks as well as end-of-level
tests at the end of each semester. These
tests are given by all members in the department areas (class specific).
In addition, in the 2004-2005 school year, private
company tutoring is being made available for any student who is
interested. Over 100 students are
currently taking advantage of this program.
GROWTH NEED #5 Increase counselor to student ratio.
As of September 2000, two additional counselors were
added to the existing two counseling positions.
This resulted in an average counselor to student ratio of 1 to 550. Going into the 2004-2005 school year, the
student to counselor ration will be 650 to 1. The counseling department also
added counseling assistants to help with testing, grades, and other paperwork.
Counselors are more active on campus, meeting with students in classes to
discuss pertinent issues two to four times a year. To help with testing, there is also a testing
specialist who arranges for CAT 6, STAR and A.P. testing.
GROWTH NEED #6 Increased collaboration between all
members of the learning community
Goal 6.1 Improve staff-district communication, and
communication between feeder schools and Perris High.
Teams focusing on specific areas: math, literature,
writing, and others have been meeting with feeder schools and other high
schools to discuss curriculum and skill requirements. Focus has been on two things: to better prepare students for high school,
and for those who are college bound, to give them a head-start on college
entrance requirements. Meetings between
feeder schools and PHS are ongoing, happening once to twice annually. Our feeder junior high, which is in our
district, meets monthly along with other subject area representatives to
discuss parallel curriculum development.
Our district junior high also takes the District wide writing benchmark
tests, and takes subject area benchmarks which are common to the junior high
and high school.
Goal 6.2 Improve communication between business and
Perris High
Perris High works with the Lions club, the Rotary club,
the Chamber of Commerce and other civic organizations. The students participate in volunteer
services and contests with these organizations.
A number of local business and the Chamber also sponsor the student of
the month award to one male and one female student who are nominated by their
teachers. Two teachers are piloting a
career project which requires their students to shadow a professional in their
job. This will be their second year of
this project, with plans to expand it to all 11th grade English III classes.
The Regional Occupational Program (R.O.P.), which teaches students business
skills and often has them meeting with business owners and working in local
businesses is the largest in Riverside County, with over 400 PHS students
participating in the 2004-2005 school year.
The Work Study program allows students to get credits while working in
the community. Managers or business
owners are asked to evaluate these students' work habits and skills.
Goal 6.3 Improve communication between colleges and
Perris High
A.V.I.D. is larger than ever (200+ students) to encourage
more students to go to college. A.V.I.D.
students visit 3 colleges a year as part of their program. Three college outreach programs bring college
and university students to Perris High to present information about college
studies and activities and in some cases act as mentors and tutors to a group
of identified PHS (9-12) students. Cal
State University, San Bernardino campus sponsors the University Awareness
(outreach) Program and the University of California, Riverside campus sponsors
the Upward Bound & Early Academic Outreach Programs. Students review
admission procedures, requirements and grades. Those who participate and meet
entrance requirements are guaranteed admission to the California State
University or University of California system.
In addition, Mount San Jacinto Community College sponsors
an annual college fair, which 80-100 students annually attend as a
school-sponsored field trip. Twenty to
Forty representatives from various 4-year colleges, military, trade, and
specialty colleges annually visit 11th and 12th grade classes to present the
advantages of attending their institution.
GROWTH NEED #7 Incorporate use of technology across the
curriculum for both teachers and students.
All teachers are trained in the use of email, Accelerated
Reader, PowerPoint presentations, ClassXP (attendance), Integrade Pro (grades),
Ed Performance (testing), scantron testing, and projectors. Further training is based on teacher need,
and additional trainings are scheduled throughout the school year, for 1-2
hours, after the school day, on campus.
Technology mentors, teachers within the core curriculum areas, assist
teachers with incorporating technology into lesson plans, computer problems,
and software-specific training. Teachers are encouraged to share lesson plans
and projects at department meetings or through email.
GROWTH NEED #8 Provide a more systematic planning process
for the school's curricular review and revisions process.
Teachers who are interested in adopting new materials,
present their findings, and reasons to their department chair. The department chair then goes to the Subject
Area Council meeting to discuss the need for the new curriculum, new texts, or
new software. A representative of the
S.A.C. committee then goes to the Education Planning Council, which consists of
teams of teachers, counselors and administration from each of the school sites
in the district. The Educational
Planning Council meets once monthly to approve all textbooks, new classes,
supplemental materials, software, staff development, and videos. All materials must be documented and tied to
the California standards for the subject and grade level. The council also assures that texts are not
purchased which are above the students reading ability. This council then makes recommendations to
the board members.
Teams of teachers from all school sites, who then make
recommendations to department chairs, review curriculum. Department chairs meet in Subject Area
Council meetings monthly to revise curriculum according to recommendations from
these teacher teams. Departments such as
the English Language Arts Committee meet additionally to revise and align
curriculum.
GROWTH NEED #9 Develop school-wide standardized rubrics
and a formal process to access student progress toward ESLR's
Our focus has been literacy for a number of years, and
when we evaluated how we felt about the ESLR's, we realized in all fairness
that our focus had switched to literacy in all areas, and our ESLR's should do
the same. Our wish for the ESLR's to
be simple and memorable and show our primary focus for our students and
teachers led us to Literacy in four areas: English, Technology, Problem-Solving
and Cultural. Simply, achieving literacy
in these areas is achieving competence, a working knowledge of the subject. In English, it is reading and writing at a
high school grade level. In Technology,
it is a working understanding of Word Processing, PowerPoint Presentations,
Spreadsheets, and Research.
Problem-Solving Literacy means the understanding that there are steps to
a solution and being able to outline these steps, especially in Math and
Science. Cultural Literacy means the
students understanding that they are part of a bigger picture and what they do
has consequences for others, and each of them can make a positive mark on
society.
District focus has been adjusted to center on the
California standards for each of the subject areas, however, our students
ESLR's are simplified goals that fall within the California standards. However, our ESLR's are clearly being
taught, and are being evaluated through benchmark tests and projects..
In all English classes, students take a writing benchmark
3 times yearly to determine their writing ability. The rubric is standardized and on a 0-6
scale. Their growth is measured each
year, and over all four years. Also in
English, students take a reading test, which determines their grade level, and
again, their growth can be measured by year, and over all four years. When they are not reading within a few years
of their grade level, they are placed in literacy classes, to teach and reinforce
reading skills. To reward students for
above average and outstanding work, students are given a certificate of
achievement if they score a 5 or a 6 on the district-wide rubric.
In Technology, all science teachers require, as part of
their lesson plans a PowerPoint presentation.
English teachers require the use of word processing, typing process
essays, and using a 6-point rubric to evaluate the essays holistically. Algebra classes and some science classes
require the use of spreadsheets to chart numbers, or progress. By the time they are Seniors, 12th grade
teachers can assign any project in these three areas.
In Problem-Solving, science students are required to
write labs in which they guess what will happen, and determine the steps by which
it will happen. In math, students are
required to show their work on homework and most tests. They must be able to show the process as well
as the answer.
Culturally, 95% of our students are involved in school
activities, clubs, and sports. In order
to keep in sports, they must learn the value of the team and keep up their
grades. If their own grades fall, they
affect the entire team. In order to run for an office, or run for a dance
queen/king, they must have a 2.2 or above.
During their 12th grade year, all students are required to gather
registration cards from potential voters; they also ask that these potential
voters sign pledge sheets to pledge to vote.
Cultural Literacy skills are evidenced by current event discussions in
all Social Science classes, as well as many Science classes. Current events are connected to curriculum in
English language arts, in science and in social science. Students in Social Science also participate
in Socratic seminars and debates.
Students must prove their position by research and evaluation in essays,
in reports, and in presentations.
GROWTH NEED #10 Using assessment information to guide
both school and individual student and teacher goal setting.
PHS gives all teachers copies of student CAT6, CST, STAR
reading-level, Benchmark, CAHSEE and other pertinent scores: as individuals, as
classes and as groups. In addition, this
data is available to teachers on their classroom computers through Educational
Data Assessment Management (EDAMs).
Teachers are presently being trained on EDAMS, with department chairs
training first, and teachers being trained by department chairs. Because students are evaluated in reading
through the CAT6 and the computer STAR test, teachers can adjust their lessons
to best reach low-readers. Students are
also assessed twice yearly on a writing prompt. Teachers have met and continue to meet
three times a month during PLC time to note their own weaknesses and the
weaknesses of their department as a whole.
Specific strategies have been shared to increase student learning in
these weak areas. Subject specific PLC
groups then look at assessment scores, evaluate ways of improving student
learning and develop common lesson plans and projects to reach areas of need.
GROWTH NEED #11 Identify evidence to evaluate
effectiveness of action plan
Freshmen are asked to evaluate careers and compare the
pros and cons of 2-4 careers they have researched, as well as information about
salary, working conditions and educational requirements.
Student participation rates have grown 27-60% in the last
3 years in AVID, JROTC, ROP, Early Academic Awareness Program, Upward Bound,
Advanced Placement classes and the University Awareness Program. In AVID, all students currently meet UC/CSU requirements
and all senior participants have been accepted to four-year universities. 20% of all students participate in
JROTC. Nearly 100% of all students will
take the Armed Services Vocational Aptitude Battery (ASVAB) during their junior
year and 10-15% will enlist in the armed forces within a year of high school
graduation. Nearly 26% of students are
enrolled in an R.O.P. program, which provides job experience/training and
emphasizes critical thinking and problem solving in a real-world environment. Overall, 18-21% of the senior class have
already been notified of their acceptance into college as by the time they
graduate, as evidenced by both the A.P. records and the counseling records.
PowerPoint presentations, lesson plans and sample work is
sent to the technology mentors to be saved on the school server for sharing
with other teachers and administrators.
Average STAR (Renaissance Learning) Reading scores in the past 3 years
have increased 3.5 grade levels. Standardized test scores also show improvement
in reading and math levels. Perris High has met its AYP goals for 2 consecutive
years.
Objective assessment is standardized and consistent in
Science, Math, and Social Science, where every teacher, of each class subject,
in the district, gives benchmark and end-of-level tests. Teachers then go back and evaluate their
teaching methods accordingly. These
assessments are evaluated by the departments and rewritten as necessary each
year.
Under-performing Language Arts students (below basic and
far below basic) are identified and placed into Literacy classes, which team
with English classes to increase reading level.
Students are showing growth on writing test scores and Language!
(Literacy program) scores. Writing
scores have increased 7% from the spring 2003 benchmark to the spring 2004
benchmark as shown by the EDAMS database.
Several programs allow teachers to test for reading level and then adapt
curriculum accordingly for universal access.
A higher percentage of seniors are on track for graduation; counseling
has been quick to notify students and teachers of any problems and students are
encouraged to bring their grades up. In
addition, a higher number of graduating seniors have met the UC/CSU
requirements than in the last three years.
A list of core works in English for each year of middle
school and high school has been completed.
A list of writing prompts for student assessment has been
developed. End-of -level tests are
available in many subjects; the scores are made available to all teachers
through the EDAMS Database.
District-wide tests in math, science, and history are also given at the
end of fall semester to evaluate teacher effectiveness and increase teacher
accountability. Rubrics for student
essays and projects have been and are being standardized by department, and
eventually will be cross-curricular wherever possible.
In addition, we have mock-trial, speech contests, poetry
slams, essay writing contests, and poster contests to encourage school
participation, learning outside the classroom and creativity. We also have a literary magazine that
publishes student and staff poems, stories, and essays. The newspaper also publishes student
articles, and editorials, and is used in English classes as a learning tool
with assignments and projects given by the newspaper advisor. Teachers are continually developing new
assignments that engage the students and increase understanding and excitement
for learning.
GROWTH NEED #12 Plans need to be more specific in terms
of how they connect to ESLR's.
The Career paths framework developed by Counseling is
currently limited due to the literacy program; however, the literacy program is
expected to level out as feeder schools increase their literacy rates. These pathways currently include: Medical Office Assistant, Culinary Arts,
Computer Repair, Computer Assisted Drafting, and Auto Collision Repair. Students who take all the classes in their
career path will receive a certificate.
Job placement is currently available with plans to expand based on
student needs.
Focus is placed on aligning curriculum with the
California state standards. Our ESLR's
fit within the state standards and are less specific. Many departments are moving to aligning daily
lessons with the standard(s) being taught. Additional assessments have been
added with an emphasis on using technology (PowerPoint, internet research, word
processing), which not only train students to use the technology, but teach
them adaptability and critical thinking skills.
Presentations are required in all science classes, many English classes,
and many Social Science classes.
Students show literacy skills, and learn world skills. Focus on writing in all English classes makes
sure that all students reach a standard of literacy.
Curriculum and Instruction
(Previously Powerful Teaching and Learning)
Leads: Mike Horton
and Jackie Cooper
1. Michelle Schnorr
2. David Rozicki
3. Carol Munson
4. Bill Mauldin
5. Andrew Hoe
6. Sylvia Hahn
7. Janice Wilkins
8. Georgia Hatch
9. Chris Maddalena
10. Michelle McCurry
11. Ann Fedorchak
12. Travis Hodge
13. Jeff Streeby
14. Tom Wenzel
15. Nakeisha Trimble
16. Carol Ramsey
17. Marc Jones
18. Alexander Saucedo
Curriculum and Instruction
A1 To what extent
do all students participate in rigorous, relevant, and coherent standards-based
curriculum that supports the achievement of the academic standards and the
expected schoolwide learning results?
To what
extent, through standards-based learning (i.e., what is taught and how it is
taught), are expected schoolwide learning results accomplished?
Summary
Beginning in the 2001-2002 school year, Perris Union High
School District, including Perris High School, began the alignment of all
courses to the California State or National standards, as applicable by subject
area. All courses are standards based,
where standards are available, as is evident by the course descriptions,
standards aligned materials utilized in courses, and by the content taught in
the classroom. Presently, there are end
of level exams for the core courses that are standards based. With the time provided in the Professional Learning
Communities, core areas are developing benchmark exams that will evaluate
students' progress in major topic areas.
Our ESLRs cover four areas with an overall theme of
literacy. Those areas include: English, Technology, Problem-Solving, and
Cultural.
Since our last WASC visit three years ago we have
implemented the program Language! to
address the needs of students that are performing below the 36 percentile on
the CA standardized tests. Also, three
years ago PHS adopted use of the Accelerated Reader program. AR is used schoolwide Tuesday through Friday
for 35 minutes prior to the start of second period. Goals are set for students based on the
reading levels they test at. Students
take tests to assess their comprehension of the books they have read. Three years ago PHS implemented teaching the
Jane Shaffer writing program to all students in the English classes. Staff development has been made available to
all subject areas by the district office in hopes of increasing writing across
the curriculum.
Technology is used daily in the classroom. Every classroom has a minimum of one
computer. Teachers use technology to
take attendance, present lessons, do demonstrations, and to communicate with
each other. There are three state of the
art computer labs available for class use in the new building. In addition, there is a lab in the library
where students can go as needed, including before and after school, and a lab that is exclusively utilized by the
keyboarding/computer literacy teacher.
We also offer ROP CAD as part of the regular school day. Beginning 05-06, PHS will have specific
subject areas in which specific programs will be part of the lesson plans. For example, science would teach Powerpoint,
English would teach Word, and Math would teach Excel.
Problem-solving and promoting higher level thinking is
being addressed through the encouragement of students by staff to engage in
more rigorous curriculum. There has been
an increase in the students meeting A-G requirements. In addition, curriculum is standards based
and outlined district wide thereby ensuring that the state standards are being
addressed at a level that is consistent across the board. There has been an increase in the number of
students that are enrolled in college prep and AP courses over the past three
years.
Cultural literacy is addressed on several levels. There is the movement of the school culture
towards a more college going culture.
There is the promotion of positive school culture through awareness with
Peer Leadership, the Associated Student Body, JROTC, FFA, athletics, and
numerous clubs and activities that bring students, staff, and community through
working together. Clubs including Mecha,
BSU, the Asian Club, and the German Club put on events throughout the year that
celebrate the cultures and traditions that they represent.
Strengths:
Evidence:
* Course alignment, teacher observation records, and
increased student achievement on standardized tests demonstrate that staff
delivers a standards-based curriculum.
* Lesson Plans
* End of Level Exams
* Benchmark Tests
* Courses aligned to state standards
* Posted standards on boards/flip charts
* Linguistics and the school wide focus on literacy are
helping to ensure the success of all students.
* Reading scores improvement
* Exiting of students from linguistics
* AR results/ Increase in AR time allotted
* High School Exit exam scores
* The Learning Center and increased collaboration of
Special Education teachers and mainstream teachers ensures that special
education students have access to a rigorous and standards based curriculum.
* Schedule and sign in sheet of learning centers
* Resource teachers/aides in the classrooms
* Time spent in Professional Learning Communities.
* 1 hr. built into schedule
* Production of Benchmark tests
* Collaboration on assignments between teachers
* Math Intervention Class for Far Below Basic
* Began 04-5
Growth Areas:
Evidence:
* We have not yet reached the point where student
assessment data drives the instruction in all content
* Started in math 01-02
* Other subjects using PLC time beginning 04-05; Not
enough data collected at this point in time, but in progress...
* EDAMS training needed for teachers
* Few department wide projects consistently done for
single subject areas
* English Dept.
* Writing portfolios
* AP History
* History Day Projects
* PLC time needs to be more structured/have better
planning to have more meaningful results interdepartmentally.
* Need for accommodation for dept w/o common standards
(like VAPA)
* More time to be spent on curriculum discussions
(English)
A2 To what extent
do all students have 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?
Summary
Perris High School has a number of programs in place to
assure the success of students at all levels of performance in reaching their
goals. Regional Occupation Program (ROP)
courses are offered through the county.
Presently we offer Introduction to Culinary and Computer Aided Drafting
(CAD). Some of our students attend ROP
programs off campus at other sites. Our
ROP programs have decreased over the past few years due to budget cuts at the
county level. Career technical education
courses are offered in computers, early childhood development, and the
agriculture program. The Bridges program
in our district gives students who did not successfully matriculate from the
eighth grade the opportunity to work on key improvement content skill
areas. Students that are successful in
this program, which is offered during the summer, are allowed to attend the
comprehensive high school rather than being placed at an alternative site or in
the School within a School program that is offered on site.
Perris High School offers a range of academic
accommodations for students to choose from.
PHS offers Advanced Placement courses for those students who wish to
take college level classes and who meet the prerequisites. The career center provides information for
everything from four-year colleges to how to write a resume and get a job. PHS offers all of the core mainstream classes
that are open to all students who qualify.
The ELD program services those students who are English Language
Learners that has curriculum and specially trained teachers to address the
needs encountered by the students in that program. County special education classes, special day
class, and severely emotionally disturbed classes are offered on our
campus. Resource students are
mainstreamed; however, resource teachers offer services to all Perris High
School
students, not just resource students, in our resource
center that is open throughout the school day.
Presently, four-year plans are not being created with
counselors, although counselors do meet with students during registration being
in the eighth grade. Last year PHS
published its first course catalog in over a decade that outlined A-G
requirements, requirements for graduation, course descriptions, which courses
were college prep vs. non-college prep, etc...
Part of the action plan includes the development of four-year plans with
counseling beginning 05-06, including follow up.
Strengths:
Evidence:
* ROP classes
* Culinary courses and enrollment
* CAD courses and enrollment
* Some students enrolled in nursing and criminal justice
ROP courses offered at other sites
* Bridges Program
* Matriculates some non-promotes out of school with in a
school.
* Career Center assists in school-to-career goals
* Presentations
* Assist in building portfolios
* Field Trips
* Career Assessments
* Speakers
* Support for ELL students
* Aides in classrooms
* Meetings with Virginia and aides
* CLAD and SDAIE course offering
* AVID
* Enrollment increases
* Field Trips and Activities
* Completion of A-G requirements
* Work Experience
* Meetings/Presentations Enrollment
* Speakers
* Field Trips
* After School Tutoring
* Students served
* Many subjects offered
* Late bussing to increase accessibility
* JROTC
* Character Building
* Community Service
* Field Studies
* Band and Choral
* Rebuilding and growth in program in the past two years
* More electives
* Career Technical Education
* Agriculture
* Hospitality
* Computers-CAD
* Wood
* Early Childhood Development
Growth Areas:
Evidence:
* Computer labs only open during the school day
* Schedules limited
* Are only available by appointment
* School Site Counsel will be funding additional staff to
increase hours
* All students do not receive individual counseling.
* Lack of 4 year plans
* A-G Requirements not emphasized enough.
* Lack of college planning
* Some posters in classes
* Teachers not educated enough in them
A3 To what extent
will all students be able to meet all of the graduation requirements upon
completion of the high school program?
Summary
All students are familiarized with the graduation
requirements to some extent beginning with eighth grade orientation. Students are able to get into any courses
that are needed for graduation that is appropriate to their grade levels and
academic abilities. Counselors and
administration monitor students' progress. All students are informed of and
struggling students are referred to our tutoring program that is offered both
before and after school. Late bussing is
provided. In addition, all students can utilize the resource center that is
staffed with resource specialists throughout the school day. If a student fails to make positive academic
progress during a semester to the extent that their graduation is put in
jeopardy (usually this means failing four or more classes in a semester for
students that are grades 9-11), that student is alternatively placed to a
non-comprehensive high school to hopefully make up those credits at that site
and in summer school. Most students who
are alternatively placed return to PHS after a semester at the alternative
education site. Some senior courses are
made available during zero and seventh periods during the second semester in
order to keep seniors onsite and on track for graduation.
Strengths
Evidence
* Reading intervention program in place for students who
do not read at grade level. Accelerated
Reader (AR) is in place as a schoolwide tool for academic reading skills
program.
* AR-Per schedule minimum 35 minutes Tuesday-Friday prior
to 2nd period
* Linguistics enrollment
* Special Education students receive support from case
carriers, para educators, and the Learning Center.
* IEP's
* Emails between spec. ed/reg. Ed. Teachers
* Extra help for assignments and tests available
* ELL students receive support from para educators and
sheltered classes.
* Schedule of para educators in classes
* Students are informed each year by mail of progress
towards graduation.
* Letters mailed home informing students/parents as to
graduation progress.
* After School tutoring program
* Extra help in classes as needed 3 days/week before and
after school.
Growth Areas:
Evidence:
* Students do not receive one-on-one counseling support
unless they schedule an appointment with their counselor. Students do not know
counselors well enough to establish a relationship with them.
* Many students have never seen their counselor per
students
* Lacking classroom outreach
* Students frequently not clear as to what the
graduation/A-G requirements are and do not know the difference if they know
them.
* Prerequisites are not always followed and course
history is not used therefore students are misplaced into classes that are
either too difficult or too easy for them.
* Students who have passed Algebra I or Biology being put
in classes like Math A or Life Science in order to get them credits.
A4 To what extent
are all students involved in challenging learning experiences to achieve the
academic standards and expected schoolwide learning results?
To what extent do all teachers use a variety of
strategies and resources, including technology and experiences beyond the
textbook and the classroom, that actively engage students, emphasize
higher-order thinking skills, and help them succeed at high levels?
Summary
All students at Perris High School are encouraged to
engage in the most rigorous academic program that their abilities allow
for. All classes are aligned to the
state standards that are offered where standards apply and teachers are held to
teaching the content of their given curriculum according to those
standards. The push is to involve more
students in college prep and AP curriculum by promoting those courses and by
encouraging a shift in the school culture towards a college going culture. The more that rigorous curriculum is
encouraged and then embraced, as has been the case over the past three years,
the closer to literacy across the board being achieved PHS will be.
All classrooms have access to computers and the internet. All teachers who want to use digital
projectors have access to one. Teachers
utilize multiple programs to enhance the curriculum that they teach. Perris High School has three computer labs
with enough lab stations for an entire class in each one. These labs are available for checkout and are
used on a daily basis to allow teachers the opportunity to use a wide range of
instructional assignment strategies.
Through the library teachers have access to a large amount of
multi-media tools, including videos and software-based programs. In addition, some classes either invite
speakers relevant to their curriculum to come and speak or, on some occasions,
they go on field trips that are relevant to their curriculum.
In professional learning communities, which were first
established in the 04-05 school year, teachers can collaborate with other
teachers both within and outside of their curriculum areas in order to
determine the most effective ways to address their students' needs in given
content areas. The developing of
benchmarks that are given in all classes of like content and the evaluation of
those benchmarks in different class periods and by different teachers to
determine strengths and weaknesses of teaching a given topic will benefit
students' learning.
Strengths:
Evidence:
* Widespread use of technology in the classrooms
* Research internet, powerpoint, presentations,
projectors,
* Observations
* Lessons done online using classroom resources
* CLIO websites for social studies classes
* Graphing Calculators
* Consumer Math Program
* Linguistics classes participating in an online
vocabulary pilot program based on the Academic Word List.
* Agreement with Logix Labs
* Classes scheduled in labs 2x a week
* Hands on, groupwork, projects, powerpoints, research
papers, special projects
* Student work
* Teacher Lessons
* Curriculum
* AR testing in all classrooms and computer labs
* AR tests
* Thinking maps being used as a tool schoolwide
* Lesson Plans
* Student work
* Jane Shaffer Writing Program/Tools
* Lessons
* Student work/performance
* Agricultural Program Involvement
* Lessons
* Student work/performance
* Community involvement
* Fairs and Shows
* All courses are career technical education
Growth Area:
Evidence:
*
* No community service requirements
* Board policy
* Graduation requirements
* No required senior project
* No senior projects done schoolwide
* Some done in individual classes as class projects
* Thinking Map Training
* Thinking maps started
* No follow up since the beginning of school
* schoolwide...only optional training available
* Due to large class sizes, some teachers are backing off
from requiring large projects, lab experiences, research papers, etc...
* Observations
* *Class size is dictated by the contract
Assessment and Accountability
Leads: Robert Long and Jennifer Nagle
1. Jeremy Elliott
2. Linda Plummer
3. Tom Beese
4. Keren Gardner
5. Julie Hanson
6. Pamela Varnam
7. Don Williamson
8. Velma
Borrows
9. Melissa
Astacio
10. Hope Burns
11. Robert Schnieder
12. Richard Gardner
13. Tabitha Uhley
14. Gilberto
Porras
15. Felicia
Puzzuto
16. Joseph
Ramirez
17. Carl Schutz
18. James Daniels
Assessment & Accountability
B5 Teachers employ a variety of strategies to
evaluate student learning. Students and
teachers use assessment results to enhance the educational progress of every
student.
Summary
Due to the various learning abilities that exist at
Perris, a variety of assessments are utilized to accomplish the evaluation of
knowledge of content material within the required standards. For example, oral presentations, group
activities, writing prompts and other techniques; help Perris teachers engage
the different learning styles of the students.
In the core subjects; (history, science, math, English), standards based
units and final benchmark exams are being developed, used, and analyzed as a
form of unifying content areas and for the evaluation of assessment towards the
standards. In addition to standardized
exams, a plethora of various other assessments are being used daily throughout
the classes at Perris; from daily in class writes, to homework assignments, and
finally in-class discussions and activities.
Teachers evaluate assessments both individually and with
their colleagues in collective groups at Perris during Professional Learning
Community allotted time. In many of
these meetings, assessment scores are discussed and shared with other teachers
who gave the same exam in other classes.
Analysis is done to review student progress, but is also used to create
and modify standards based benchmarks so as to create the best possible
assessment. In addition, teaching
strategies are shared between teachers so as to gain knowledge over certain
aspects of curriculum; giving all teachers various tools and strategies to
effectively teach the standards to the various levels of students and their
abilities.
Teachers, are now able to implement changes within their
own settings. This allows the teacher to
take analyzed assessments and focus on students' needs to be able to grasp the
required content standards. There is no
system in place to effectively monitor how a student utilizes his or her own
assessments towards personal improvement.
Teachers, in addition, continuously use assessment
results to enhance the educational progress of students. Assessment results are also taken from tools
such as departmentalized rubrics, state standardized "cluster" scores
for core content courses, and direct results from reading (Linguistics) and
math (Math Support) courses. Continuous
concerns dictate that despite the results of the above assessments, students
who do qualify to advance past Linguistics are still considered Below Basic and
no longer meet a criteria for a reading support program.
Strengths:
Evidence:
* Most teachers at PHS use a variety of strategies to
evaluate students' learning. These
assessments include but are not limited to multiple choice, short answer,
quizzes, essays, oral assessment, and computer-based assessment.
* Student work from multiple choice, short answer,
essays, and computer based assessments in multiple departments.
* Math and History administer quarterly multiple-choice
common assessments (benchmarks) to all students taking such a course.
* English administers benchmark essays twice a year to
all students in the Perris Union High School District, essays are then scored
by a team of teachers pulled from all schools in the district and the results
are shared with all sites in order to show strengths and weaknesses in our
writing curriculum.
* All students take the Renaissance Learning STAR Reading
Test twice yearly.
* Teachers receive a variety of assessment scores printed
up on paper for their use.
* Scores from the STAR reading test, benchmark
assessments, and CST are placed in teacher boxes or passed out in staff
meetings with instructions on how to read results.
Growth Areas:
Evidence:
* All teachers may not know how to access the variety of
scores
* The testing databate, EADMS has trained only a few
teachers and hasn't yet been fully utilized
B6 The school, district, and community regularly
review student progress toward achievement of the academic standards and the
learning goals and report to the parents and other stakeholders of the
community?
Summary
Student progress is regularly reviewed by the school,
district, and community throughout the academic year. Various benchmarks exams which are
constructed from the California State Standards are administered frequently
throughout all core content curriculums.
Grades are reported, school wide, six times a year with comments that
reflect student progress as well as grade.
The principal corresponds quarterly through a newsletter to
parents. Some Perris teachers make
personal contact with parents via phone, email, and even home visits concerning
the progress of their students. However,
many teachers abstain from personal communication which could be used as a
viable technique to discuss student progress.
The school and district offer the ability for any written material to be
translated into Spanish and to have an interpreter present for both phone
conferences and in school meetings with parents. Counselors meet with students, staff, and
parents concerning student progress and personal goals. In addition, the counseling department
schedules, assists and mediates parent/teacher/student conferences. The school has both Back to School Night in
the fall where both teacher/school expectations and standards are shared and
Open House in the spring where student work and progress is shared and
discussed.
Even though overall communication could be expanded,
Perris is looking at alternative communications through internet by launching
and maintaining a school wide website that lists many sub-divisions of both
school business and also curriculum, criteria, and goals as well.
Strengths:
Evidence:
* Professional Learning Communities provide weekly time
for teachers to review student learning
* PLC discussions focus on benchmarks, and accurately
measuring student learning
* Parents may request grades at any time through
counseling
* Grade check forms are sent out with the student
* Many teachers use their email to connect with parents
or to review student work in process
* Emails from students with student work and emails from
parents
Growth Areas:
Evidence:
* Some teachers may not use one or more ways to contact
parents
* Teachers focus on one method (email or phone) and don't
employ more ways of contact
* Anecdotal evidence that parents cannot get ahold of
teachers immediately when they need to
B7 The assessment
of student achievement in relation to the academic standards and the learning
goals drive the school's program and resource allocation and use. The human, material, physical, and financial
resources are sufficient and utilized effectively to support students in
accomplishing the academic and the learning goals.
Summary
The
achievement of the academic standards through the allocation of resources is
visible throughout Perris High School.
One of the driving goals as stated through the expected school wide
learning results is literacy.
Accelerated Reader, a program adopted by PUHSD, has proven successful
throughout all demographics of Perris' student body. In its third year of implementation, Accelerated
Reader has produced higher reading scores, which correlate to an improved
overall reading comprehension score on the California State Standards test for
Reading Comprehension. As a result of
below basic scores on the S.T.A.R./C.A.T. 6 reading exams, a school wide
implementation of an entry level English course (Linguistics) has been in
existence since 2000. In addition to
A.R. and Linguistics results from the C.S.T.'s in math have driven a math
program to help in the basic math skills known as Math Support. Both Linguistics and Math Support keep a
student ratio of 20:1.
Since Perris is registered as a Title I school, many
resources that help students achieve the expected school wide learning results
are subsidized by Title I. Both
standards and ESLRs are taken into consideration for the approval of these
funds. Resources through technology, for
both teachers and students have improved greatly with the use of funds made
available by the Digital High School Grant received in 2001. Although, with the increase of this
technology, demand for operation of said technology increases; not having a
certificated on-site technology coordinator hinders the effective use, teacher
proficiency, and ability to keep up with technical software and technological
advancement that the school as a whole could benefit from. In addition, student access to computer labs
and research centers are limited due to the labs being utilized for class use
only and the library's limited hours, 7:30-3:00 pm.
After school
programs that involve tutoring, with transportation provided, have been
thriving continuously over the past five years.
Modernization of the current campus and the addition of a
Science/Computer/History building have encouraged learning and improved the
educational environment at Perris High School.
Strengths:
Evidence:
* Money is focused on a few schoolwide programs
(including the staff development) instead of random curriculum
* Language!
* Accelerated Reader
* Math Support Intervention
* Jane Schaffer Curriculum
* School site council approves funding for special
projects and use of Title 1 funds
* The School site council group of teachers, parents and
community members has strict guidelines to the approval of use of funds.
* Funds have been focused on improving the student
environment and improving student learning
* New permanent classrooms and computer labs built
* 5 Computer labs on campus
* Resources are available for students who are struggling
in classes
* After school tutoring in all core areas is available
with transportation
* For students who desire, private tutoring can be
arranged and paid for by PHS
* Teachers spend additional time to work on grant writing
* Digital High School Grant
* Current work on collaborative grant
Growth Areas:
Evidence:
* No on-site technology coordinator to keep technology
running smoothly
* More down time and computer problems-lack of knowing
who to go to for help
Support for Student:
Personal and Academic Growth
Lead: Terri Cano
1. Jan Herzog
2. Mary Clifton
3. Anieno Ibekwe
4. Renee Schaniel
5. Juanita Price
6. Nick Hilton
7. Joaquin Loustaunau
8. Nicholas Lopiccolo
10.Lonnie Strickland
11. Gordon Gum
12. Duane Hitchcock
13.Bud Hardesty
14. Shirley Johnson
15. Fred Gerdes
16. Irene Lewis
17. Chad Shaner
18. Troy Stenlake
19. Karen Whitley
20. Coral Prendergast
Support for Student:
Personal and Academic Support
C8. To what extent
do all students receive appropriate support to help ensure academic success?
Summary
Students who read below 33% on the CAT6 total reading
test are required to take Linguistics, a mandatory reading intervention class,
using the Language! curriculum. Data has
shown that students are able to make two to four years of reading growth in one
year's time. Since reading practice is
shown to improve reading and testing scores, all students have Silent Sustained
Reading for 35 minutes prior to second period every day. Accelerated Reader is used to provide support
and accountability, and prizes and incentives are awarded to students who
achieve an average of 85% and who reach their point goals.
Students who test far below basic in math and have not
already successfully completed Algebra are required to take a Math literacy
class which focuses on specific skills and knowledge of steps that all math
learners must know. This class counts as
an elective. However, with the new requirement of Algebra I in order to graduate,
our students needed additional help to achieve success in that class.
High academic achievers are able to choose from a variety
of Advanced and A.P. classes with differentiated curriculum, geared
specifically to prepare them for the volume and quality of work required by a
four-year university. For those students
who are designated Gifted and Talented (GATE), the GATE program provides
enrichment opportunities and student support.
In both Advanced classes and GATE, the population is within the same
demographics as the whole high school.
High academic achievers, or GATE students have the opportunity to take
classes that may not be offered at PHS, or to take them at an accelerated rate
from Mount San Jacinto Community College.
When they do so, they earn both high school and college credit.
English Language Learners (ELL/ESL) are able to take
sheltered classes in Life Science, Physical Science, Earth Science, U.S.
History, World History, Government, Economics, Algebra, Geometry and Computer
literacy. These classes allow for
bilingual explanation, while following the core California standards-based
curriculum. Special Education students
receive support and tutoring for content area classes and may additionally take
classes in life and career skills.
Perris High School has the largest special education program in the
county allowing a great deal of support from Para educators, the Learning
Center, one-on-one tutoring, and study sessions based on the work assigned in
content areas. Both ELL and Special
Education are placed in mainstream or Advanced Placement classes when their
support teachers deem they will be successful.
By virtue of state funds, summer school must offer mostly
remedial classes, and 800 PHS students took classes on the PHS campus the
summer of 2004. Driver's Education was
also offered during summer school since there was not room on the schedule for
a single semester class during the regular school year. Summer school allows students to focus on one
or two classes at an accelerated pace.
Summer school demographics were on par with the regular school year.
Strengths:
Evidence:
* Variety of programs to support students of all levels
and needs
* Counseling has a course of study listing classes,
programs, clubs available on campus
o Linguistics
o Math Literacy
o Special Education numbers
o AP classes available
o Private tutoring available paid by Title I funds
* Continual monitoring of academic achievement for all
students
* Athletics teams check grades weekly
* All Students receive progress reports every 6 weeks
with their current G.P.A.
* Assistant principals run attendance checks-phone calls
home, letters home, citations if necessary
* Referrals from teachers to Student Study Team
evaluation
* Student Honor List
* Parent/Teacher conferences
* AP/Advanced classes are a good foundation for college
* College acceptance rate for A.P. 12th grade classes
* 4-year Agricultural program for students
* Agricultural Sciences, fine arts, government and
economics on schedule
* 200 students currently in program
* Ethnic and gender distribution in A.P. and special
education classes is representative of school population
* CBEDS information and class lists
* Strict attendance policy
* Staff and teacher handbook
* Attendance average of 92%
* Summer school offered remediation for many students who
needed it.
* Summer school attendance of 800
Growth Areas:
Evidence:
* Additional services needed for students in the middle;
middle students may not be aware of services
* Numbers of Middling students requesting tutoring are
low.
* Limited access to electives
* Need for linguistics/low reading level prevents 9th and
10th graders from having their choice of electives
* 4-year plans not done until Spring of 9th grade
* Counseling schedule
* Students unaware of UC/CSU college requirements
* Anecdotal by students who complain they do not have the
right classes
* Number of students who meet UC/CSU requirements
* Efforts are currently being made to post UC/CSU
requirements in all classes
C9. To what extent
do all students have access to a system of personal support services,
activities and opportunities at the school and within the community?
Summary
Many teachers at PHS are extraordinary. Beyond just teaching in the classroom, they
note excessive absences, possible learning problems, possible home problems,
and either speak with the student or refer them to counseling or the Student
Study Team. For GATE and special
education students, they have an additional advocate that checks on their
progress, is aware of home situations, and aware of support needs. The referrals that teachers can use range
from counseling referrals, attendance referrals, discipline referrals, GATE
referrals, to mental/physical health referrals.
The district office has a full time nurse and psychologist, and PHS has
several qualified testing specialists.
Beyond the classroom, many teachers are advisors of
clubs. There are over 20 clubs and
advisors at PHS, with additional advisors for each class. They meet with the clubs, provide or arrange
a place to meet, plan activities and fundraisers, and add an additional reason
for students to come to school. Teachers
and students both realize the need for cultural literacy and the need to belong
to a community. Our JROTC program
consists of over 225 students. The
agricultural program, which is academic but also a club, has over 200
students. Other academic clubs are the
Panther Society, the National Honor Society, and GATE. Most PHS students belong to one or more
clubs. According to the student survey, 98% of students have attended one or
more activity after school hours in the last year.
Interact, and Key Club both focus on serving the
community, through charitable fundraisers, food and toy drives, blood drives,
tutoring, and assistance at community programs.
The Band, and flag team march and perform in two annual Perris parades,
and the Friday Night Live dance team performs at PHS pep rallies as well as at
the annual Perris tree-lighting ceremony.
The Junior Reserve Officers Training Corps (JROTC)
consists of many related teams and clubs such as the Armed Drill Team, Unarmed
Drill Team, Color Guard, Rifle Team, and Community Service clubs. JROTC participates in many community parades
throughout Riverside County and its Color Guard supports school and community
functions over 40 times a year. The
students of the Perris High School JROTC further support the community through
blood drives, food drives, voter support, visits to Elder Care facilities, and
the support of sporting activities, both on campus and in the extended
community.
The Friday Night Live Club (FNL) comes under the umbrella
of the Safe and Drug Free Schools (SFDS) program that provides educational and
awareness programs during the school year against the use or abuse of drugs,
tobacco, alcohol and violence. The SDFS
program also provides student training in the 40 Positive Developmental
Assets. The goal of this program is to
provide students the opportunity to make better life choices. FNL sponsors dances, speakers, and programs
that emphasize their anti-drug and violence platform.
Students are able to request appointments with
counseling, the administration, or the career center to discuss concerns,
grades, or ask for help. Many students
also feel comfortable enough with one or more teachers to address concerns with
them as well. Teachers know the subject
experts on campus and will refer a student to them if they cannot be of help
themselves. These casual referrals may
be to the librarian, the Literacy Lead, the computer mentors, counseling, the
Career Center, or to other teachers.
Strengths:
Evidence:
* Curriculum and texts are only approved through the
district Education Planning Committee if they have alternative materials, and
alternative ways to reach all students
* Textbooks and textbook resources
* Variety of clubs and activities open to all -some
require try-outs. With the exception of specific cultural clubs, clubs
represent the cultural ratio of the school community
* Lists of clubs and club participants and officers
* Variety of banners/posters and flyers on campus
* Calendar of club events
* Daily morning announcements
* Staff and support staff available to aide students
* Numbers and schedule of Para educators and counselors
* Peer mediation and intervention program
* Program numbers, list of small group leaders
Growth Areas:
Evidence:
* Additional services needed for students in the
middle-middle students may not be aware of services
* Numbers of Middling students requesting tutoring are
low.
* Students unaware of UC/CSU college requirements
* Anecdotal by students who complain they do not have the
right classes
* Number of students who meet UC/CSU requirements
* Efforts are currently being made to post UC/CSU
requirements in all classes
* Schedule changes are slow-need for quicker student
access to counseling
* Students summer school classes were not used to
determine placement
* Scores for reading placement came in only days before
start of school
* Anecdotal evidence of students who were in the wrong
class for 3-6 weeks, thereby missing information in the correct class
Culture
Lead: Katrina
McPhail
1. JoAnn Kuehl
2. David Peters
3. Daria Wegner
4. Glynette Baldwin
5. Patricia
Liu
6. Felipe
Ortiz
7. Charles
Wakeman
8. Larry
Sanchez
9. Candy
Douglas
10. Leslie
Machado
11. Nancy
Hoekstra
12. Dina
Brusca
13. Jhalister Corona
14. Robert Ashcroft
15. Bill Michalewski
16. Victoria Ortega
17. Ron Overton
Culture
D10 The school is
a safe, clean, and orderly place that nurtures learning. The culture of the school is characterized by
trust, professionalism, high expectations for all students, and a focus on
continuous school improvement.
Summary
Perris High School is a safe, clean, and orderly place
that nurtures learning for all students.
This is evidenced by policies instituted since the last WASC
visitation. Ours is a closed campus for
the Freshmen, Sophomores and Juniors to ensure student safety. Our Seniors are allowed off campus during
lunch and must enter and exit through one supervised gate that leads to the
student parking lot. Students that are
being picked up by a parent during school hours are monitored by and must exit
through the Attendance office. The Resource Officer from the Sheriff's
Department is a visible presence throughout the school day and at many
extra-curricular activities. PHS has a
security staff of 8 trained campus supervisors who patrol the campus and can
quickly get to far areas of the campus on 3 bicycles and two golf carts.
Safety is a priority within the classroom. First aid kits, fire extinguishers, and
emergency evacuation plans are located in each room on campus. The entire PHS campus will conduct a total of
7 fire drills and 2 disaster drills throughout the 2004-2005 school year.
Perris High's campus is generally clean and orderly. Custodians regularly clean the lunch area,
campus lawns, walkways, and restrooms during school. After school, the custodial staff cleans each
classroom, the offices and the gyms.
Graffiti is more prominent than in past years but the custodians
immediately paint over the graffiti when it is found on campus. PHS also has over 15 active student clubs
that participate in campus clean-ups and beautification events.
Classrooms contain student desks, a teacher desk, a
telephone and at least one computer with a PUHSD network and internet
connection. Teachers have access to
televisions, VCRs, digital projectors, and laptop computers. Bookcases, file cabinets, and cupboards
provide places to store teaching materials and supplies.
Perris High's staff nurtures learning in a variety of
ways. PHS teachers incorporate a variety
of teaching strategies and materials to "reach" the students. The majority of Perris High teachers are
involved in student-related activities outside of the classroom as well, such
as coaching sports and advising clubs.
Many teachers support students by attending athletic events, school
dances, and performances outside of regular school hours. We provide student access to technology
through the 3 computer labs, the Library, the Learning Center, and
classrooms. After school, students may
attend and participate in a tutoring program that even accommodates student
with a bus that departs the school at a later time. The Library opens at 7:15am and closes at
3:30pm each day, providing students with a safe place to study, complete
assignments, and access technology outside of the classroom. The Learning Center is open during lunch and
after school until 4pm. Students may use
the Learning Center as a quiet place to study and take tests. Perris High's master schedule includes not
only standards-based academic classes but also a variety of elective courses
that nurture learning: foreign language,
art classes, vocational classes, a 4 year JROTC program, music programs, and
electives in core academic departments.
Perris High School is characterized by trust,
professionalism, and high expectations for all students. Teachers are dedicated to providing quality
education to their students. Teachers
have high expectations for all students.
While all students are held to the core academic standards, Perris High
also offers advanced and AP classes and an intense AVID program. Students needing extra assistance in meeting
the standards are enrolled in a Linguistics program, Special Education, and the
freshman school within a school.
Professionalism is evidenced by the teachers' adherence to the state
mandated content standards in each core academic subject. Perris High teachers are also using an hour
each week (during the Professional Learning Community time) to share lessons
and evaluate assessments and student achievement.
This school also works toward continuous improvement. The physical campus has been greatly improved
in the past three years. The "new
building' which houses most lab science classes, all of the computer labs, all foreign
language classes and most of the social science classes and the staff lounge
has become the focal point of both students and staff. Modernization has also occurred on most of
the rest of campus. This included
building "learning walls", new tile and carpet, better lighting, and
new classroom furniture. All buildings
on campus also have a painting scheme that is consistent throughout the
campus. The amount of garbage cans has
increased and there is less loose garbage on campus than in years past.
Another area of improvement since the last review is an
increase in student daily attendance.
The Attendance Committee, comprised of teachers and staff, has
implemented the "Gold Card" program that rewards students for perfect
attendance. Rewards include ice cream
socials, passes to the front of the lunch lines, off-campus lunch passes, and
free lunches. The school has also
improved in teacher communication within the staff and with parents. Each staff member has been provided a
district e-mail address and access to the district network. Teachers are expected to offer this as means
of communication for parents along with telephone communication.
Strengths:
Evidence:
* The PHS staff feels that the school is a safe and
secure learning environment.
* 57% surveyed feel that the level of security is
"good" or "excellent".
* 30% surveyed feel that the level of security is
"fair".
* The staff feels that there is a great deal of trust on
campus.
* 17% of the staff surveyed claim that students will
confide in them over 15 times a month.
* 35% of the staff surveyed claim that students will
confide in them from 6- 15 times a month.
* 42% of the staff surveyed claim that students will
confide in them from 1-5 times a month.
* There are high expectations for all students on campus.
* PHS is in the 3rd year of the implementation of the Accelerated Reading program and the
teachers expect their students to meet the goals that have been set for
them. PHS has also increased the number
of AP classes taught on campus (AP Psychology, AP World History, and new this
year AP Comparative Politics).
* Students have access to technology and actively use the
Library and the computer labs before during and after school.
* The library hours are 7:15am-3:30 pm Monday through
Friday. It is also open at lunch. Teachers may sign up to bring their classes
to the library and/or computer labs for entire class period. Sign up are through email to the computer lab
tech. Students may also take AR quizzes
in the computer labs during every 2nd period.
Most Science classes require a student generated presentation using
technology.
* Perris High school has recently expanded elective
courses in several departments to create more opportunities for students to
meet college requirements as well as expand their skills and explore interests.
* Perris has instituted a Introduction to Psychology
class, a Principles of Technology class, a Child Development class, a
Introduction to Culinary Arts class, a floral design class, Agricultural
Government and Economics, and a Concert Choir class.
* All departments have high expectations for all
students.
* Individual and school wide STAR and reading scores have
consistently shown improvement. Freshmen
English classes, Freshmen Algebra classes and Freshmen Linguistic classes are
limited to a ratio of 20 students to 1 teacher
* Teachers are characterized by professionalism.
* Teachers participate in both professional growth
activities and staff development.
Overwhelmingly, the teachers voted to extend the school day by 5 minutes
and decrease the nutrition break by 5 minutes in order to create an hour a week
to meet together in Professional Learning Communities. This time is used to collaborate and evaluate
lesson and student achievement. Over
half of the staff surveyed have done course work beyond their college degree
and their teaching credential. 37% of
the staff surveyed have a graduate degree and 2 % of the staff surveyed have a
doctoral degree.
Growth Areas:
Evidence:
* The entire staff feels that there is a definite need
for more positive communication with the Perris community.
* During numerous staff meetings, it was widely agreed
that the marquee message board should be fixed and running. PHS needs to be promoting our students' and
staffs' achievements.
* The entire staff feels that the students at PHS must be
actively engaged in creating an improved learning environment. Students should take pride in their school
and have a sense of ownership.
* During numerous staff meetings and email discussions,
it was widely agreed that the cleanliness and climate of the school is in
direct correlation with how the students view their school and community.
Leadership and Staff
Lead: Carrie Peters
1. Gregory Ward
2. Rich Kleckner
3. Charles Adams
4. Elizabeth McCarthy
5. Elizabeth Haro
6. Bob Kuehl
7. Debra
Georgianna
8. Elisa Lopez
9. Mario
Moreno
10. Matt Schmidt
11. Carol Price
12. Brian Beveridge
13. James Harris
14. Kari Morris
15. Trudy Thigpen
16. Charles Davis
17. Eric Ecklund
18. Flavio Espinoza
Leadership and Staff
E11. To what extent
does the school leadership and staff make decisions and initiate activities
that focus on all students achieving the expected schoolwide learning results
and academic standards?
Summary
A team of seven teachers visited a Professional Learning
Communities (PLC) school in 2003, and, being impressed by what was happening
with their student learning, the team went to the Professional Learning
communities training to find further information. The team presented their findings to the
staff at a staff meeting. Many
departments were already meeting in groups, even small subject area groups
working on curriculum and assessments, but their complaint was that they didn't
have enough time to meet during the school day.
After much discussion and several more meetings, the PHS staff voted on
adding PLC's to the PHS schedule.
English, Social Science, Science and Math had already developed
benchmark exams, but the Professional Learning time allowed the department, and
subject area teams to look at scores, and discuss what their students were
learning well, and what skills and knowledge they were lacking. Other departments used the time for
developing benchmarks, and correlating curriculum and projects. Groups turn in a sign-in sheet every week,
and email results to the rest of the department to keep groups accountable.
An unexpected result of the PLC time is the improvement
of school culture. Coaches and club
leaders are no longer excused from attending after-school meetings, and they
are able to add their input to their department benchmarks, but also, to
discuss particular students, student discipline improvements, and encourage
each other.
The administration has done an excellent job of both
defining staff policies through a staff handbook, and student discipline and
attendance policies, and the Perris Union High School District Unions
(Certificated and Classified) allow for conflict mediation between staff. They also chose the department chairs which
in turn chose the smaller subject area leaders.
Within the small group dynamics, everyone is able to contribute to
questions of why our students did not do well on certain testing areas, what is
proficiency within the ESLR's, and what we as teachers, and staff can do to
improve student learning. A significant
piece is rewarding the students for good behavior from academic pep rallies, to
Gold Cards that allow for off campus lunches for good attendance, to off-campus
lunch once a month for those who are meeting their reading goals.
For at-risk students, parents have the option of after
school tutoring, either by a private company paid for by PHS, or by PHS
teachers. Teachers may also refer a
student they believe is at risk to a Student Study Team which is a group of
teachers, a psychologist, and an administrator that evaluates behavior, attendance,
and academics, and comes up with a student plan or contract to point the
student toward success.
Strengths:
Evidence:
* Professional Learning community time is built in and
being used to improve student learning
* Week schedule with Monday PLC time from 1:40-2:45
* Benchmark tests and notes from meetings
* Presentations of new and innovative teaching methods
* Anecdotal teacher complaints when they miss PLC time
* There is a strong reward system, as well as
consequences for unwanted behavior
* Gold card lists
* Accelerated Reader reward lists
* Discipline policy
* Student handbook
* Staff handbook
Growth Areas:
Evidence:
* Staff need a monthly schedule of PLC topics to prepare
ahead of time
* Need for reward system for teachers that are doing an
exceptional job, and to encourage teacher community
* PLC time usage (department meetings, subject area
meetings, all-staff trainings) is announced the Friday before or on Monday
* Beginning to initiate a free breakfast for those
succeeding with classes in Sustained Silent Reading
* Staff meeting in November 2004 with games and fun
community building activities as primary focus
E12 To what extent
does a qualified staff facilitate achievement of the academic standards and the
expected schoolwide learning results through a system of preparation,
induction, and ongoing professional development?
Summary
Teachers are hired with credentials in their subject area
if at all possible; those who have not completed their credential are placed in
a pre-intern or intern program which assigns them mentors, usually within their
subject area. These mentors meet
regularly with the interns to discuss classroom management, teaching needs, and
other needs. Those who have completed
classes for their credential are placed in BTSA (California's beginning
teachers' program) for two years. They
are required to be familiar with state standards in their subject area and how
to differentiate teaching for special needs students, and how to include a
multicultural viewpoint. They also meet weekly with their BTSA mentors and
monthly together to see examples of lesson plans. The Professional Learning Communities also
allow for time to meet with teachers who teach the same or similar subjects,
and much "unofficial" mentoring takes place during this time.
Teachers who are not tenured are observed thrice annually
by an administrator, and once they are tenured, they are observed once every
two years by an administrator.
Administrators and District administration may drop by at any time, and
other teachers are given period substitutes if they would like to visit another
teacher's classroom and observe.
Need for student growth in reading and writing literacy
(English Literacy) lead Perris High to implement two primary programs-Language!
for reading literacy and Jane Schaffer essay writing for writing literacy.
Student assessments for reading literacy are the MAST
test, STAR reading tests, California Standards tests, and the CAHSEE; which
means students are assessed in reading comprehension at least 4 times yearly,
and at least 6 times annually if they are in a literacy (Language!) class. All
English teachers are given a one-week Language! training prior to the start of
the school year if they haven't already been trained, and those who teach
literacy classes attend at least one more 2 day training during the school
year. The student assessments listed above determine student placement in
levels of the literacy classes, and they also determine the number of necessary
staff development days for each level.
Writing training begins with a full-day mandatory starter
training with 4-hour evening follow-up trainings ranging from the research
paper to the persuasive essay. In
addition, the English Language Arts committee is being trained as trainers so
that they then can follow up the training of new teachers, and visit classes to
assess how student learning in the writing program. Students are assessed on their writing three
times annually through the district writing benchmark, which is then graded by
a team of teachers using a holistic rubric.
Scores are evaluated and additional trainings are planned according to
student need. Teachers whose average
scores are lower than normal will be given a day of additional training to
discuss pertinent needs and review the Jane Schaffer scaffold for teaching
writing. In the fall of 2004, the English chair arranged a staff development
day for training by Ms. Schaffer for all 9th grade teachers, and any teacher
who had not received training within the last two years. Training was mandatory, and held during the
contracted school day.
Strengths:
Evidence:
* Specific programs implemented for specific needs provides
focus especially in writing and reading
* All English teachers who had not been trained within a
year received an all day training
* Three weeks of Language! training is provided annually
for linguistics teachers.
* Teachers do not teach more than 20% outside of their
credentialed area, unless they fall in a category that does not require a
subject credential-JROTC, Drama I & II.
* Teacher lists of credential and subjects teaching.
* Administration is willing to have staff development on
site during the school day providing lunch and substitutes for needed training.
* In August 2004, 22 teachers were pulled to train in the
writing program during regular school hours, at the school site with a trainer
brought in.
Growth Areas:
Evidence:
* New teachers need additional support in areas such as
supplies, materials, Purchase orders, and school processes.
* Anecdotal at new teacher trainings-teachers wanted to
know information before they received it at new teacher meetings.
E13. To what extent
are leadership and staff involved in ongoing professional development that
focuses on identified student learning needs?
Summary
Our plan was developed to improve student learning, and
to meet proficiency levels as determined by the state. Our focus has been on teaching students
skills with which they are able to improve their learning. The ESLR's are the four areas in which we
focus on skills our students must know.
Our staff attends staff development once weekly with the advent of the
Professional Learning Communities. They
also attend an average of 20 different conferences throughout the year: ex.
AVID (Achievement Via Individual Determination), Advanced Placement, rubric
development, Literacy, Fine Arts, Professional Learning Communities, CATE
(California Association for the teachers of English), Thinking Maps. On returning from conferences, teachers are
asked to present to their departments and/or the entire staff.
Department chairs and administration send registration
materials, or register both leadership within departments, and new teachers for
conferences. Any teacher who finds a
conference they would like to attend is accepted within the district timeline;
the administration is supportive of all inside and outside professional
development. Of the 102 returned staff
surveys on professional development, 84 teachers attended some sort of staff
development after school hours. Many
teachers are also continuing their education within their subject areas, and
PHS has four teachers who have their doctorate, and dozens who have Masters'
Degrees.
Strengths:
Evidence:
* Teachers are attending regular staff development
focused on student learning
* District staff development lists
* Sign in sheets at PLC time
* Records of conferences attended
* Minutes/notes of PLC subject meetings
* Teachers are continuing their education and their
expertise in their subject areas.
* List of teachers who have an M.A., and Ph.D. or Ed.D.
* List of teachers who have taken units this school year
Growth Areas:
Evidence:
* Teachers, especially new teachers, may not be aware of
available conferences, or get materials in time
* Anecdotal: teachers commenting that they did not know
about a conference, or the steps in applying/registering for a conference
E 14. To what
extent does the school leadership employ a wide range of strategies to encourage parental and
community involvement?
Summary
The school communicates with the community and parents
through the marquee, press releases, the principal's newsletter, Back to School
night, Open house, the Yearbook, the Perris high website, and the school
newspaper. The principal's newsletter
and other information sent home is in both Spanish and English. A small group of teachers began a parent
group in 2003, and the meetings were held in Spanish with English
translation. A 9-week parent institute
was offered in 2003 offered bilingually with free daycare available for those
parents with small children. We had three simultaneous institutes; one during
the morning and two more at night. The first night was an introduction then the
following topics were covered one each week- Adolescence, positive communication,
motivation, obstacles that get in the way of success, how the school system
works, and the road to the university. Then there was a Forum where parents
brought questions and they were answered by the school administration. The last
week was a graduation ceremony and pot-luck with 85 parents graduating. Automatic calls go home if a student is
absent in one of their classes, speaking in the home's primary language. Participation in Back to School night has
increased exponentially, with 450 people attending in October 2004, and only
180 attending in 2003. In addition,
there is an Open house in the spring when we are also looking forward to
increased numbers.
With the increase of computer use in student's homes and
parent's workplaces, parents are able to send and receive email quickly about
their student's progress, and attendance.
Many teachers print their email address on the top of their
syllabi. A group of 11th grade English
teachers are piloting a job-shadowing project, which involves research, an
interview, and a minimum of hours spent shadowing a person on their job, and
then a presentation of their findings.
In its second year, teachers are evaluating having all 11th grade
students complete job shadowing. Special
education students already do job training and job shadowing as part of their
curriculum, in addition to their core subjects.
On the PHS campus, there is a School Site council, which
approves funding for various projects.
Applicants for funding must prove in writing the need for the materials,
how they will improve student learning, and connect them to state
standards. This committee is made up of
Certificated and classified personnel, parents and community members.
The home sports games are open to all community members,
and an average of 3000 people attend each home football game-business leaders,
students, faculty, visitors, and football fans.
The campus is used on weekends by community members who can reserve the
facilities; Parks and Recreation of the Perris area regularly use the Perris
high campus.
The student of the month program, sponsored by Rotary,
and attended and supported by local business, highlights a male and a female
student, who are nominated by their teachers.
The principal introduces each teacher, who praises the student for their
achievements, and the student gets to speak and introduce their parents. The luncheon is taped, edited and televised
on a local cable station.
Strengths:
Evidence:
* A variety of methods are being used to communicate with
parents and community
* Principal's newsletters go out quarterly in both
Spanish and English
* The Perris Website is current and updated
* Every teacher has a puhsd email address and many post
on their syllabi
* The school newspaper publishes 6-10 newspapers every
year which go home with every student.
* Parent numbers for school activities are increasing
* The Back to School night in October 2004 had 450
attendees, significantly larger than previously
* Teachers reported 1.5-3 times the number of students
visiting their classrooms at Back to School night.
* Clubs with parent nights report increased attendance
* Parent-specific groups such as the Pep club and the
Parent Academy continue to grow
Growth Areas:
Evidence:
* Not enough positive press about Perris high
school-teachers don't know how to send a press release
* Significant events such as scholarships, Westpoint
admission, and student awards are not published in the local newspapers
* Outdated reputation of school as tough not yet overrun
by new press
Vision and Purpose
Lead: Bob
Ellingsen
1. Dena Diem
2. Tim Dekker
3. Mike Carter
4. Heather Jones
5. Bob Ellingsen
6. Vilma Martinelli
7. Wendy Ellingsen
8. Daniel Jones
9. Dail Gordon Ross
10. Norma
Carrillo
12. Lorna
Hulstrom
13. Charles
White
14. Roland Zepeda
15. Robert Serowik
16. James Stotlar
17. Christean Rathbun
18. Anthony Russo
19. Amanda Sanchez
Vision and Purpose
F15A. 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?
Summary
The school's mission statement, which was drawn up in the
spring of 2004 and ratified by the faculty in the fall of 2004 is as follows:
Perris
High School's professional educators will provide a broad-
based
curriculum that affords our students opportunities to acquire the
skills needed
to understand and contribute to an interdependent and
rapidly-changing
world.
This mission statement was adopted because of its brevity
and its focus on what we as teachers actually do. The "Vision and Purpose" subcommittee
feels that a mission statement that is only one sentence in length will be
easier to disseminate to the entire school community.
Strengths:
Evidence:
* Mission statement is clear and concise
* One sentence mission statement
Growth Areas:
Evidence:
* A mission statement won't achieve results on its own
* The vision for the future of student learning needs to
be internalized by all shareholders
F15B. To what
extent is the school's purpose defined further by expected school-wide learning
results and the academic standards, and supported by the governing board and
the central administration?
Summary
Perris High School's expected school-wide learning
results focus on four strands of literacy: English Literacy, Technology
Literacy, Problem-Solving Literacy, and Cultural Literacy. These four goals are printed on a poster that
can be found in every classroom on campus.
In addition, they are printed on the back of a t-shirt owned by every
staff member. (The posters and the
t-shirts were provided by site administration.)
Both the site administration and the district office support ongoing
systematic in-service activities for teachers to enhance their skills and
knowledge.
Strengths:
Evidence:
* Clear Expected Schoolwide Results are tied to our goals
and programs already in place
* Simple two-word ESLR's can be expounded upon, but are
simple enough to be memorized by students
* Literacy is, has been and will be our focus in a world
that requires literacy for success
* Our programs developed focus on achieving literacy so
that no child is left behind
* Programs are currently in place to assist students who
do not achieve proficiency in Problem-Solving and English Literacy, as well as
Cultural literacy.
* Technology Literacy does not have a program but is part
of many different subjects-core and electives.
Growth Areas:
Evidence:
* Some might think that since our ESLR's are simple that
our goals are easily achieved
* Staff comments in focus group meetings.
* Staff becomes responsible for explaining to students
the ESLR's
F15C. To what
extent do the expected school-wide learning results stress attainment of the
academic standards?
Summary
In the academic core classes, all curricula are aligned
with the California State Standards.
Teachers in many of those content areas give semester end-of-level exams
based on those standards. In addition,
this year's Professional Learning Communities program is devoted largely to the
teaching of the content standards and, in many departments, the construction of
"benchmark" unit exams for each course. The administration makes available to
individual teachers the standardized test results of each of their previous
year's students, often identifying how successfully each of those students
mastered each content standard. Finally,
the school sponsors a number of academic "pep rallies" to honor
high-achieving students throughout the academic year.
Strengths:
Evidence:
* The school is focused on literacy in English,
Technology Problem-Solving and Culture
* Accelerated Reader program
* Jane Schaffer writing program
* writing across the curriculum
* Professional Learning Communities
* use of thinking maps
* Internet-based vocabulary development program
* STAR testing in Math and English
* powerpoint-based research presentations
* CLAD or SB395 credentials for
* experienced teachers
* a variety of on-campus clubs
* progress toward a multi-cultural curriculum
* The school offers a variety of Advanced Placement
courses.
* course catalog, master schedule
* A.P. test results
* extra grade point awarded for A.P. courses
* The school emphasizes the teaching of content standards
in all core academic areas (and others where available)
* Standards are posted in the classrooms-state and
sometimes national
* In-service activities about backwards lesson planning
and other methods to teach the standards
* End-of-level benchmark exams tied directly to state
standards
* PHS affords opportunities for student participation in
a wide variety of extra-curricular activities
* Wide variety of athletic teams (varsity and junior
varsity level)
* Wide variety of clubs-over 25 of them (ex. Science
club, Key club, Interact, Bible club, M.E.C.H.A., Europe club)
* Field trips and college trips
* The school encourages and welcomes community
involvement
* School Site Council
* Marquee in front of school
to publicize events
* school events often covered by local newspaper
* Parenting Institute (part of Title I program)
Growth Areas:
Evidence:
* Perris High does not promote its successes
(particularly in academics) widely enough
* in a Friday Night Live survey, a large majority of
students believe that others see Perris High School unfavorably
* little publicity about graduates attending four-year
colleges
* Many students seem to lack pride in their school
* In a Friday Night Live survey, 33% of students chose
unfavorable adjectives to describe their school
* Persistent problems of tagging and vandalism mostly
after school hours
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
A1
Expand use of benchmarks to measure student learning
* English Literacy
* Problem Solving Literacy
* California Subject area standards
* Dept. chairs
* Subject area Professional Learning Community teams
* Dept. groups to look at standards and develop
appropriate benchmarks
* Fall 2005 a sample end of level in every core subject
* Spring 2006 end of level tests in place and evaluation
of results
* Current benchmarks
* California content standards
* Previous assessment results
A1
Dept. wide benchmark or project in core classes
* Technology Literacy
* Teachers in subject area groups
* Dept teams
* Decide on benchmark
* Arrange due dates
* Arrange for computer labs
* Fall 2007
* Computer Labs
* Sample computer projects
A2
&
B7
Additional library and computer lab hours
* Technology Literacy
* Cultural Literacy
* Problem Solving Literacy
* English Literacy
* Principal
* Add hours to open library and lab longer
* Trained staff to manage additional hours
* Spring 2006
* Additonal funds for supervison
* Advertisement of new hours
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
A2
More frequent reviews of student progress toward
graduation and A-G college requirements
* Cultural Literacy
* No Child Left Behind
* Counseling
* Teachers
* Counseling to meet annually with every student
* Counseling program to flag students with low grades on
progress report
* Teachers may flag students through a counseling
referral
* Spring 2006
* SAXI
* Student grades
A2
Evaluate need for senior project and develop pilot
project
* Technology Literacy
* Cultural Literacy
* Problem Solving Literacy
* English Literacy
* Leadership Group
* Grant-writing group
* Teachers to decide on project to pilot
* Evaluate success after pilot
* Spring 2006
* Grant application
* Sample student projects
* Assessments
A2
Increase collaboration with middle schools
* No Child Left Behind
* California State standards
* Counseling
* Subject Area Councils for District
* Discuss high school grad requirements
* Collaborate on needs of incoming students
* Bi-annual meetings for core areas arranged by Spring
2006
* Published list of what 9th graders need
* List of meeting dates
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
A3
Check students for prerequisites before enrolling in a
class
* Cultural Literacy
* Student success
* Dept chairs
* Counseling
* Print prerequisites on registration form
* Students fill out a questionairre first day of class to
confirm
* Fall 2005
* Counseling registration forms
* Catalog of courses
A4
Additional Technology training needed
* Technology Literacy
* Tech Mentors
* Dept. chairs
* Staff Development on first inservice day
* After school software specific development
* Conferences/trainings for further knowledge
* Spring 2006
* Teachers evaluation of need
* List of mentor training specialties
A4
Expand use of thinking maps
* Problem Solving Literacy
* Administration
* trainers
* Inservice given to refresh thinking map use
* Spring 2005
* And Fall 2005
* Thinking maps notebooks
* Thinking maps posters
B5
Literacy help for below basic students
* English Literacy
* California English Language Arts Standards
* Literacy Lead
* Placement by testing results
* Manditory Elective
* Fall 2006
* STAR reading scores
* Language!
* Books
B5
Use assessment results to improve future instruction
* English Literacy
* Proficiency in other subjects
* Teachers
* Test Coordinator
* Dept. Chairs
* Continued PLC
* Assessment Workshop
* Spring 2007
* PLC schedule
* Assessments
* Benchmarks
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
B6
Improve access and information to students
* Cultural Literacy
* Technology Literacy
* Principal
* Counseling
* Accurate Information collected
* Continued update of information
* Spring 2006
* SasiXP update
* Database update
* Translators
* Copies of letters home
B6
Report of Standard Based Achievement reflected in
Principal's Newsletter
* Problem Solving
* Proficiency in other subjects
* Principal
* Dept. Chairs
* Review of Data connected with standard
* Standards breakdown by question
* Fall 2006
* Test coordinator
* Standards breakdowns from CA
* Translators
B6
Personal Teacher contact of parents in threat of student
failure
* Cultural
* No Child Left Behind
* Teacher
* Counseling
* Principal
* Dept. Chairs
* Teacher In Service on cultural ettiquette
* Teacher Contact Log
* Fall 2007
* Translators
* Revised PLC's to help with time needed
B7
Allocation of Funds to supply Lab Sciences
* Technology
* Problem Solving
* Principal
* Science Dept. Chair
* Budget made
* List of materials needed
* Fall 2007
* Additional Funds
* Grants
* Appropriate Equipment
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
B7
Additional/Updated facilities for Physical Education
* Cultural Literacy
* Principal
* P.E. dept. chair
* Discuss budget
* List materials needed
* Fall 2008
* Additional Funds
* Apprpriate Equipment
B7
Physical Environment to be appealing and clean.
* Cultural Literacy
* School Pride
* Principal
* Custodial Staff
* Trash Pickup
* Bathroom cleansing
* Locker room cleaning
* List made in Spring 2006
* Duties completed in Summer 2006
* Additional Custodial Staff
* Additional Supplies
B7
Teacher training on Standards-Based teaching and
assessment
* Technology Literacy
* Cultural Literacy
* Problem Solving Literacy
* English Literacy
* Principal
* Dept. Chairs
* Teachers
* List appropriate workshops
* Conferences
* Substitutes
* Fall 2005
* District Funds for Professional Development
* Teacher support
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
B8
Additional Computer Lab added for English classes
* Technology Literacy
* English Literacy
* Principal
* Literacy Lead
* Add wireless network
* Buy computers and network station
* Spring 2007
* Title 1 funds
* Grants
B8
Library hours posted
* English Literacy
* Technological Literacy
* Librarian
* Have monthly posted hours
* Spring 2005
* Current posting on door
C9
Continue to Expand Electives
* No Child Left Behind
* Cultural Literacy
* District Office
* Educational Planning Council
* Teachers to write class descriptions
* Teachers submit elective descriptions
* Subject Area council agrees to class description
* Educational Planning Council approves
* Class is sent to school board and UC/CSU for approval
* 3 new electives to be offered in the 2005-2006 school
year
* 2 additonal new electives for the 2006-2007 school year
* Curriculum Guides
* Educational Planning minutes
* School catalogs
* Master schedule
* Agricultural program
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
C9
Publicize support group for adolescents in Grief,
self-esteem, Prenancy, Domestic Violence, and Substance Abuse.
* No Child Left Behind
* Cultural Literacy
* District Office
* Leadership team
* Put posters in rooms
* Send newsletters to students
* Fall 2005
* Annually thereafter
* Pamplets available in Counseling and the District Office
* Counselors
D10
Faculty Diversity
* School culture
* No Child Left Behind
* Administrative hiring
* Teachers creating a positive environment
* Word of Mouth
* Recruitment at Diverse colleges and Universities
* Students encouraged to return as teachers and staff
* Post on website Spring 2005
* Summer 2005 staff email available for prospective
teachers
* 12 % of PHS staff are returning PHS students
* BTSA
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
D10
Beautification
* Cultural Literacy
* Students
* Teachers
* All staff
* Agricultural class replanting
* Handball Court
* Nutrition as a privilege
* Increased number of trash cans
* Murals, art on campus
* Exhibit areas
* Maps available around campus
* Spring 2005 Front of campus replanted
* Spring 2006 replacement plantings on rest of campus
* Maps by end of Feb.2005
* Art on campus by Spring 2006
* Clubs
* Administration
* Agriculture program
* ASB
* Art Classes
D10
Maintenance (Health Hazards)
* School pride
* Cultural Literacy
* Maintenance
* Custodial staff
* Email District office or notify assistant principal in
charge of maintenance staff
* List of priorities in Spring 2005
* Work complete in Fall 2005
* Agriculture
* District Office
* Custodian schedules
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
D10
Improve connection to Community
* Problem-solving
* Cultural
* Clubs
* ASB
* Administration
* Students
* Staff
* District Office
* Performances-choir, band, dance, JROTC, Drama,
Multi-cultural Festivals,
* Cheer Clinics,
* Chess Tournaments
* Parent ESL week,
* Saturday Parent Computer classes
* Nuview Mentoring
program
* Marquee to be fixed by March 2005
* Newsletters sent out twice a semester; Spring 2005
* Press releases sent out Spring 2005 for student
scholarships
* Club calendar
* Posters advertising events
* Announcements
D10
Increased Positive Press
* Cultural Literacy
* ASB historian
* Administration
* Leadership Team
* Send out press release of school schedule of events
* Spring 2006
* Press releases
* Newspaper articles
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
D10
Increased Security
* Cultural Literacy
* School Safety
* District Office
* Turn off vending machines during class hours
* Vary pass colors
* Increase as soon as District sees need
* Increased awareness on campus
* Administration
* Security
E11
Intervention Program for student success
* All literacy areas
* Counseling
* Student Study Team
* Teacher referral for student
* Team evaluation of student needs
* Contract for student behavior, attendance or academic
participation
* Monthly S.S.T. meetings which evaluate referred
students
* Sample SST to go out September 2005 to all teachers
* Student Study Team
E11
Accelerated Reader program for Literacy
* English Literacy
* Literacy Lead
* Staff vote
* Scheduled 35 minutes of Silent Sustained reading 4
times a week
* 20 minutes of S.S.R.
August 2002 - time expanded in Aug. 2003 and August 2004
* Leadership team evaluate time spent in SSR to consider
changes for 2005-06 year
* Period schedule
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
E12
Induction Program for New Teachers
* No Child Left Behind
* All ESLRS
* District and County Personnel
* Site Mentors and Providers
* BTSA
* CFFAST
* Ongoing for new teachers for 2 or more years each
* Mentors
* Training Days
* District BTSA lists
E12
Reading and
Writing Literacy
* ESLR's focus on Reading and Writing
* Each and every teacher
* Leadership and Dept. chairs
* Literacy Lead
* Continual teacher training in writing and reading
methods
* STAR testing of students biannually
* AR training and schedule of silent reading
* Ongoing
* Silent Reading and A.R. established in August 2002
* Trained staff
* Schoolwide printout of student scores
* Literacy Lead
E-13
Variety of Staff Development
* No Child Left Behind
* All ESLRS
* District office assistant superintendant
* Leadership and Dept. chairs
* Staff Development schedule
* Continued PLC time
* Scheduled Pull-out days
* Ongoing
* Discussion of staff development needs monthly in PLC
meetings
* Trained staff
* District certificates of completion of training
* District list of development available
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
E-13
Travel conferences available for extended development
* No Child Left Behind
* ESLR's pertain to subject of conf.
* Leadership and Dept. chairs
* Indivdidual teachers to request
* Meet conference timeline
* Fill out application for attendance
* File evaluation of conference with district
* Present to dept. mtgs or staff meetings
* Make copies of materials available to dept.
* Ongoing
* Conference deadlines met 2 weeks prior to conference if
no travel arrangements
* Principal's secretary has forms/procedure
* Dept. chairs receive conf. info
E-13
Accelerated Reading training for teachers
Reading Literacy
Literacy Lead
* Software training
* Access to student reading levels
* Regular goal setting
* Paraeducators assist teachers who request
* Ongoing
* Silent Reading and A.R. established in August 2002
* Literacy Lead
* Leadership team
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
E-13
Differential Teaching
* No Child Left Behind
* All ESLRs
* Special Ed Dept. Chair and specialists
* GATE coordinator
* Training offered by GATE specialist
* Training offered by special education specialist
* Fall 2005
* Special Ed Dept. Chair and specialists
* GATE coordinator
* Presentations
E-13
Identifying Special Needs Students
All ESLRs
* Counseling
* Special Education case carriers
* Teacher or Counseling referrals
* Evaluation by special education or district
psychologist
* Ongoing
* Staff Development reminding teachers what to look for
annually
* Special Ed Dept. Chair and specialists
* GATE coordinator
Presentations
E-13
Training highly qualified teachers
No Child Left Behind
District CLAD coordinator
* Sign up with coordinator
* Attend classes
Teachers may sign up every six weeks for new classes
District staff development coordinator
E-14
Parental Communitcation
Cultural Literacy
* Leadership team
* Administration
* Parent input
* Varied forms of communication
* Principal's newsletter quarterly
* Marquee updated weekly
* Newsletter
* School newspaper
* Marquee
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
E-14
More face-to-face parent communication
Cultural Literacy
* Leadership team
* Administration
* Teachers
* Parent leadership
* Parent input
* Monthly parent meetings
* Scheduled meetings 4 times a semester beginning in November 2004
* Meeting agendas
* Sign in sheets
* Mailing lists
E-14
Positive Press
Cultural Literacy
* Leadership team
* Administration
* Teachers
* Parent leadership
* Press releases given to club advisors
* Administative designees to send press releases
* Fall 2005
* Club advisors to send releases to announce events Fall
2005
* Press releases
* Newspaper articles posted in office
F15
Rules need to be enforced rigorously and consistently
Cultural Literacy
* Site admin.
* Teachers
* Mandate teacher enforcement of school rules
* Post rules in all classrooms
* Staff inservice
* Fall 2006
* School rules posters
* Security
F15
Teachers need to meet in small subject area groups to
coordinate curriculum and learning
* All State content Standards
* English Literacy
* Problem Solving Literacy
* PLC meetings
* Dept. Chairs
* Leadership team
* Meetings regularly during PLC time
* Schedule set in advance for small subject area groups
* Fall 2005
* PLC schedule
* PLC minutes
* Benchmarks
* Curriculum guides
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
F15
Retaining more new highly qualified teachers
* Cultural Literacy
* No Child Left Behind
* District
* Administration
* Teachers
* Mentoring
* Salary adjustments
* BTSA
* Fall 2006
* Lists of new teachers
* Returning teacher percentages
F15
Advanced Placement classes to be held more accountable
for rigorous curriculum
* National Advanced Placement Standards
* Advanced Placement teachers
* Administration
* Dept. Chairs
* Curriculum available on intranet
* Benchmarks produced
* Results of AP tests shared with staff
* Fall 2006
* Writing Portfolios
* English writing benchmark
* AP listsñññ
* Student lists of AP scores
F15
Teachers need additional feedback from their students as
to student strengths and weaknesses
* Cultural Literacy
* No Child Left Behind
* Wendy Ellingsen
* 40 developmental assets program
* Students to evaluate themselves
* Meetings to be held between teacher and students
* Spring 2006
* Student strength and weakness lists
* Student test scores
F16
More publicity for academic success
* Cultural Literacy
* The Principal
* A designee
* Dept. Chairs
* Each dept. to write a short success story every month
to be given to the PHS newspaper and the principal to be featured in the
Principal's newsletter
* Spring 2006
* Student articles
* Press releases
* Scholarships
* Awards
* Student grades
Criterion Question
Area of Improvement
Standard/ESLR addressed
Responsible person/group
Steps necessary for completion
Timeline
Resources
F16
Expand the student of the month program to reward
underclassmen
* Cultural Literacy
* Teachers
* Counseling
* Teachers nominated students at each grade level-student
of the month chosen by leadership
* Fall 2005
* Student grades
* Student scores on benchmarks
* Discipline records
F16
Expand rewards for student attendance
* Cultural Literacy
* Attendance committee
* Schedule of rewards to be given every 6 weeks
* Fall 2005
* Student attendance records
* List of students who are rewarded each month
F17
A Panther Pride campaign to be initiated to build student
pride in the school
* Cultural Literacy
* A group of volunteer teachers and staff led by Michael
Carter
* More school clothing to be produced
* More school spirit products
* Products to be awarded in assemblies and for
achievement
* Spring 2006
* Previous designs
* Associated Student body Budget
* Materials donated by parents/business
F17
Littering problem needs to improve
* Cultural Literacy
* Volunteer group of teachers and security
* Teachers and security to circulate eating areas and
discourage littering
* Fall 2005
* Evidence provided by custodial staff
