Analy High School sits on the beautiful Laguna de Santa Rosa

FOCUS ON LEARNING
Analy High School
2005 –2006
Martin Webb, Principal
Junie-Moon Curtiss, Self-Study Coordinator
6950 Analy Avenue
Sebastopol, CA 95472
(707) 824-2333
West Sonoma County
Union High School District
School Board
2005-2006
Jan Belding
Jeanne Fernandes
Tom Glover
Diane Landry
David Stetcher
Keller McDonald, Superintendent
Administrative Team
Martin Webb, Principal
Brenda Hoff, Vice Principal
Peyton Fatheree, Vice Principal
Administrative Support
Alicia Mills, Principal’s Secretary
Denise Wallace-Forwood, Vice Principal’s Secretary
FOL LEADERSHIP TEAM
Martin Webb -- Principal
Brenda Hoff -- Vice Principal
Peyton Fatheree -- Vice Principal
Sally Foley -- Lead Counselor
Junie-Moon Curtiss -- Self-Study Coordinator
Bonnie Thomas – Vision and Leadership
Lynette Williamson – Curriculum
Jay Goldberg – Instruction
Dave Casey – Assessment
Bob Cullinen – Culture and Support
WASC TEAMS
VISION AND
LEADERSHIP
Bonnie Thomas
Marty Webb
Nancy Bertsche
Mike Sherron
Renee Du Vander
Kevin Rose
Michella Trevino
Susan Swanson
Ramona Davis
Dave Hagen
Joseph Heil
Jane Little
Ed Liebig
Andy Del Monte
Alta Kavanaugh
CURRICULUM
Lynette Williamson
Sandra Rucker
Brenda Hoff
Laurie Fadave
Sally Briggs
Lisa Isabeau
Casey Shea
Denise Wallace-Forwood
Jean Evans
Vance Regan
Heather Gibson
Eric Kirchmann
Julie Wittet
Jason Carpenter
Roger Wilson
Patty Paladini
Kim Illian
INSTRUCTION
Jay Goldberg
Betsy Amirkhan
Paul Van Diest
Sadie Madlem
Ryan Stevens
Shauna Ferdinandson
Suzanne Roybal
Sharon Dugan
Randy McNealy
Carol De Bello
Matt Kristensen
Junie-Moon Curtiss
Nancy Siebert
Linda Hause
ASSESSMENT
Dave Casey
Anita Sandwina
Larry Jay
Tomi Smith
Ed Lynch
Ann Humphery
Joe Campagno
Peyton Fatheree
Lynette Cowsert
Patty Pifer
Alicia Mills
Robert Rand
Cathy Weise
Joe Ellwood
Tim Forslund
CULTURE AND SUPPORT
Bob Cullinen
Suzanne Arnold
Greg Wrisley
Brian Carter
Dave Vice
Joyce Tausch
Walt Hays
Carol Berlant
Dennis McGahee
Starr Hergenrather
John Miatech
Nancy Williams
Joann O’Haire
Emma Zavala
Sally Foley
Meredith Stravarovdis
PARENT TEAM
Kathy Taylor
Leslie Giacomelli
Dina Graham
Kelly Stogner
Lisa Kesler
Pat Soden
STUDENT WASC TEAM
Maxxie Snyder – Survey Editor
Rasmyah Hammoudeh –Photo Editor
Emily Raymond – Copy Editor
ESLRS
Cooperation: Students will…
•
•
work cooperatively and collaboratively, demonstrating teamwork and
mutual respect.
acknowledge opposing and alternative points of view and work towards
common ground and solutions.
Thinking and Problem Solving: Students will…
•
•
use reasoning strategies to solve problems.
gather, analyze, and process information from a variety of sources.
• organize relevant information, make connections, and draw conclusions.
Communication: Students will…
•
•
•
analyze, interpret and communicate information effectively.
understand and convey written, oral and visual ideas and information.
listen actively.
Technology: Students will…
•
•
select and apply appropriate technology.
use technology to gather, select and apply information appropriate to
individual needs.
• become discerning consumers of the internet.
Career Preparation: Students will…
•
have an awareness of career options, will know the needs for continuing
education, and will make individualized careers.
• possess the skills to be productive in the workforce, family, and
community.
Diversity & Social Personal Responsibility: Students will…
•
•
•
•
•
take responsibility for their study skills and academic development.
set, prioritize, and revise personal and academic goals, be willing to take
risks and adjust to new situations and ideas.
serve as positive role-models by exhibiting mutual respect, recognizing
and accepting individual and cultural uniqueness.
develop skills to maintain a healthy and physically fit lifestyle.
take positive action on issues and gain skills to contribute to the solution
of community, environmental, and worldwide issues.
THE MISSION OF ANALY HIGH SCHOOL IS TO PROMOTE ACADEMIC AND PERSONAL SUCCESS,
RESPONSIBLE CITIZENSHIP AND LIFE-LONG LEARNING IN A COOPERATIVE ENVIRONMENT.
CHAPTER ONE: SCHOOL AND COMMUNITY PROFILE
Analy High School sits on the beautiful Laguna de Santa Rosa midway between
the busy 101 Highway corridor and the wild woods and beaches of the Sonoma Coast.
Analy is located just off the small busy highway that cuts through the town of Sebastopol,
a city of 8000 people surrounded by small farms, open space and dairy lands. This
town’s rural tradition is giving way to a more professional population, and many Analy
parents commute to work. While the community is affluent and well-educated--the
4
population is 90% white, and over 70% have a college degree—about 10 percent of
Analy students are eligible for Free Lunch. Many Analy graduates stay in the community
as business people who in turn contribute to the school. A growing population of Latino
families is contributing to the increasing diversity of the Analy campus. The community
is fairly progressive; Analy’s drama department was one of the first high school in the
state to produce The Laramie Project. Analy is well supported by the community,
parents and business. In addition to our newly formed Educational Foundation, we have
active Booster and Rotary clubs, as well as groups serving specific needs, such as the
Band Wagon. Analy is the geographic and symbolic heart and soul of Sebastopol.
Analy is part of the West Sonoma Union High School District (WSCUHSD),
which is comprised of two comprehensive high schools, Analy and El Molino, and
several small secondary schools serving special populations, including an excellent
continuation high, Laguna. Analy’s small necessary school, Jack Gerboth High closed
this year, and its students were redirected to the continuation high school, Laguna. Analy
is fed by three middle school districts, each with its own programs and population. Analy
has little input into the curriculum of these feeder schools. Talk has emerged in the
community of consolidating some districts, or at least all using the same calendar to
preserve ADA.
Analy has a unique situation. 81% of students’ parents have some college, with
21% report their parent’s have a master’s degree. Our students are high-performing, with
60 percent proficient or above on the CSTs, well above the state average, and in line with
other schools of our type. However, in 2003 we did not meet our AYP, because not
enough students took the test. Many students’ parents ask for exemptions, feeling the test
is a waste of time for their students. We are trying to communicate to parents and
students the importance of the testing to the programs at Analy. There was also an error
in the reporting of our scores for the STAR test, which was under appeal with the state.
Testing went very well in 2005, due to increased incentives such as prizes, a school dance
and a renewed commitment by teachers to better publicize and promote the test.
During our previous WASC process, Analy received a six-year accreditation with
a 3-year follow-up visit. While our Focus On Learning report was tremendously useful
to us as a school, helping us design a vision for change and improvement, our last WASC
process felt difficult and disjointed, because we were experiencing a great deal of
turnover in the school’s administration. We are much more organized and motivated
going into this WASC process. Analy High School will celebrate its centennial year in
2008. It is a school with a great tradition of academic excellence: we are proud of our
students and they treat the school staff with respect. Our ESLRs --Cooperation, Thinking
and Problem Solving, Communication, Technology, Career Preparation, and Diversity &
Social Personal Responsibility-- are born out of a desire to make a whole student and a
lifelong learner.
ENROLLMENT DATA
5
• Our enrollment for this year was 1394 at the beginning of the year 2004, and is
now down to 1348. This loss of enrollment is fairly typical at Analy. We typically lose
and gain students over the course of the year; in 2004 we lost 64 and gained 30 for a loss
of 34 students at the semester. This led to a cut in staffing of 5 sections, which proved
disruptive to students and to the math and English program. Our students are fairly
evenly split, with 699 boys and 675 girls. Enrollment continues to increase, due in part to
a large number of inter-district transfer students.
2001-02
2002-03
2003-04
2004-05
2005-06
Number of Students Enrolled
9
10
11
347
358
312
12
345
336
361
388
389
327
364
334
285
352
332
356
360
368
337
296
355
Total
1,362
1,383
1,394
1,374
1404
• About 15 % of students declare themselves to be non-white, while 10.41 % chose
to declare no response to the ethnicity identification, which skews the accuracy of the
ethnicity data a bit; are these students white, mixed ethnicity or other ethnicities?
• Diversity at Analy is increasing; our Hispanic population is growing every year.
Analy has recently undergone major changes in our English Language Learner
population. The student population is 3.3 % English Learners, mostly Spanish speaking,
and a wide variety of foreign exchange students.
• In 2003, we were found out of compliance with state law, because all Analy EL
students were bussed to our sister school El Molino to participate in their excellent EL
program. This demanded sudden radical change. We added Sheltered English and ESL
to our class schedule, began testing EL students and tried to comply with all aspects of
providing a quality program to English Learners. While most staff has been trained in
CLAD or SDAIE, we still have much growth to do in the area of providing specialized
instruction and curricular materials to EL students.
Number of Students Enrolled by Ethnicity
2001-02
14
American
Indian/Alaskan
Native
15
2002-03
15
2003-04
2004-05
AfricanAmerican
Asian
Filipino Hispanic/Latino
Pacific
Islander
White not Multiple/No
Hispanic Response
25
7
92
5
1181
65
12
18
4
128
2
1095
109
17
14
16
6
127
6
1058
150
19
15
19
4
145
1
1028
143
6
2005-06
29
11
9
2
164
1
1061
127
• As our district has faced the budget squeeze facing the entire state, we have seen a
growth in class size average from 26 to 31 students per class. For example, the state
average class size in 10th grade is 30, but at Analy it is up to 33 per class. We have lost a
lot of sections of English and Math, but have managed to maintain a counseling ration
that while challenging is reasonable.
Sections Lost from 2001 -2005
60
50
50
46
46
39
40
30
20
4
10
3.6
0
English
Math
2001
•
Counseling
2005
Attendance at Analy is generally quite high, with 94% ADA.
DISCIPLINE AND SAFETY
• Our Vice-Principals work hard to protect the safety of students on campus. While
we lost our campus Police Officer, the station is nearby and they are quick to respond to
our needs.
• The staff has received training on how to tell if students are under the influence,
and our district provided an all day drugs and alcohol training for teachers.
• Research of the data profile raised questions regarding our own reporting as
teachers of discipline infractions: despite an official policy against profanity, total
suspensions for habitual profanity was zero. Only 120 students received referrals for
cutting; this seems unlikely to represent the real number of students cutting. Fairness in
reporting was questioned by students in our student survey. Our data support this: male
students are two times as likely to be reported tardy and referrals for being disruptive
were issued to 92 males and 14 females.
7
• Analy is a safe campus. Gang related activity is minimal to non-existent and the
VPs diligently work to keep trouble off our campus; however the campus of Analy is
quite spread out, so not all corners can be watched. Teachers have a rotating schedule of
supervision duty. This is especially important with the loss of our second campus
supervisor. An elevator installed and other accommodations were made to facilitate the
attendance of severely handicapped, who also are safe on our campus. Staff observes that
the general population is welcoming of new students who arrive mid-year.
• The front of our school was recently landscaped through the effort of local
fundraising. Including a new lawn and fence, it makes a welcoming place for students to
toss a Frisbee or eat lunch. The gorgeous new quad is in place, and the students have DJ
music at lunch there. A set of steps creates an amphitheatre where teachers can take
classes for an outdoor lecture.
• Students are not great about cleaning up after themselves at lunch; however recent
efforts to publicize a cleaner campus have been having an impact. Students have really
enthusiastically been recycling since our school changed its garbage contract and went
green in 2004.
ANALY PROGRAM AND SPECIAL PROGRAMS
Students Enrolled in Special Programs in 2004-2005
Special Day
Class
SDC Adult
27
22
Independent
Study
24
Severely
Handicapped
13
GATE
43
RSP
113
• Our Migrant Education liason, Enedina Vera, supports our small population of
Newcomers and Migrant Ed Students. She provides them with interesting cultural and
academic experiences. They have enrichment programs, such as art activities and
fieldtrips to San Francisco Academy of Sciences. This number of students in Special
Education is down from 156 in 2001, a 3 percent decrease; this may be due to our
improved placement in EL program.
• Analy also has a wonderfully vibrant Special Day Class, where students learn life
skills. Our Severely Handicapped program is new, serving a variety of students with
special needs. They are truly a part of the culture of Analy; students can sign up to be
teaching assistants in these classes. Many of these special population students are
mainstreamed into our regular classes, so students see them on campus and treat them
with dignity. With the expansion of the Severely Handicapped program, we have more
mobility-impaired students on campus.
• Our course offering is varied and rich and is designed to serve a variety of
students. We have a thriving and extensive Agricultural Science program. Rhetoric is a
class focused on public speaking and participating in state debate tournaments. The Arts
8
are enriched by Photography and Ceramics. The theatre program is a viable community
service, offering quality entertainment to the Sebastopol public. We have a new 10th
grade AP history. Our exceptional music program is enriched by Jazz Ensemble,
Orchestra, Treble Choir and other specialty music programs. Students interested in
technology have Web Design, CADD, ROP video, and Tech Core. Hands-on classes
include Auto, Wood, and Architectural Drawing. Students can go beyond the regular
Science program by taking Advanced Biology. Our academic program is rounded out
with Statistics, AP Statistics, Algebra Survey and Geometry Survey. The AVID program
has been a mixed success. 853 students were enrolled in Career-Technical Ed classes last
year.
• Analy students are involved in a variety of Award Winning programs, such as
Analy Band, Math League, Speech and Debate, Drama and Agriculture.
• Students enjoy a wide range of co-curricular and extra-curricular activities. The
Leadership class brings interesting and useful programs to the student body: every 15
minutes, others? 160 girls and 220 boys participate in afterschool sports; eligibility
requires a 2.0 or better in academic classes.
• GATE enrichment classes are Thursday afterschool from 5 -7:30. Forty or fifty
students generally attend these optional courses, with topics ranging from philosopy to
history, opera to the physics of music. The school lost its school newspaper due to
budget cuts. A determined group of GATE students revived the paper, and are managing
a high quality publication with a grant from GATE.
STAFF AND SUPPORT STAFF INFORMATION
1
Doctorate
12
Master plus 30
14
Masters
39
Bachelors plus 30
10
Bachelors
0
10
20
30
40
50
• 98 percent of Analy teachers have a full credential. We have an almost even
number of male and female teachers. Analy teachers, with an average of 17 years in the
field, tend to stick around the district, with an average of 12 years in the district, and get
involved in all sorts of on-campus activities.
• Staff development participation is supported by the SITE council, and teachers
participate in a wide range of activities including: CATE and AP for English; AAPT and
AP for Physics; CLTA for Modern Languages; CSU, UC, ICCC, MBTI and College
9
Board for counseling; SSES and AP Government for Social Studies; CADA for Activities
Director; CITA for Woodshop; CUE for Computers; CETA for Theater. Other teachers
report trainings in Classroom Management, suicide prevention, Spanish Immersion,
AVID and Service Learning. The English Department has done training in CAHSEE.
Analy teachers articulate with the local Junior College, Sonoma State and West County
Partner Schools. Many teachers have SDAIE training and CLAD certificates. The staff
of Analy is well-educated and deeply committed to the school.
• Each individual teacher has a contribution to make and a role to play. Student
interviews conducted in 2005 reinforced the idea that teachers and students are
connected; students say they have at least one adult on campus they feel they could talk
to. Examples and data from our Student Interviews and Student Survey results are in the
Appendix. The constant threat of the loss of counseling staff has been very stressful, but
the district has used every means necessary to preserve a decent ratio.
• In 2004 we worked toward having the staff ready to teach our Language Learner
population. 22 are CLAD certified; many others are SDAIE trained. We are working to
comply with NCLB by ensuring teachers are teaching in their credential area; 43 of 65
teachers and 7 of 8 paraprofessionals are Highly Qualified. All teachers have a
credential. The teaching staff is well balanced with 32 men and 36 females, but males are
over-represented in Social Studies and women in English.
•
Analy’s staff is not representative of our student population’s ethnicity
Staff and Student Ethnicity
staff
Percent Not White
students
0
2
4
6
8
10
12
14
16
• Eight years ago, Analy won a Digital High School grant. Every classroom now
has a computer. However, with the loss of our school’s Technology Coordinator through
budget cuts, many of these computers are less than perfectly functional. The Tech
Assistant has trudged forward admirably, doing her best to keep our functionality at its
best. There has been increased staff use of e-mail. During the WASC process, students
were given a technology survey, so we could assess their strengths and weaknesses.
Teachers ask students to use technology in class assignments more, such as word
processing, graphing, spreadsheets, videos, even web design; the survey suggests
continued improvement in this area is warranted.
• While communications with the district office have not always been easy or clear
for administration, program managers and department chairs, a basic spirit of cooperation
10
exists between the site and the district. In 2003-04, monies were frozen in March, and
departments lost their allocations. In 2004-05 it happened in December, which will have
an impact on program, especially those vulnerable to funding such as art and PE.
Relations with the board and district were further strained by the possibility of layoffs
and changing from a seven to a six period day, due to budget cuts.
STUDENT PERFORMANCE DATA
ADEQUATE YEARLY PROGRESS:
• Analy scores high on Standardized Testing, well above state averages. In 2005,
we were the top high school in Sonoma County; we have often been in the top three.
Analy failed to meet our AYP in 2003 because we were deficient in the total number of
students taking the test, as 64 parents requested waivers for their children to be excused
from testing. This placed us below the 95 percent minimum for participation.
• Because the data was not recorded correctly in 2004, Analy was shown to have no
EL, Mobile or Socio-Economically Disadvantaged students, which meant we were not
correctly placed in the Similar Schools ranking. We currently have about 115, or 8%,
Soc-Ed Dis. students, and our scores are currently being re-evaluated by the state.
• Due to the error by the State of California in recording, our AYP moved from a
742 in 2003 to 737 in 2004. While this is a drop in of 5 points, we had sufficient
graduation levels (98.4%) and our students’ scores well exceeded minimums (77.9%
were proficient or above) to meet AYP. In 2005, we met all 10 of our 10 AYP criteria.
ACADEMIC PERFORMANCE INDEX:
Score:
API
2002
2003
2004
2005
739
756
703/737
768
Met
AYP
target
Yes
Yes
No
Yes
CALIFORNIA STANDARDS TEST (CST):
• Analy students scored well above state averages on CST tests.
• While Algebra 1 and Geometry scores seem low, these are still near state
averages, and overall summative math scores are quite high. World History scores were
only at the 40% Proficient / Advanced level. Science only tested at the advanced levels,
but in 2005 we added the Science test.
11
CST SCORES 2004
CST: 2004
English-Language
Arts
All
Grade
9
Grade
10
Grade
11
History-Social
Science
World History
U S History
Chemistry
Grade
9
Grade
10
Grade
11
All
Basic
Combined
Proficient/Advanced
10.00%
13.00%
24.00%
53.00%
8.00%
15.00%
27.00%
50.00%
10.00%
11.00%
22.00%
57.00%
12.00%
12.00%
23.00%
53.00%
15.00%
11.00%
33.00%
41.00%
10.00%
10.00%
20.00%
60.00%
0.00%
1.00%
23.00%
76.00%
0.00%
0.00%
6.00%
94.00%
0.00%
1.00%
62.00%
37.00%
0.00%
1.00%
26.00%
73.00%
0.00%
15.00%
20.00%
65.00%
0.00%
15.00%
20.00%
65.00%
All
Grade
9
Grade
10
Grade
11
•
Below
Basic
All
Grade
9
Grade
10
Grade
11
Physics
Far Below
Basic
As with many schools around the state, we see a disparity in scores between
White, Hispanic and Socio-Economically Disadvantaged students.
12
Proficent
or above
in
English
Proficient
or above
in Math
Students with
Disablities
•
Socio
Disadvantaged
Hispanic
White
0
50
100
We can see a gap in scores of 20 to 30 points between our Hispanic and White
students.
CST: All Students Proficient or Above English and
80%
History
70%
60%
50%
40%
30%
20%
10%
0%
2003
2004
2005
English 9
English 10
English 11
US History
World
History
• The above chart shows an overall growth in scores in English and History from
2003 through 2005.
13
• The table below, which compares math scores from 2004 and 2005, also shows
growth across the board in math scores.
CST MATH SCORES FOR 2004 –2005
PERCENT PROFICIENT OR ABOVE
9th grade
10th grade
11h grade
2004 * 2005 2004 * 2005
2004 * 2005
General Math
18 * 21
Algebra 1
35 * 49
6 * 17
0 * 4
Geometry
78 * 100
20 * 44
10 * 9
Algebra 2
69 * 69
25 * 30
Summative HS
72 * 75
CST SCORES: 2005
• A look at the CST results for 2005 shows some areas of growth. English
improved in all grade levels, particularly at the 9th grade level. Freshmen teachers agree
this was a particularly strong freshman class.
CST: 2005
English-Language
Arts
All
Grade
9
Grade
10
Grade
11
Far Below
Basic
Below
Basic
Basic
Combined
Proficient/Advanced
10.00%
13.00%
24.00%
53.00%
5
7
18
70
6
8
24
63
11
7
25
56
12
8
33
47
6
9
26
59
HistorySocial Science
Grade
10
Grade
11
Chemistry
Grade
10
Grade
11
100
60
Physics
Grade
11
76
14
• Our students’ excellent scores on state tests in Chemistry and Physics are
testament to the quality of teaching in our school’s Science Department. However,
generally, science scores are a special story. The Analy Science Department, through the
2004-05 school year, offered a 2 year college prep science sequence (Science I/II) that
included physics, chemistry and life science in the first year, and earth science and life
science in the second year, in a coordinated curriculum. This 2-year course satisfied the
local physical/life science graduation requirement, and counted as lab science for the UC
system. The State does not, however, have a STAR science standards exam for this
course. We called the State Department of Education for guidance, and were told that if
our course curriculum does not conform to the blueprint for one of the STAR exams (in
this case one of the ‘Integrated Science’ exams), we should not give an exam to these
students. However our API was reduced because we didn’t have enough students take a
science standards exam (Catch-22?). This affected our API for 02-03, but only in a small
way, since science was only a small portion of the API calculation for that year. Science
was a much larger portion of the 03-04 API calculations however, and our API took a
major hit because of this.
• We adjusted for this problem in the 04-05 school year. We had our Science II
students (mostly sophomores) take the STAR Integrated Science exam that most closely
matched our curriculum. Although the scores were not especially good (the test didn’t
match the curriculum!), we brought the number of students taking a science standards
exam up, and thus had a higher API for that year. We will be doing the same this year
(05-06) with our Science II students.
Scores for 2005 CST Integrated Science Tests
Advanced/Prof.
Basic
Below/Far Below
10th
11th
10
52
21
4
69
43
• We are in the process of changing our freshman/sophomore science
curriculum. The UC system notified us last year that freshman integrated/coordinated
science courses, like our Science I course, would no longer be given lab science credit.
This, along with the issues around the STAR exams, led us to change our curriculum.
We now offer a one-year course in physical science, for which there is no STAR
exam, followed by a one-year course in life science, for which there is an exam. This
will allow us to match our curriculum to the STAR life science standards exam, which
should improve our scores. This should improve our API starting in the 06-07 school
year.
15
DICONTINUED AND OLDER ASSESSMENT MODELS
CAT6 SCORES:
• CAT6 scores seem to indicate an achievement gap between male and female
students in reading and language scores. We don’t know if this is real, or just a
product of how seriously each group takes the test. We plan to make reading skills
part of our Action Plan. We don’t see this gap as seriously in the Math and Science
area. We once again see growth in Hispanic scores, with the exception of that tenth
grade class.
Students scoring at or above proficient
CAT6 SCORES FROM 2003 AND 2004:
PERCENT OF STUDENTS PROFICIENT OR ABOVE
READING
READING
ALL
MALE
FEMALE
HISPANIC
Soc/ec dis
LANGUAGE
ALL
MALE
FEMALE
HISPANIC
Soc/Ec Dis
9TH
2003
70
57
80
29
52
9TH
2003
69
61
76
29
48
ALL
MALE
FEMALE
HISPANIC
Soc/Ec Dis
SCIENCE
ALL
MALE
FEMALE
HISPANIC
Soc/Ec Dis
2004
67
58
78
39
9th
2003
74
70
79
44
64
2004
67
64
68
40
2004
68
64
73
40
10th
2003
71
69
74
53
55
11TH
2003
66
62
70
38
21
2004
73
67
79
39
10TH
2003
67
61
74
57
39
2004
70
57
78
36
9TH
2003
67
65
69
29
50
MATHEMATICS
10TH
2003
70
63
76
57
33
11TH
2003
63
57
69
31
29
2004
70
63
75
35
10th
2003
75
70
79
67
41
2004
73
74
73
40
2004
70
67
72
69
2004
73
72
74
35
11th
2003
67
69
65
27
28
2004
70
66
74
56
11th
2003
67
68
66
38
26
2004
72
74
70
50
2004
73
77
69
63
16
• The EL students at Analy have really made great strides due to the fine work
of Susan Swanson, Patty Pifer and Emma Zavala, as well as our SDAIE and CLAD
training. We have added a new Support for EL Study Skills class, which provides
tutoring and homework help for EL students
CAT6 Hispanic Growth
71
80
60
40
40
29
63
73
27
20
0
Math 9
Hsp 2003
Sci 11
Hsp 2004
White 2004
• CAT 6 Hispanic Scores: Percent Proficient or above show growth over time,
but still leave much to be desired. About 60 percent of Analy Hispanic students
achieved below the 25th percentile in 2004.
PROFICIENT OR ABOVE: CAT6 HISPANIC
9th Grade Hispanic
2003
2004
Reading
29
39
Language Arts
29
36
Mathematics
29
40
Science
44
2003
40
2004
Reading
57
39
Language Arts
57
35
Mathematics
67
35
Science
53
2003
40
2004
Reading
38
69
Language Arts
31
56
Mathematics
38
50
Science
27
63
th
10 Grade Hispanic
11TH Grade Hispanic
17
CALIFORNIA HIGH SCHOOL EXIT EXAM (CHSEE):
Our test results show continued growth in CHSEE exam scores.
• In 2003, 95% of Analy students had passed the Language Arts component of
the CHSEE (79% for Sped. Students) and 76 percent had passed the Math (47% for
Sped. Students). By 2005, Math pass rate was up to 95%.
• In our first year of offering EL services, only 25 percent of our designated EL
students passed, but by last year 73% passed ELA and 83% passed Math.
• Student who have not passed the CHSEE receive special tutoring through our
tutorial center to support their successful completion of high school.
CALIFORNIA ENGLISH LANGAUAGE DEVELOPMENT TEST(CELDT):
• Our EL population has grown significantly as our school has come to be in
compliance with the state laws regarding EL teaching. In 2004, a total of 42 students
were tested; in 2005, 53 students were tested. In 2004, 9 students were reclassified
English Proficient; in 2005, 20 students were reclassified. This increased number is
due in part to the fact that one of our feeder schools failed to test and reclassify their
EL students, so we had to test and reclassify a number of fluent students. It is also
because we have improved our program for EL students. As the chart below shows,
most of our EL students arrive with some English knowledge. Our program offerings
have increased from one generic EL class to a beginning, intermediate and support
class.
18
16
14
12
10
8
6
4
2
0
17
16
advanced
early advanced
5
2
2
intermediate
early int
beginning
EL students
18
POSTSECONDARY PREPARATION INFORMATION
SAT SCORES
Mean
Analy
Scores
Students
Verbal
554
Reasoning
Math
572
Reasoning
State
Average
504
522
• In 2005, 179 students took the new SAT including the new reasoning section.
Of these 179 students, 11 scored over 700 in Verbal section, and 20 scored over 700
in Math. Students took a range of Subject Tests, including 111 in English, 66 in
History, 39 in Science and 104 in Math.
• The number of students who chose to take the ACT grew from 7 in 2001 to 45
in 2005. Our students had a composite score of 25.7, which is 4 point over the state
average of 21.6. According to ACT’s College-Readiness Benchmark, 62% of our
students who tested were deemed “college-ready” which is well above the State’s
average of just 24%.
SENIORS AFTER HIGH SCHOOL
2005
Santa Rosa J. C.
116
Cal State
43
UC
45
CA Private School
16
Out of State Schools 19
Other JC
5
Work / Travel / Other 8 / 7 / 10
2004
149
58
31
22
27
16
14 / 7 / 8
2003
138
35
34
10
17
5
9/8/3
• The most popular destination for Analy students after high school is our
excellent local community college, SRJC. UC Santa Cruz, Santa Barbara Berkeley,
San Diego, LA and Davis are by far the most popular UC’s. Also popular are Chico,
Cal Poly, Long Beach, San Diego and of course our local Sonoma State.
• The average GPA of former Analy Students at our local Junior College, the
SRJC, is 2.57%.
19
• Analy has strong participation in AP and excellent results. Most students
receive a 3, 4 or 5. For example, in Mrs. Amirkhan’s 2004 –2005 Calculus class no
student scored lower than a 3. Enrollment by minority students lags well behind the
school population of 15% minority, though some growth has happened in the past 3
years. Hispanic student participation in AP classes grows at a slow pace, 12 AP
students in 2002, up to 14 in 2004. In 2005, we offered an AP parent’s night before
our 8th grade parents night, to encourage students to enroll in AP classes, as well as to
give them an idea of how rigorous the program really is.
AP Enrollment by Ethnicity
2001
2002
White/Other
White/Other
27 / 2
30
/ 1
25 / 0
20
/ 1
299 / 2
31
/ 1
51
36
59
7
25
28
/
/
/
/
/
/
3
1
3
1
1
2
54
32
26
7
30
19
/
/
/
/
/
/
5
2
3
1
5
2
2003
White/Other
36
/ 1
22
/ 1
50
/ 3
49
24
34
11
37
22
26
/
/
/
/
/
/
/
AP English 12
AP Composition
AP American
Government
AP US History
AP Calculus
AP Physics
AP French 4
AP Spanish 4
AP World History
AP Statistics
6
3
2
1
9
1
0
Advanced Placement Enrollment and Testing Participation
# Enrolled in
AP classes
# Exams
Taken
Percent
Tested
Exam
Score
=1
Exam
Score
=2
Exam
Score
=3
657
302
46%
10
58
102
74
55
675
275
41%
15
57
103
67
33
701
294
42%
21
73
105
60
35
(duplicated
count)
2001-02
200203
2003-04
Exam
Score
=4
Exam
Score
=5
20
• While Analy is an academic high school, some students do not complete the A-G
requirements because they are planning to go to the local universities: State or Junior
College.
Number of Students Meeting University of California A-G Requirements
American
White Multiple/ Total/
Pacific
AfricanIndian/Alaskan
not
No
Total
FilipinoHispanic/Latino
Islander
American/Black
Asian
Native
Hispanic Response graduating
2001-02
0
0
5
0
3
0
144
0
152/312
2002-03
0
0
2
0
2
0
56
0
60/266
2003-04
3
1
3
1
4
0
107
0
119/328
2004-05
0
1
5
1
9
0
90
14
120/291
2005-06
• 107 of the 285 white graduates met A – G while only 4 of the 25 graduating
Latinos (none female) met a-g. 3 of the 3 black students graduating met A - G. The
number of students meeting A- G varies widely from year to year.
• The chart below shows the gap in enrollment by Minority Students in Upper
Level Classes. Hispanic enrollment in Advanced courses, even by fluent speakers, is
quite low.
Enrollment in Selected Classes by Ethnicity
WHITE
AFRICANAMERICAN
Algebra 2
195
4
Other
128
0
Adv. Math
Chemistry
152
3
Physics
68
0
LATINO
13
7
Decline to
State
20
12
10
4
19
8
MATH ENROLLMENT DATA
2003 – 2004
PASSING RATES FOR MATH CLASSES
st
1 Semester 1st Semester 2nd Semester 2nd Semester
Ds
Fs
Ds
Fs
Algebra 1
Algebra 2
Geometry
Alg Srvy
79
38
43
35
13
4
2
8
46
28
48
32
35
5
4
18
TOTAL
Enrolled in
class
225?126
184
220
89
21
• There have been changes in enrollment patterns in Math with the introduction
of a 2 part, 2 year Algebra 1 designed to meet the new graduation requirements.
ALGEBRA 1: NUMBER ENROLLED AND PERCENT PASSING
200102
200203
200304
Grade
9
Grade
9
Grade
10
Grade
10
Grade
11
Grade
11
Grade
12
Grade
12
TOTAL
188
93%
95
81%
24
70%
1
100%
308
183
98%
73
85%
16
99%
0
0%
272
165
94%
53
89%
22
75%
56
100%
296
22
• Algebra 1 has 165 of the 361 students in freshman class, 53 sophomores, 22
juniors, and new for this year, 56 seniors, because of the state’s new graduation
requirements of Algebra 1 for all students.
9TH GRADE ENROLLMENT IN MATH COURSES:
2004 - 2005
Algebra 1
283
Algebra Survey
12
Geometry
59
Other
7
No Math
2
•
RSP students are enrolled in a diversity of Math classes at Analy High.
RSP Students Enrolled in Math Classes 2004-05
RSP Enroll
Total Enroll
Name of Class
Geometry Survey
4
19
RSP Algebra
21
24
Survey
Algebra College
9
23
Prep
Algebra I
14
239
AP Statistics
1
21
RSP Algebra I
33
24
Geometry
8
222
Algebra II
5
162
Total
95
734
ANALYSIS of Ds and Fs
• Looking at the analysis of F’s received by students shows a large number of
freshmen who struggle to make the transition to high school. The small class sizes in
Math and English really allow Analy teachers to work one on one with these students.
These numbers tend to be fairly consistent from year to year, so we were surprised by
the Fall 2003 numbers. This class really struggled, but the subsequent numbers (in
Spring and Fall 2004) show how they matured and received the support they needed
to improve.
REPORT CARD ANALYSIS OF D’S AND F’S FOR LAST 3 SEMESTERS
9th
10th
11th
12th
Fall 2003
ONE F
42
30
33
22
TWO Fs
12
7
6
0
28
THREE Fs
MORE
Spring 2003
ONE F
TWO Fs
THREE Fs
MORE
Fall 2004
ONE F
TWO Fs
THREE Fs
MORE
7
6
5
1
1
1
1
1
9th
29
10
7
3
10th
24
6
3
0
11th
23
3
3
0
12th
21
2
1
0
9th
29
11
6
4
10th
24
11
3
0
11th
17
6
1
0
12th
20
2
1
0
GRADUATION, DROPOUT and COMPLETION RATES:
Actual Graduation Rate
School
Year
200102
200203
200304
200405
Number in
Senior
Class
Number of
Graduates
Percent
Graduating
324
323
99.6%
282
271
96%
338
334
98%
291
284
97.5
• About 10 percent of the Senior Class does not graduate at the end of the year.
We offer a variety of programs to support graduating seniors including after school,
summer, junior college and independent study options. We typically lose about 20
percent of a class as it moves from freshman to senior year.
• Some go to our continuation high school, Laguna. Some transfer to other
schools in the area. We have a very small actual dropout rate, 2 or 3 students a year,
in part because Analy offers a comprehensive Independent Study Program to our
students who need a special schedule. This program serves about 20 students per
year. Our official State Graduation rate is 97.9. As is common throughout the state,
enrollment of minority students does not match graduation data. Analy graduated
only 2 African-American students in 2005 and 19 Latinos. Again it is unclear if these
numbers are accurate because so many students ‘decline to state’ ethnicity.
29
Class of
Entering
Freshmen
Graduating
Seniors
% of Class
2002
383
323
84.3%
2003
319
271
2004
343
334
97.3%
2005
315
284
90.00%
79%
PERCEPTION DATA
Our WASC process includes:
• A Parent Survey
• A Student Survey
• A Staff Survey
• A Student Interview process
• A Student Technology Survey
• A Staff ESLR review
• A Staff Academic Standards review
All survey data and interviews are included in the Appendix.
CHAPTER TWO: SUMMARY AND ANALYSIS OF PROFILE DATA
While identifying our school’s “Burning Academic Issues” we considered the overall
summary of our Chapter One Report. It shows a school that is healthy and excelling,
but which faces the challenges seen throughout California, such as reduced funding
and a growing population of EL students who need our support. Analy students feel
safe and connected to our school and staff. Our ESLRs are being practiced in the
classroom. We have a school of excellent teachers teaching a rigorous curriculum.
As we have needed to adapt to the changing environment in teaching in California,
our Focus Group reports will show some of the creative ways we have been meeting
the challenges.
Early in the WASC process, we met in our Focus Groups to discuss what we felt the
burning academic issues facing the schools might be. Groups discussed many areas of
30
concern, which began the valuable process of reflecting on our school program. Some of
the burning issues brought up at our meetings were: Supporting EL students; Reading
across the curriculum; Loss of Jack Gerboth / Academy / AVID; Reading for
understanding. Reading!!!; School rules not evenly enforced; Academic Honesty; CPT
being productive; Enforce it or kill the dress code!; Students study skills, note taking,
organization. Many of the groups were concerned about students taking personal
responsibility for their own learning and discussed ways we could help our students grow
as learners and individuals.
From these themes and an examination of the profile data, two areas for growth
emerged, two burning academic issues were revealed:
• First was a general desire to improve student performance in certain identified
areas of need. Reading was a concern, as well as continuing the improvement of our
English Language Learners’ performance. API scores for Science and Social Science
were discussed, and we would like to look at our program and ways to improve API
scores in all areas by aligning our school’s program to the academic content standards
and encouraging student participation in the testing process.
• The other area Analy teachers are motivated to work on is creating a focus on
under-performing students, particularly at the freshman and sophomore level by
monitoring performance, increasing individual support including early interventions.
We would like to increase all students’ academic confidence and sense of connection
to the school and improve their overall study skills, organization, use of time, notetaking skills and sense of personal responsibility.
These goals are challenging and we hope that by taking a look at them closely over
the next six years we can see some growth in these areas. Discussion and brainstorming
have already begun; we hope the WASC process can lead us to some positive concrete
results. As we write the Action Plan, we hope to incorporate these burning issues, as well
as the issues that come up in the focus groups’ reports.
REFLECTING ON THE PERCEPTION DATA:
WHAT DO OUR WASC SURVEYS SAY ABOUT US AS A SCHOOL?
Copies of the surveys and results are located in the Appendix.
1. A REFLECTION ON THE STUDENT SURVEY
Combining the Student interviews, student surveys, and student tech surveys revealed
some new information to us about our students. Students were overall positive about
their experience at Analy, especially their teachers and learning. There were some
concerns, including:
• Access to personal counseling.
• Whether the school rules were enforced fairly.
• Whether technology in the curriculum is sufficient to serve their needs.
• Tutorial was an enormously important part of our school culture. The effect of
the loss of the tutorial will need to be monitored.
31
2. A REFLECTION ON THE STAFF SURVEY
• Teachers have an overall love for the Analy community, they feel supported by
their students, the community and the administration.
• Some concerns were expressed about campus climate among students: discipline,
litter, theft and safety.
• Another area of concern was the atmosphere among staff; some feel that
collegiality is on the decline.
• Teachers also worry about feeling they are part of a well-organized system: are
they kept informed, do their opinions matter, how are decisions made?
• Student government may not represent the diversity of Analy’s student body.
Some concern was expressed about valuing diversity.
• Resources are perceived to be scarce, especially for those teachers using an
outdated textbook, or those classes relying on a materials fee.
3. A REFLECTION ON THE PARENT SURVEY
• Overall, Analy parents report being generally satisfied with the school and its
offerings.
• Most parent concerns were regarding problems brought on by recent budget cuts
in California, which have really severely limited counselor to student contact,
reduced custodial staff and cut into
• Parents had concerns about whether discipline was fair, whether all students are
treated equally. This has a topic of conversation for many years among the staff,
so it was interesting to hear it echoed by parents.
4. A REFLECTION ON THE TECHNOLOGY SURVEY
• Students report using word processing and internet searches regularly as part of
their regular curriculum. Specialized programs, such as Excel, paint software or
Powerpoint are rarely used. E-mail is used in some classes. Some students make
video presentations. A surprising number of students reported making web pages.
While many students insert graphics from the web into documents, analyzing the
quality of information found on the web in rare.
CHAPTER THREE: PROGRESS SINCE THE PREVIOUS WASC/FOL
We kicked off the WASC process at Analy High School with a lively discussion of
our progress since the last self-study. It was our first opportunity to meet the
members of our focus groups, to say hello and begin the process of looking at our
own program. The group leaders all report having a positive and productive meeting,
and the results of their discussions lead to this report. The groups discussed the
progress made on the original Action Plan, as well as the recommendations made at
the original visit six years ago and during the three-year follow-up plan. Our initial
action plan was huge and ambitious, with six different parts. The staff was pleasantly
surprised by how much we had accomplished in six years; improvement was seen in
every section of the plan, and areas for growth were considered as well.
PROGRESS: AN OVERVIEW OF ANALY’S PROGRESS
ON THE ITEMS IN OUR OWN ACTION PLAN
32
AS WELL AS THOSE IDENTIFIED IN THE 6-YEAR AND 3-YEAR REVIEWS.
•
Part one of the six-part plan was to develop a system to assess the degree by
which all students are achieving standards and ESLRs, to collect data on student work,
and create a system to analyze it collectively. The most recent ESLRs are posted in
classrooms on lovely posters created by Analy Arts department. Now that the ESLRs
have been around a while, teachers seem more comfortable with them; teachers
understand this is just a way of naming and reflecting on what they do in their classrooms
everyday. As part of the WASC process, each department will reflect on how they use
the ESLRs in their teaching. In addition, each department has developed its own ESLR:
ESLRS BY DEPARTMENT
Applied Academics & Technology: Students will demonstrate mastery of career/ vocational concepts and skills.
Fine Arts: Students will demonstrate skills, appreciation, and creative expression in a variety of artistic disciplines.
English: students will demonstrate competence and awareness of the California Language Arts Standards.
Foreign Language: Students will show progress toward mastery of a second language.
Mathematics: Students will solve problems in the areas of arithmetic, algebra and geometry, using graphical,
numerical and symbolic methods.
Physical Education: Students will develop physical fitness and learn various movements, strategies, rules and safety
for selected individual, team and carryover sports.
Science: students will become \better problem solvers, develop good laboratory skills, and understand the connection
between the science knowledge they have gained and the world we live in, so that they may become scientifically
literate citizens.
Social Studies: Students will gain a basic understanding of the roles of history, economics, geography, government and
political systems in modern society.
• Service learning was also an area of interest in the last FOL. It was decided that
Analy staff would increase active, experiential learning, relevance, and real world
connections in curriculum and instruction in all areas, particularly the core curriculum for
all students, in order to increase student learning of standards and ESLRs and School to
Career and cross-curricular connections would be expanded. Service learning activities
for students continue to grow, but it was not implemented as a graduation requirement.
Empty Bowls is a fundraiser where art students raise money for homeless. A dinner was
put on for Sebastopol veterans. Summer professional development trainings in Service
Learning continue and more teachers join each year. Some of the service is schoolwide,
such as the Green Schools/Cool Schools program to reduce electricity and increase
recycling. Others are the teacher’s own inspiration, such as agriculture students putting
in a vineyard in Analy’s back parking lot. Speech and debate students participate in as
well as host and judge tournaments. Students have an opportunity to be ‘job shadows’
and observe people at work. In 2005, Analy adopted a high-school affected by the
tsunami in Thailand. The Interact Club is Analy’s service club; there is also a Youth
Action Council, which contributes to the Coastal Cleanup Day. In the aftermath of
Katerina, many fundraising efforts popped up, including a dance where the tickets went
to hurricane relief.
• Our students’ emotional, physical and academic strength is also important. The
third action plan item called on Analy to explore additional ways to address social,
emotional, and behavioral problems that are interfering with learning. This would
include academic growth for our ‘C’ students as well as outreach and pathways to our at33
risk population. We are trying to begin a 9th grade at-risk identification program. We
have reworked our beginning math classes to allow for more support and have class size
reduction in Algebra 1, as well as English 9. Analy has totally committed to offering
counseling, even in the face of budget cuts. We have used any means necessary, parcel
tax, local foundation contributions, to keep counselors on campus. Counselors now
attend 9th grade registration, and give on-going information to parents through the
SIPZIP newspaper. Analy's curriculum planning guide is online, for parents to consult.
This year we are starting a parents' information night for AP offerings. We have offered
innovative programs to encourage health, with Analy’s leadership class leading the way,
offering the Every 15 Minutes program to discourage drunk driving. AIDS education is
part of our curriculum. Counselor Heather Gibson has begun a drug and alcohol
program. We have short-term counseling 2 days a week. While we have implemented
some wonderful new programs, other good programs have been lost. Our Academy
program folded. AVID has been losing enrollment since it began. Part of this is a lack of
interest on the part of teachers to teach such classes. The Small Necessary School Jack
Gerboth was closed. The loss of campus supervisors has also reduced the amount of
supervision at-risk students have on campus. A general discussion about the safety of our
campus due to these cuts seems necessary. We are also trying to implement a program
for at-risk freshmen, so teachers can quickly identify and offer extra support to these
students and their families. We lost our on-campus resource officer. Teachers need to
streamline a process to get parent's e-mail at the beginning of the year, so we can easily
communicate concerns with them about their child; we currently have just a phone list.
• We modified our schedule to improve student use of tutorial. While students
overwhelmingly (75%) use tutorial, having it in the middle of the schoolday made it
difficult to monitor their movements. We have taken it out of our instructional minutes,
redistributed them throughout the school day, and placed tutorial as an optional period
before school on Tuesdays and Thursdays. Each class is now longer by about 5 minutes.
We will assess how this change has affected student performance and school climate at
the end of 2006.
• Analy pledged to improve the atmosphere of tolerance, respect, and acceptance
for all students on the campus. This was to be addressed by the whole staff as a presence
on campus as well as in the curriculum. Analy’s drama department was the first high
school in California to offer The Laramie Project, a play about the murder of Matthew
Shepard; Analy students played gay characters. The play was well received. Analy’s
Gay-Straight Alliance continues to thrive, but our Diversity Club faded away when the
teacher advisor went to another school. While Analy has an official policy of zerotolerance for profanity and slurs on campus, no actual referrals were issued for profanity
last year, and students still report this as a problem. The mainstreamed Severely
Handicapped students are well treated and well regarded by the general population. We
have also started a new program, the Safe Schools Ambassadors. In October 2004,
students from all grade levels participated in a training at the local police station. They
learned skills that would allow them to intervene in case of teasing or bullying on
campus. This national program is well recognized for its ability to improve campus
climate. Some teachers would like to see inservicing of administrators and teachers
34
regarding hate crimes. Our administration is progressive in this area and has offered the
staff a special form for reporting hate crimes. To create a more positive environment,
some Analy parents’ would like to see the dress code more strictly enforced. A team of
Analy students is trained as Peer Mediators a program which tries to diminish conflicts
before they escalate. Kids’ day is an all day off-campus event celebrating the diversity of
Analy's student population; it teaches kids to get along with people who are different.
We issued a Student Technology Survey to assess our students’ strengths and
weaknesses in technology. We wanted to see to what extent they use tech in their classes,
and their level of comfort with the various areas of tech. The survey revealed surprising
areas of strength and some definite gaps in their knowledge. Most students report feeling
comfortable writing reports on computer, researching on the internet, and using scanned
and internet images in their work. More technical programs such as databases, drawing
and painting software, and spreadsheets were very rarely or never used in class.
Surprisingly few students create video projects for class. More students create power
point presentations. Students are rarely asked to create graphs, but they are solving
problems using a graphing calculators. While students are being asked to gather
information from the Web, they are not so often asked to evaluate the quality of that
information. Overall the survey shows we have room to grow in our use of technology
in the curriculum as well as our teaching how to use new technology at Analy. Full
results of the survey are located in the Appendix.
•
• Staff mastery of technology has improved. Teachers now have e-mail accounts to
communicate with parents. There is a phone and a computer in every classroom. Grades
are largely computerized, and we hope to have them on-line soon. Teachers are learning
to do on-line attendance and have access to their students’ class schedules and student
information online. The use of technology in the curriculum at Analy has increased.
Teachers have access to the two computer labs; unfortunately with the loss of digital high
school grant money, many computers have begun to lose their functionability. We have
lost several computer classes, due to budget cuts, but classes such as Tech Core,
Yearbook and Computer Programming still exist. Auto Shop uses computer diagnostic
equipment. Some teachers have students access our e-library account for research. Staff
assigns more power point and video projects, and many rooms have video projectors.
The weekly bulletin, It's Friday, is a video TV show. Students work on software in math
and music classes. Money for maintenance continues to be a problem; many of the
campus computers are gathering dust because they are no longer working. We issued an
extensive technology survey to students, the results of which are in the appendix. This
information was shared with the staff and can help shape our curriculum planning for the
future.
• Analy’s support services to EL students has grown exponentially in the past six
years. The population on Hispanic students has grown rapidly since 2000 to over 11%,
and our EL population is now 3.3%. Teachers have responded by acquiring SDAIE and
CLAD training provided by our district, tripling the number of CLAD/SDAIE teachers.
We have added Sheltered English and ELD to our class schedule; when appropriate,
students were moved from RSP to ELD program. We recently added a support class for
35
EL students who wanted a Spanish-Language environment to work on core-class
materials. The district formed a Lead Teacher position for EL, as well as a Bilingual
Coordinator administrative position, but these various positions have not led to a working
team. We established an ELAC committee so parents can stay informed about school
and students. Spanish speaking parents were kept informed by our excellent Bilingual
Aide, Emma Zavala, who did an annual parents’ night and translated the important
communications going out to parents; her expertise will be missed. Teachers had an
inservice about how to reduce gang activity on campus, but teachers could use additional
training on how to serve the unique academic and social needs of our Hispanic students.
This growing minority group needs to feel cherished and celebrated at this school. We
would like to see increased enrollment of Spanish-speaking students in AP classes and
academic electives, particularly Spanish class. When funding allows, a Spanish for
Spanish Speakers class will be offered. While these are big steps, Analy still has a lot of
growth to do in this area to truly serve this population, as an all-white staff seeks to meet
the needs of a growing Hispanic population.
• The area that has grown the least is the need to clarify the process of how
budget/P.O. procedures work from District, to site clerical, to Dep’t Chair. Department
Chairs are inserviced on how to write a PO, but feel like they don't have the budget
information they need to keep a balanced budget. We need a system for clerical staff to
get budget reports to Department Chairs in a timely fashion. The past two years our
department budgets have been frozen mid-year, and we have not had carryover. Phone
calls to district staff are not returned; the district budget manager is not easy to
communicate with. This, as well as turnover at both the main office and ASB office, has
interfered with our ability to deliver quality instruction to students.
A: Organization: Vision and Purpose, Governance, Leadership and
Staff, and Resources
A1.
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 high levels?
To what extent is the school’s purpose supported by the governing board and the
central administration and further defined by expected schoolwide learning
results and the academic standards?
We have developed a mission statement that reflects the vision and purpose of
Analy High School: To promote academic and personal success, responsible
citizenship and life-long learning in a cooperative environment. The mission
statement and expected schoolwide learning results attest to our belief that all
students can achieve at high levels. We have identified student needs and have
attempted to meet these needs.
Our tutorial time allows students to meet with their teachers for extra help and
provides a place for cooperative groups to meet. In addition, our campus has a
36
tutorial center providing both group and individual tutoring at various times during
the day.
The AHS program not only offers a strong college prep program with 13 AP
courses, but also elective classes including theatre arts, music, woodshop, drafting,
tech core and art. In addition we have several ROP classes including auto and
video. These courses engage students with different learning styles and strengths. A
series of fascinating night GATE classes are also available to any student.
Silent Sustained Reading (SSR) was expanded this year. Through an early inservice the program was presented to the staff and is used to support improved
reading skills.
The student survey shows support services at Analy are believed to be good to high
by 54% - 70% of each class. We have several special counselors available to
students through West County Services. A Drug and Rehabilitation Program, begun
by one of our counselors, has been funded by the district.
Analy is considered a safe and secure place to be by our students. 7 – 14% of
students stated they disagreed or strongly disagreed that Analy was a safe place.
Students find the support and caring they need from the staff at Analy.
To support our vision for our school, we have revised our ESLRs for this year so
they seem a fair measure of our work at Analy. Our vision is further supported by
our administration through department chair meetings. Within the limitations of the
current focus on Academic standards, teachers are allowed considerable academic
freedom; the governing board supports Analy’s progressive, quality curriculum, and
welcomes us to share our successes with them at their meetings.
A2.To what extent does the governing board have policies and bylaws that are
aligned with the school’s purpose and support the achievement of the expected
schoolwide learning results and academic standards based on data-driven
instructional decisions for the school?
The bylaws include the primary responsibilities of the board, including: the
educational welfare of every child; basic skills such as reading, writing, math
competency, verbal communication, motor skills development, decision making,
and self-esteem; supporting the student's opportunity to develop to the maximum of
their ability. The district asks that we certify that every student has access to a
textbook. They ask that we review our book selections with them before adoption
to ensure they align with the standards. The district supports the ESLRs as follows:
• Communication: The board works with parents and staff, promoting cooperation.
The board holds regularly scheduled meetings that include open sessions that
allow communication from parents, community, staff, CTA, and interested
others.The Mission Statement determines that the highest priority of the board is
"to provide high quality instruction and student achievement." The "advocacy of
the ESLRs is the primary responsibility of the board," and its "overall philosophy
is aligned with the ESLRs."
• Technology: The Site Council supports funding for technology training.
37
•
•
•
Career Preparation: The Site Council also funds the Career Guidance Center that
is located in the library.
Diversity: The board promotes a belief in teaching the appreciation of cultural
diversity. They foster parent participation for all. They support LEP (EL) services.
CLAD and SDAIE training and certification has also been supported.
Social and Personal Responsibility: In terms of social responsibility they have
supported and been an active part of Green Schools and our acquiring solar panels
installed on the Art building. The board has also supported service learning.
To what extent does the governing board delegate implementation of these
policies to the professional staff?
Through the SIP, Site Council, board meetings and PTA the board clearly delegates
responsibilities to principals, teachers, parents, students, other staff and community.
The principal then delegates many responsibilities to (and solicits much decisionmaking assistance from) the staff through the departments.
The Boosters Club and the Educational Foundation provide financial support
in areas where the board cannot, such as supplemental funding for the arts
and sports.
“Responsibility flows from the board to the superintendent to the administration and
teachers. The superintendent makes decisions wherever the board has not provided
guidelines.”
The Staff Survey reveals overall positive attitudes about leadership, but some staff
express their concern that their ‘ideas for improvement’ were not always welcomed
or reported feeling not valued for their opinions.
To what extent does the governing board regularly monitor results and
approve the single schoolwide action plan and its relationship to the Local
Education Association (LEA) plan?
The Board and Superintendent receive the scores for the state-mandated California
High School Exit Exam (which has replaced the Board-mandated high school
competency tests in English and math), as well as STAR results. Also, all
departments made presentations to the board on their curricula four years ago (with
a hard copy binder). The district, under the new Superintendent, is currently
considering how the textbook adoption process works.
A3. To what extent, based on student achievement data, does the school leadership
and staff make decisions and initiate activities that focus on all students
achieving the expected schoolwide learning results and academic standards?
38
Leadership has worked with teachers and students to generate enthusiasm and buyin for the STAR test. Clever incentives were offered and as a result, STAR scores
are quite strong. Program decisions are then generated from those results: a new
focus on reading, a modification of the Science program, changes in math
placements. Along with teacher recommendations and grades, STAR test data is
looked at for placement in Algebra 1 classes. Silent Sustained Reading has been
quite successful this year.
In addition to our STAR data, the leadership has tried to respond to the need for a
safe, secure learning environment in the face of budget cuts to our campus
supervisors. Safe School Ambassadors has now been in place at Analy for one
year. The program, which promotes students helping students resolve conflicts with
each other before they escalate, is successful, and in tandem with the Peer
Mediation program helps students focus on learning first. SSA involves students,
administration, staff, community and parents. The expected schoolwide learning
results of cooperation, communication, diversity and social personal responsibility
are promoted.
Many teachers use service-learning projects to ensure the ESLRs are met by all
students in their classes.
Teachers have expressed concerns about how ‘C’ students’ needs are being met. In
the student survey, 40% of 10th and 11th graders expressed concern about whether
the student personal counseling services are sufficient.
To what extent does the school leadership and staff annually monitor and
refine the single schoolwide action plan based on analysis of data to ensure
alignment with student needs?
The school plan developed by the Analy Site Council has targeted the following
areas for their financial support:
• Tutorial Center operates 4 days a week assisting students in classwork,
homework, competency tests, CAHSEE test preparation and time
management as well as test anxiety. It is open until 4:00 p.m. Monday –
Thursday.
• Library Aide – To assist the part time librarians and provide service to
students
• SIP ZIP Newsletter for parent communication is the major way Analy
communicates with parents and provides information on the school and its
programs.
• Career Center – A part-time career preparation assistant is provided.
A4. 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?
39
In addition to two common planning time, CPT, meetings per week, all teachers
meet for regularly scheduled staff meetings. CPT is a time for departments to
discuss student achievement, align program to the standards and discuss issues of
the day. Department meetings are held monthly. The English department meets to
discuss freshman English and align content. The Math department meets to discuss
Algebra 1.
New teachers are given an on-site orientation to the campus and an introduction into
the Beginning Teacher Support and Assessment (BTSA) Program at the beginning
of the year. We work with the county BTSA program. A support provider
participates also through ongoing observations, feedback and monthly training.
The district offered support for current teachers to complete their CLAD or
SDAIE training. Training is available to EL teachers through special monies, and to
all teachers through NCLB monies. Staff development participation is supported by
the SITE council, and teachers participate in a wide range of activities including:
CATE and AP for English; AAPT and AP for Physics; CLTA for Modern Languages;
CSU, UC, ICCC, MBTI and College Board for counseling; SSES and AP
Government for Social Studies; CADA for Activities Director; CITA for Woodshop;
CUE for Computers; CETA for Theater. Other teachers report trainings in Classroom
Management, suicide prevention, Spanish Immersion, AVID and Service Learning.
The English Department has done training in CAHSEE. Analy teachers articulate
with the local Junior College, Sonoma State and West County Partner Schools.
Workshops at Analy are offered at the beginning of the year in technology,
California Standards for the Teaching Profession, and Web page design.
RSP teachers communicate with all mainstream teachers every three weeks during
the year. They also attend workshops offered throughout the year at the Sonoma
County Office of Education (SCOE), on specific topics such as autism.
A5. To what extent are leadership and staff involved in ongoing research or databased correlated professional development that focuses on identified student
learning needs?
Student learning needs are identified in our Expected Schoolwide Learning Results.
Teachers participate in ongoing professional development to increase their ability to
meet these needs. CPT time is used for department training and collaboration. This
time has been used for aligning curriculum to the standards, creating assignments
and rubrics and technology training. Test results such as STAR, as well as
department tests, are examined and evaluated. Changes in curriculum are based
upon the needs of the students. In Algebra 1, we bought new texts that are standards
based. This year we were able to purchase enough texts to cover the new 2-year
Algebra program, ensuring the coverage of the standards for all students. New texts
have also been provided for Spanish 1 and Spanish 2 classes.
40
Faculty meetings have included presentations on ELL and ELD, AVID and STAR
results. Student groups that have been identified with learning needs and possible
interventions are discussed. STAR tests results are disaggregated and discussed.
In-service at the start of the year includes several technology-training sessions, an
introduction to the BTSA program for beginning teachers and support providers,
and a session on the California Standards for the Teaching Profession.
The district provided some financial support for teachers who needed to complete
SDAIE or CLAD training. The district monitors the credential status of all teachers.
Non-credentialed teachers are supported through the local BTSA program.
Beginning teachers are provided an on-site support provider, most of these being a
teacher within their department of hire. Some teachers in the Staff Survey
expressed a desire to do more staff development; some feel uncertain how to
proceed.
By district requirement, all tenured teachers are evaluated every two years.
Probationary and temporary teachers are evaluated four times a year. Each teacher
must determine his/her professional development goals and state how they meet the
needs of students. Mentoring is available for teachers who have a need.
This year the staff was trained to administer Silent Sustained Reading. This
training was offered in the hopes of creating a successful, working 20 minute
reading time during our schedule.
A6. To what extent are the human, material, physical, and financial resources
sufficient and utilized effectively and appropriately in accordance with the
legal intent of the program(s) to support students in accomplishing the
academic standards and the expected schoolwide learning results?
Analy High School is operating with severe budget cuts due to a decline in state
funding and failure to provide a state budget in a timely manner. In the staff
survey, teachers expressed a concern that resources were not sufficient, and were
not utilized efficiently. The student survey was more positive, with most students
reporting they felt services were sufficient.
Analy High School has been involved in making changes to restructure the school
in various forms over the last ten years. The school district passed a Construction
Bond and these changes were completed since the last full WASC accreditation.
The most obvious change to a visitor who has not seen the campus is the
improvements to the physical plant. The work made possible by a bond issue is now
complete. At the west end of the campus a classroom village was created with an
old oak tree as its focus. The five new classrooms have alleviated some of the
crunch on space and have allowed the master schedule to be more flexible. The
sixth classroom is a space for severely handicapped students. An old Arts building
on the north end of the campus was completely renovated and upgraded to current
earthquake standards. It houses a regular classroom as well as Art and Applied Arts
41
shops. The science labs in the East Wing are complete and stocked with lab
equipment, including computer probes that can track various physical changes in
substances. Video projectors have been installed in each of these classrooms.
Analy has helped the District by a large number of inter-district transfers into the
school from outside the district. At the time of writing this report, Analy has a total
of 197 students attending from outside the district attendance area. The present
elementary district shows a decline in enrollment on the horizon. Analy hopes to
attract and hold the inter-districts to balance out this trend. This trend is caused by
increases in housing costs in the Sebastopol area making it less affordable for young
couples with children.
The Analy community has been very helpful in support of the school. For example,
through the use of community resources, the front of the school was completely
revitalized and landscaped. We now have an Analy Educational Foundation which
is very actively raising money for our students academic program.
The purchase of textbooks is ongoing and all books meet State Content Standards as
they are replaced. Greater funding is needed in this area. Resources are applied to
all students in the school.
Analy has developed a complete English Language Learner Program since the last
WASC. A CCR by the state required the EL Program be developed at Analy rather
than concentrate them at only one school site in the district. This program has
developed very successfully and is making great strides helping our EL students.
In addition to our rich academic offerings, the Vocational Education Program has
been maintained despite budget cutbacks. ROP from the county Education Office,
has been helpful in maintaining choices in non-academic electives.
The Agriculture Program has been revitalized under new leadership and the FFA
chapter won statewide honors as well as honors for Chapter Advisor and Principal
as STAR Performers for the FFA.
Last year the Advanced Placement/Honors Information Night was held. This event
introduced Advanced Placement/Honors classes and gave the students and parents
detailed information on AP and what are the expectations.
An Integrated Science program has been added for RSP students since the threeyear visitation.
Changes have taken place in the Mathematics Program since the last accreditation
to provide more choices and develop a more appropriate program. The State
Algebra requirement was implemented and students needing additional support to
pass this requirement were given the option of a two-year program. Also, an
enrichment class for college prep students was developed.
42
A technology grant was implemented and completed since the last full WASC.
Technology now needs to be upgraded and a long-range plan needs to be developed
by the District Technology Committee.
The annual budget for the Site Council was $55,705 in 2004-05. The school plan
developed by the Analy Site Council has targeted the following areas for their
financial support:
A. Tutorial Center operates 4 days a week assisting students in classwork,
homework, competency tests, CAHSEE test preparation and time
management as well as test anxiety. It is open until 4:00 p.m. Monday –
Thursday.
B. Library Aide – To assist the part time librarians and provide service to
students
C. SIP ZIP Newsletter for parent communication is the major way Analy
communicates with parents and provides information on the school and its
programs.
D. Career Center – A part-time career preparation assistant is provided.
E. In the past they have provided funding for high school academic and personal
counseling services, and sections of AVID, as well as Professional
Development for staff. They have also provided small grants to individual
teachers and programs, in richer times.
The Analy Foundation for Education is currently under development by an
enthusiastic group of parents. The group has non-profit status and hopes to
support the school’s academic mission; meetings have begun regarding how to
spend the first $40,000.
The Scott Lane Teen Counseling Program has been developed to support and
counsel at-risk youth on the campus with certified MFCC counselors on campus.
In addition, the district implemented a new drug and alcohol program for students
going through the school disciplinary process for violations in this area. The
program was well received, and the staff feels it makes an impact on students.
The Safe Schools Ambassador program was implemented during the 2004-2005
school year. The program was funded at this time by an interested parent. Fifty
students and ten teachers were trained in October 2004. Meetings are held during
the year with both full group and home groups. A positive school climate was
noted.
A: Organization: Vision and Purpose, Governance, Leadership and Staff, and
Resources
43
Areas of Strength:
•
•
•
In addition to the defined leadership roles at the school (principal, counselor, vice
principal), leadership roles are taken by individual staff, parents, students
The continuing evolution of our ELL program.
We have a strong vision of success for all students which is supported by our
program and our leadership.
Areas for Growth:
1. There has been a lot of turn over in leadership the last few years – vice-principals,
superintendent and board members
2. Site-based management has been hampered by communication issues among
district, administration and staff.
3. Ensuring no teachers are teaching out of their areas of expertise.
4. Teachers experience many distractions from the education process
B: Standards-based Student Leaning: Curriculum
B1.
To what extent do all students participate in a rigorous, relevant, and
coherent standards-based curriculum that supports the achievement of the
academic standards and expected school wide learning results?
Over the past 6 years, Analy teachers have worked to connect their curriculum to the
standards, introducing state-approved, standards-based textbooks; Analy STAR test
results have continued to improve accordingly.
65 –75 % of Analy students rate their core and elective programs high or very high on
student surveys. Teachers also feel that students have a challenging program for all
students. Our parent survey reveals that parents feel that Analy teaches basic skills as
well as challenging students; they feel our teachers are the strength of our school.
In accordance with our governing board’s policy, Analy strives to provide
challenging, cutting-edge curricula in our broad program offerings that meet the
California Standards in core subjects and the Frameworks in other subjects. During
the WASC process, all teachers in every discipline chose a piece of work to analyze:
they wrote about how it meets their standards and what ESLRs it addresses. They
then shared these with their departments and discussed what areas of their Standards
they would most like to see improve. Examples of this work can be found in the
Appendix.
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An Integrated Science program has been added for RSP students since the three-year
visitation.
Two years ago, the Math department implemented a two-year Algebra 1 course to
help all students pass the state’s Algebra I requirement. New course descriptions and
a new final exam match the state standards.
The Science Department is concerned about its 9th and 10th grade curriculum not
being aligned with the sequence of standards measured on the STAR test, yet is
concerned about changing the scope and sequence of its courses because articulation
with the state has indicated the current standards may be subject to change. The
department has gone through its standards to see which currently align and those that
do not. The department has revised its course offerings to better insure that 9th and
10th grade students meet their grade-level standards.
Our 7-period day allows for fuller curriculum, offering an array of electives and
vocational options. The ROP program offers varied and rigorous elective, often
winning regional and state championships. The AG program offers a full program of
electives and core science classes, and its FFA members regularly win regional and
state championships. The forensics program offers an oral interpretation elective as
well as extracurricular competitions in speech and debate. Its members regularly
place among the top in the county and the state.
The Fine Arts department promotes diversity in welcoming and tailoring lessons for
foreign exchange students, special day and special need students. Over 350 students
show their work at art shows per year (Hispanic art on display at SSU, annual art
show at Sprint, on display in town, field, Japanese exhibit, African mask and culture
assignment). There are over 20 art department field trips per year. In class, students
mentor to special-needs students mainstreamed in their classes.
The English department participates in an ongoing partnership of articulation with
feeder schools, Santa Rosa Junior College and Sonoma State University. The
department uses materials developed by SRJC on MLA research and documentation
and has increased the amount of non-fiction analysis at all grade levels.
The English and Math departments attended a conference on vertical teaming and
then aligned curriculum in conjunction with the conference. The teachers of English
10A, 11Honors, and AP Literature have formed a team to develop skills and
knowledge that build over a 4-year plan. Math teachers are currently “spiraling”
skills and concepts from Algebra I through Calculus.
English Learners use the State-Approved High Point Curriculum in a strong E.L.
program which includes Beginning and Intermediate classes, as well as a Study Skills
Support class.
45
Foreign Language aligns to the state framework by emphasizing the 5 C’s, culture,
community, career, connections, as well as the four kinds of communication:
speaking, reading, writing and listening.
With the addition of the dance program, the fine arts department now meets the four
branches that are required by the fine arts frameworks. Dance can be taken by
students for either PE or Fine Art credit.
The Counseling Department coordinates a bi-annual “Panel of Experts” featuring
recent grads who return to speak about their college experiences and address issues of
preparedness with current juniors and seniors. On average, 15 alumni participate as
panelists and over 100 seniors form the audience.
Several departments have worked together to integrate curriculum. The Fine Arts,
Science, and Math Departments have integrated lessons about ratio and zone and the
gray card theory. The English and Social Studies Departments have integrated
lessons about mapping, conducting historical, topographical, and cultural research
and creating projects on Middle Earth from JRR Tolkien’s novel. The Fine Arts and
Math departments have integrated lessons about the Golden Mean.
The Drama department’s productions are timely and seek to educate actors and school
community about history, culture or current events. Regular fieldtrips and workshops
bring students to real-life actors.
The school’s AP program continues to grow and thrive; the program is currently 13
courses strong. The number of students taking the AP exams in May has increased
considerably in the last 5 years. Our now-defunct AVID program looked to support
students with potential to seek success in the AP program.
B2.
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?
Counseling Department provides academic outreach services to local junior high
and middle schools. Counseling Department presents an 8th grade orientation, and
then provide one on one registration with all incoming students.
The tutorial center offers extensive support to all students, including testing
anxiety workshops offered monthly, free drop-in tutorials available daily and
special workshops are offered throughout the year.
Class size reduction in 9th grade English and Math classes assure all students access
to a good, personalized foundation in the core subjects.
46
According to the survey, many freshman students express concern about access to
academic program counseling and unclear about their 4-year academic program.
RSP and SDC students are mainstreamed, where appropriate, into the regular
program.
Counselors are continuously available to help students update and re-evaluate their
course selections and their long-term goals.
Analy supports a culture of post-secondary education. Students are encouraged to
remain in a college-prep program; over 85% go on to study after high school.
Frequent contact with parents by phone and e-mail encourage parent involvement
with students’ progress and course selection.
The Career Center provides an extensive Job Shadowing program for juniors and
coordinates a field trip for juniors to the Career Fair at SSU.
English 10 curriculum offers career exploration for sophomores through an I –
Search paper.
The Career Center coordinator provides a career interest and aptitude survey in all
sophomore World History classes.
The Fine Arts Department sponsors visiting artists and the Art Start program to
encourage careers and continuing education in the arts.
The Fine Arts and English Departments personalize the learning and achievement
of individual students through the use of standards-based portfolios. The Fine Arts
and English Departments use portfolio logs and cover sheets to track student’s
individual goals and achievements.
The Workability Program and New Ways Workers provides access to meaningful
employment and on the job training to all students.
The Speech and Debate Program offers equal opportunities for all students to
participate in interscholastic debate and speaking competitions. Active participants
in the program include students from the gifted and talented program, resource
program, special day program, and English Learner program.
Green Schools includes a school-wide recycling program that helps students
explore real-world applications for sustained ability.
To better support student and parents, the school has developed several evening
programs. The counseling dept offers college night and financial aide night. The
EL coordinator hosts the EL advisory committee and Bilingual Parents night.
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B3. To what extent are students able to meet all the requirements of graduation
upon completion of the high school program?
Analy’s high graduation rate is due in part to the options and special schedules
available to students. Special classes are offered to bring students up to grade level
and remediate skills needed to pass standardized tests. Algebra classes (1A and
1B) have been designed to accommodate students who need a slower pace to
successfully complete the required Algebra curriculum. Sheltered English classes
support and enhance our English Learners’ education. Class-size reduction in
English assures a strong foundation for high school English. A 35-minute tutorial
period is offered twice a week to allow all students to access their teachers for
additional help and make-up work. Summer school and after school classes are
offered to students who failed a core class needed for graduation. A rigorous
Independent Study program is available to local students who can not be enrolled in
Analy’s regular program.
Our seven-period day offers flexibility to seniors who have jobs who are seeking to
meet all of their graduation requirements.
Our students enjoy a comprehensive curriculum via concurrent enrolment at Santa
Rosa Junior College. We accept credit for classes we don’t offer (e.g. Latin) and to
fulfill courses with scheduling conflicts (e.g. PE). We encourage concurrent
enrollment in areas of interest and enrichment (e.g. advanced math classes).
West Sonoma County Union High School District has an excellent continuation
high school, Laguna. Analy students may go there to remain enrolled after they
have been removed from the regular program at Analy. Some students return to
finish and graduate at Analy.
The Special Education Department works with students to complete district
competency tests and to pass CAHSSE
Advanced music students seeking to find room in their schedules can take a Zero
Period music class at 6:45 AM.
Independent study contracts are offered for short-term absences of up to 14 days to
help keep students current with class content and homework.
To improve home/school communication, we have six grading periods in which
parents receive reports. Many athletic programs require grade checks.
B4. To what extent are all students involved in challenging learning experiences to
achieve the academic standards and the expected school wide learning results?
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Class size reduction in 9th grade English and Math allow special attention to all
students in their initial core classes. All students are mainstreamed whenever
possible, including SDC, SH, and RSP, into the regular program. Teachers are free
to modify teaching and assessment strategies for EL and RSP students.
Several departments and individual teachers require service learning projects. The
Math dept requires tutoring and sponsors Green Schools. The Social Studies dept
requires working the voting precincts and food outreach. The Fine Arts dept.
sponsors the Empty Bowls project, local environmental projects, free concerts, and
required community service hours in both Choir and Oral Interpretation. The
Science and English department sponsored Tsunami Relief project and regularly
interacts with the local VFW. The History department provides outreach by
requiring AP History students to teach mini-lessons at the junior high schools.
A wide variety of Advanced Placement and Honors classes are offered to 10th-12th
graders, including 10th Grade World History, AP Statistics, Spanish and French.
Analy students scored two 4s and nineteen 5s on the AP Calculus test.
Students are involved in a variety of challenging curriculum-related activities.
CAML math tests are offered to all students after school on a regular basis.
Students also compete at local and state math competitions. The GATE program
offers evening enrichment courses open to all students taught by on site faculty and
staff. Tech Core teaches Robotics. Analy’s powerful Speech and Debate team is
supported by a Rhetoric class. Analy Band travels far and wide to play, travelling
to Disneyland, to Giants games, even to Boston.
Program requirements include many challenging assessments such as the 9th grade
I-Search paper, the RSP junior research and debate project, the 12th grade synthesis
term paper, English portfolio assessments in grades 9-12. Social Studies has a
Fantasy Vacation, teaching cultural geography.
Classes use the library and computer labs which subscribe to online data bases that
can be used on and off campus.
B: Standards-based Student Leaning: Curriculum
Areas of Strength:
•
•
•
The breadth and quality of our honors and Advanced Placement courses.
The success of our EL program.
The vigor of our Fine Arts Department which also sponsors numerous extra
curricular activities to compliment its curriculum in Band, Choir, Drama, Dance,
Forensics, and the Visual Arts.
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•
•
The strength of our Special Education Department whose services are sought out
by students and parents throughout the county.
The effective communication of the counseling department that offers widelyattended evening infomercials on colleges and financial aid and a full-service web
site in addition to its on campus instruction and guidance.
Areas for Growth:
1.
2.
3.
4.
5.
6.
Funding for technology materials, maintenance, and support.
Funding for adequate textbooks and materials.
Increased support for remedial academic programs.
Support and funding for vocational education and school-to-work programs.
More time for cross-curricular planning.
Availability of study skills courses for all interested students.
C: Standards-based Student Learning: Instruction
To what extent are all students involved in challenging learning experiences
to achieve the academic standards and the expected school-wide learning
results?
C1.
•
•
•
•
•
•
•
•
70% of students rate their instruction as good, high, or very high.
EL students are offered challenging, standards-based instruction, and support
from a bilingual aid and support skills class.
RSP students are exposed to least restrictive environments with study skills
support. They are also mainstreamed into regular academic classes.
All physics students participate in small group oral presentations of the results of
their science experiment in the Physics classes.
Math students do discovery activities using the computer lab, graphing
calculators, sensors and probes.
Math students do frequent oral presentations with partners in small groups.
In some Social Studies classes, students have the opportunity to choose the
number of exam questions to answer allowing them to be challenged according to
their needs.
The school has offered the AVID program for several years. This program helps
the academically able, but low-motivated student succeed with the goal of
attending a four year college upon high school graduation.
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The English department develops rubrics for their students which describe the
learning expectations and grading policy before certain assignments.
There is an open enrollment policy for English 10A, which is an accelerated
course for those students who want to be highly challenged.
Part of the curriculum of Agricultural Science teaches the students Parliamentary
Procedure. This course involves many students who do not necessarily pursue a
course of study that is four-year college oriented.
Most Math teachers assign daily and long term projects for which students are
given a scoring rubric that provides them with criteria for excellence.
Analy offers an Independent Study Program for those students who are unable to
attend school during the regular hours.
Most of our experienced teachers have participated in workshops and classes and
received CLAD or SDAIE certification. New teachers now graduate from their
credential programs already having certification to teach English language
learners.
The Academy classes participated in the “Circle of Fifths” project, a blend of
mathematical and musical analysis, which culminated in the “Circle of Fifths”
sculpture.
Science students perform computer based laboratory experiments using state of
the art technology including computers, sensors and probes.
Nearly all students have studied Earth and Space Science in Science 2. These
subjects, often neglected in the typical Science course offerings, include topics
identified in the California Science Standards.
Some Social Studies final exams include questions asking student to explain how
the California state standards relate to the units of study.
The Tutoring Center is involved with offering students opportunities to improve
their performance with workshops in study skills and test anxiety. Furthermore,
the Tutoring Center helps find tutors for students who need extra help by pairing
them with high-achieving students. This often results in students with diverse
backgrounds and abilities working together.
The Counseling Department arranges presentations for continuing education
programs for minority and low skills, low income students. Some of these
programs include PUENTE and EOPS. In addition, the Counseling Department
arranges the Panel Of Experts, a group of recent Analy High School graduates
who discuss their college experiences and field questions from the students. This
event is open to all students and is very popular.
The GATE class is accessible to a wide variety of students. Enrollment is based
on interest and teacher recommendation.
C2. 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?
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Special classes are offered in the late afternoon or evenings to GATE students.
These classes are taught or facilitated by teachers, administrators or students and
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cover a myriad of topics. Additionally, field trips have accompanied these
classes. For example, a trip to the Stanford Linear Accelerator Center followed a
special class about high-energy physics.
The math classes use computer projection devices, student created models,
whiteboards, and posters for student presentations.
Math students in geometry, trigonometry, statistics, and calculus are involved in
school-wide and community projects including analysis of student, parent and
staff surveys, various Green School activities, Middle School Math Field Day and
site projects (sun dial obelisk, brick oven and circle of fifths).
The Social Studies classes perform mock trials as a simulation to teach various
content standards. The Social Studies Department sets up and runs the
Convention at which the Associated Student Body Officers are elected in the form
of national political convention.
Every year, a number of students participate in a dinner for Vietnam War veterans
where they relate their experiences and ideas.
The Agriculture classes participate in livestock judging at county fairs, and
various college venues.
The science students use a variety of materials, particularly computers and sensors
to perform laboratory experiments. They also use computer software for data
analysis.
Students in Art classes produce ceramic bowls that are later sold at a fund raising
event called “The Empty Bowls Project.” This occurs at the school’s Open House
and is coordinated with the cooking classes. The money that is raised is donated
to charity.
Students in ROP Video often work on their projects off campus. They present
some of their work on the weekly television show that is broadcast and available
to all classrooms. They also show their video projects in the auditorium, an event
that is open to the public.
There are different levels of band and choral classes. They all have regularly
scheduled performances at the school. In addition, some of these classes visit and
perform at the middle schools as well as travel to and perform at places like
Disneyland and the Boston Conservatory of Music.
A teacher developed a program following the devastating tsunami of 2004, to
build a school in Phuket, Thailand.
Workability programs allow off and on campus employment for all RSP students.
SDC students work off campus which builds independence and development of
work skills and habits.
Math club members are required to tutor other students who need remediation.
Students did much of the actual surveying and research for The Green School
Project, which allows students to use the physical environment linking them to the
real world, encouraging recycling and environmental awareness.
Many of the English freshmen conduct an “I Search” project that includes
interviewing people in the community.
The school newspaper has been revived as students produce articles of interest
which are then made available to the entire school.
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Culinary students have an opportunity to develop their cooking and serving skills
at activities including Staff meetings, Rotary Club functions, and the Blue and
White Ball. Thanks guys.
A social studies teacher takes his AP students to teach middle school students
history.
Advanced Biology students, typically seniors, have taught freshmen students
about AIDS and other sexually transmitted diseases.
Government and Economic classes volunteer at the polls during elections.
Delivery of some physics course content is done by small group presentations,
with the teacher and other students using Socratic questioning to focus on the
ideas.
Leadership classes organize a blood donation drive at the school.
More and more teachers are using SDAIE strategies to engage English language
learners.
Spanish 1 students learn language skills using the computer lab. Foreign
language students use the Internet to do research projects.
The Leadership class is involved with various activities, often with a fundraising
or charitable focus. These include organizing and conducting a dinner and
auction to raise money for cancer research, and “adopting” a needy family during
the holiday season providing food, toys and other basic needs.
C: Standards-based Student Learning: Instruction
Areas of Strength:
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The staff has become much more aware of the subject matter content standards.
The AP program offers a variety of courses to a large number of students and
scores have been consistently extraordinary. Several AP teachers meet with their
students after regular school hours or on the weekends in order to provide
additional instruction so the students are more successful taking the AP exams.
The 7 period day makes for added flexibility for students to take advantage of the
elective program.
Students can take some classes at Santa Rosa Junior College.
The GATE program is open to all students.
A large number of RSP and SDC students are mainstreamed into regular classes.
Service Learning has offered many students excellent opportunities for
connecting their high school experience with the real world.
The use of technology has become widespread both in terms of student and staff
use.
Tutorial period has offered students many opportunities to make up missed work
or receive individualized help so that they may succeed at high levels.
Areas for Growth:
1. Appropriate staffing when building the master schedule to avoid excessive class
sizes and subsequent schedule disruptions.
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2. Inadequate supply of textbooks, inadequate funding and general support for
professional development interfere with teaching.
3. Computers and associated technology are obsolete and breaking down.
Technology support is inadequate to keep up with the demands of aging
technology.
4. Providing quality experiences for non-college prep students. We can continue to
improve instruction and support for English learners. Limited number of electives
for non-college prep students.
5. Vertical teaming within departments needs to be improved to ensure continuity
between classes of the same name taught by different teachers.
6. New teacher support and mentoring would help beginning teachers provide
excellent instruction.
7. Too many logistical obstacles for conducting fieldtrips.
D: Standards-based student learning: Assessment
D1.
To what extent does the school use a professionally acceptable
assessment process to collect, disaggregate, analyze and report student
performance data to parents and other shareholders of the community?
Analy Parents are a very important part of our school community, whether it be our
amazing Analy Parent Foundation, which works diligently to raise funds for Analy
programs affected by budget cuts. The Boosters help our Academic and Athletic
programs, and Analy BandWagon parents help keep our band funded. They are of
course, part of our Site Council. They are also invited on campus several times a year
as part of Analy AM, where parents are welcome to visit our classrooms.
Grade reports are made four times a year, and progress reports are made 4 times a
year, for a total of 8 grade reportings. While student grades and GPA's are the
primary source of reporting student acheivement, there are a number of other
assessment results that are sent to parents, the School Board, the site council and the
community at large (via the local newspaper). Analy students consistently test well
on the High School Exit Exam, the Star Test, AP tests, API scores, CELDT scores,
American Medical Society Test, SAT and ACT Scores, and the California Math
League Test.
On a daily basis, most teachers are using a computer grade program for the classes,
which facilitates the report of quarter and semester grades, as well as mid-quarter
progress reports. The semester grades generate a list of honor students published in
the monthly newsletter to parents (The Sip-Zip).
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In the past few years, students with low GPAs have become the topic of an informal
committee of teachers who meet to discuss class remediation strategies and course
changes. The counseling department maintains a connection with the parent
community through college night and freshman orientation.
Our parent survey, which went home in the SIP/ZIP newsletter shows an overall high
level of satisfaction among parents with Analy’s program and a genuine appreciation
for our staff and administration. Their principal areas of concern were in areas where
budget cuts have forced reductions in service (academic counseling, custodial,
campus supervision). Additionally, parents were concerned about discipline and
whether all students are treated equally and fairly by teachers and administrators.
Results from the student survey show the same concerns.
Letters are sent home to parents encouraging them to support their student’s
participation in the STAR test. Teachers meet to discuss importance of the testing and
use STAR test results to improve their programs.
The resource specialist program has regular system for mainstream teachers to share
information about students’ performance. IEP meetings include parents, RSP staff
and mainstream teachers; assessment is modified based on these meetings.
D2. To what extent do teachers employ a variety of assessment strategies to
evaluate student learning? To what extent do students and teachers use these
findings to modify the teaching/learning process for the enhancement of the
educational progress of every student?
In the past few years teachers have worked towards activity-based instruction and
assessment. On a regular basis, teachers use the following assessments:
Science labs
Projects
Artwork
Video projects
Skills testing (PE)
Service Learning projects
Creative writing
Skit performance
Presentations
Group collaborations
Portfolios
Self-evaluations
Speeches
Books
While there is still a considerable use of traditional tests--essay, short answer and
multiple-choice--teachers are experimenting with partner tests, and test corrections,
allowing students to collaborate and re-work their original efforts.
Some teachers are using projects and simulations as a means to evaluate student
understanding, as the mock-trial in senior government class demonstrates. In
Statistics class, students have developed a transportation project, with the goal of
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reducing the car commute at Analy High School. Foreign Languages substitutes
outcomes and culminating projects in place of traditional tests for certain units.
The Industrial Arts and Technology regularly use products as an evaluation tool,
evaluating students videos, meals, and furniture. And the social studies department
frequently has students role-play as they learn their way through history.
The Performing Arts Department offers a quality program, with 2 drama productions
per year, numerous choir and band performances and competitions, and community
outreach via local and statewide competitions and exhibitions.
The use of technology, especially grading programs, has permitted some teachers to
keep accurate comparisons of student assessments and grades. Even without the aid
of the computer, the English Department has maintained a portfolio of each student’s
work from freshman to senior year.
The math department has begun work on a vertical teaming approach, whereby each
grade level determines the specific standards required for success in each subsequent
course.
Analy teachers go to a wide variety of conferences to expand, increase and improve
their assessment processes.
AP test scores are used by AP teachers to revamp their program and teaching as
necessary.
During the WASC process, students were given a technology survey, so we could
assess their strengths and weaknesses. Teachers do ask students to use technology in
class assignments more, such as word processing, graphing, spreadsheets, videos,
even web design. The survey suggests continued improvement in this area is
warranted. See the attached results in the Appendix.
According to the Student Survey, 65% of students feel they are well prepared in their
core classes. 70% say that Analy’s elective program is of high quality. They also
generally report that the staff and school resources are there to support them. 67%
rate their teachers’ performance favorably.
D3.
To what extent does the school with the support of the district and
community have an assessment and monitoring system to determine student
progress toward achievement of the academic standards and ESLRs?
We use our STAR test results to measure our core departments’ achievement of
Content Standards. The Content Standards are the academic focus of nearly all
departments. In the core subject areas, the textbooks are aligned with state standards.
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In the math and science department, teachers have developed exams that assess
students’ knowledge of these standards by analyzing test items.
Regarding the ESLRs, the school began work on a matrix to identify which courses
satisfy which ESLR. It has not been completed, but this spring each department spent
time reviewing how their assignments and assessments met the various ESLRS. The
science department is in the process of creating their own ESLR matrix. The school
recently reviewed the ESLRs, and rewrote them in a more direct way, identifying
specifically what they look like when successfully completed by a student. During
the WASC process, all teachers had an opportunity to assess their own use of
Academic Standards and ESLRs.
The STAR test has been a primary focus for monitoring student achievement. There
has been considerable effort to assist those students traditionally considered “underachieving.” Our Action Plan will be an effort to formalize the support these students
need.
D4. To what extent does the assessment of student achievement in relation to the
academic standards and ESLRs drive the school’s program, its regular
evaluation and improvement and usage of resources?
Departments are continually modifying their courses and objectives based on both
teacher-developed and standardized assessment tools. Assessment driven
modifications include:
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The development of a new elective math course, “Explorations in Math” to
support lower-achieving students as they work to pass the CHSEE.
Structural change in Science 1 and 2 to reflect the STAR test
The return of a college-prep English course for11th graders requiring
remediation.
Use of more computer-based assessments and assignments in auto shop,
ROP video, and Yearbook class.
The electronic distribution (emailing) of the daily bulletin and parent
newsletter.
The addition of two EL classes, Beginning EL and EL Support Class.
We are currently re-examining our Freshman Social Studies curriculum and
text to better reflect current standards.
We also have planned staff development around assessment of student achievement,
such as our Silent Sustained Reading presentation and the CSU Early Assessment
English Test presentation
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Standards-based student learning: Assessment
Areas of Strength:
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Analy has consistently demonstrated its ability to score among the top 3 schools
in the county in traditional standardized tests and measurements, such as the SAT,
and API.
What doesn’t show in the newspaper or on the internet is the daily work of its
teachers. They are constantly improving their craft, whether by attending
workshops or through informal reflections and conversations. They are driven to
improve their lessons to reach all students. Their concern stretches to the
struggling student as well as the university-bound one.
The use of hands-on and collaborative activities for students is becoming more
and more commonplace.
Service Learning is widespread, with teachers and staff asking students to
contribute to their community by being part of national and global projects, such
as the Tsunami relief effort and the Climate Protection Campaign.
Areas for Growth:
1. In the past few years, Analy High School has lost 3 programs for at-risk students:
the Academy program, the small necessary school Jack Gerboth, and the AVID
program (Advancement Via Individual Determination).
2. Not only have these programs not been replaced, but the availability of shop, art
and music classes has also dropped.
3. Also due to the financial crisis, the state of technology at the school has severely
declined with more and more computers failing out of service, and less and less
technical support for teachers and staff.
4. While teachers have increased their awareness of the ESLRs and support their
students’ achievement of the ESLRs, they have yet to complete a more formal
system of evaluation. Currently, the state testing and state standards have
supplanted their efforts.
E: Climate and Support
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To what extent does the school leadership employ a wide range of
E1.
strategies to encourage parental and community involvement, especially with the
teaching/learning process?
The administration and staff at Analy have developed and employ a number of
strategies to keep parents and the community informed of the services being offered
to our students. Examples of the various methods of communication between the
school, students, and parents include Analy’s new and improved website, the Site
Council’s SIP/ZIP newsletter, the Student Information Folder, Curriculum Planning
Guide and Resource Guide (lists services for at-risk students). Analy AM, morning
tours of the school for parents with the principal, teacher voice and e-mail and the
Homework Hotline. Analy also offers a wide range of parent information nights
including freshman orientation, back to school night, open house, junior and senior
information nights, AP information night, college information night, junior college
night, and financial aid information night. In an effort to improve communication
with our Latino population Analy offers a Spanish mailbox on the phone system, preback to school night and pre-spring registration meetings, along with an ELAC
committee, the Spanish Language parents group, and the Azteca Club for students.
To promote parent and community involvement in the school, Analy’s administration
and staff taps into resources provided through the newly formed Analy Foundation,
the Boosters Club, two local Rotary Clubs and the Parcel Tax Committee. Parents
often are invited as guest speakers in our classrooms and are actively involved in our
Tutorial Center, SIP council, and serve on all of our administrator and teacher hiring
committees. Parents have been invited to participate in each of our current WASC
committees.
Perhaps the most telling example of community involvement revolves around the
recent parcel tax elections. The 1998 parcel tax was up for renewal in the 2005
general election, but failed. The horrified community rallied at a subsequent meeting
of the Parcel Tax Committee and convinced the school board to go forward with a
special election. Through the relentless efforts of these community members and
Analy staff the special election was held and the parcel was approved, saving
numerous school programs and allowing Analy to continue its rich elective offerings.
Analy encourages parents to regularly call teachers, counselors and administrators
and offers many opportunities for them to come to the school. Attendance at the
various orientations and back to school nights is high, with the Fall “Back to School
Night” regularly drawing upwards of 500-700 parents. The “Spring Open House”
can be counted on for a turnout 400-600 parents and students. Concerts, plays, and
academic events are also well attended.
In an effort to inform parents of incoming freshman the administration visits the three
feeder schools every spring and meets with an average of 40-50 parents at each.
Spring and Fall orientations are well attended with an average of 200 parents and
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students at each. In the Spring, the parent newsletter, “Analy SIP ZIP” begins to be
mailed to the homes of entering eighth grade students’ parents.
The counseling department also provides several informational meetings regarding
articulation to college. These include a forum college night, a senior college night,
and a financial aid information night, each attended by 50-150 students and parents.
Analy currently has 115 students whose home language is Spanish, and 53 students
are LEP, Limited English Proficient. Informational meetings were held prior to the
school year and an ELAC committee meets on a regular basis. In the past Analy had
an ESL aide who worked with the students and staff, provided translation services
between parents and teachers, mentored CELDT testing, and translating mailings to
Spanish speaking families, among other duties; she has just been replaced. A new
stipended position, EL Lead Teacher, was added; duties include administering
CELDT test and redesignating EL students.
In an effort to keep parents informed of their student’s progress in class they receive
progress reports midway through each quarter. These reports include comments, and
with quarter grades, provide three opportunities to catch problems with a students’
academic progress each semester. Counselors contact students receiving D’s or F’s
and who are in danger of failing after each reporting cycle, and teachers and
administrators regularly contact parents regarding academic, behavior, and attendance
problems. Analy’s four counselors receive an average of 12 parent calls a day,
which averages to approximately 2 calls per family per year. Most teachers send
home course information sheets for parents to sign. These provide descriptions of the
activities their students will be participating in and inform them how they can be of
help. Teachers, counselors, and administrators can also be easily reached by phone,
voice and e-mail. The Site Council’s last survey shows 82% of parents feel they
ample opportunities to be involved in their child’s education, and 85% expressed
satisfaction with the school.
When parents are concerned about their students’ performance, they can have their
students fill in a Weekly Progress Reports, where individual teachers can give parents
information about grades and assignments. A copy of the Progress Report is in the
Appendix.
Parents are also actively involved in the decision-making processes at Analy. Parents
serve on all of our WASC committees, and the SIP council has 5 very active
members. Parents participate on all of our administrator and teacher hiring
committees and are involved in instructional materials selection. Programs, such as
the parent review of the English core reading list, give parents and the community a
chance to voice their concerns regarding curriculum before it is implemented. Our
school board meets twice a month, providing members of the community a regular
forum to voice their concerns and their input is appreciated and valued. Analy
parents also continue to serve on standing and ad-hoc committees, such as Budget,
Technology, and Independent Study.
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This year the newly formed Analy Foundation, a group consisting of parents and
community members, is actively raising funds for academic and elective programs.
They have an informative website, http://www.analyedfoundation.org, which details
their mission and goals.
Analy also has a very active Booster Club with 230-250 members which attend most
athletic events and raise $55-60,000 per year, which they try to allocate equally
amongst Analy’s athletic, academic, and elective programs. The local Rotary clubs
are also involved with our schools and annually provide an average of $20-30,000
for the exclusive benefit of students from Western Sonoma County.
Analy seeks to welcome parents and involve them in school life. Analy AM, a
program where every parent is invited to tour classes and the school while it is in
session, takes place five times a year. The program includes a meeting with the
principal where they can raise and discuss any issue they wish. Topics have included
course selection, achievement data, AP courses, honors classes, drugs and alcohol,
etc. They are then invited to tour the school and drop in on any classes they wish.
During Star testing parents were invited and provided morning snacks for all students
prior to each day’s testing. In addition, approximately 250 parents put on a sober
graduation party called Project Graduation at the end of each school year. The Drama
Guild provides a wide range of assistance for our theater productions and the Analy
Band Wagon, with 75-80 active parents, raises $15-20,000 a year to support the
school’s bands. Analy’s new website (http://www,analy.org) is currently being
designed and maintained by community members. A meeting of the website team,
administration, and interested staff and parents was recently held, and concerns
regarding updating and format were discussed and are in the process of being
addressed.
A number of teachers involve students in the community through service learning
projects, past examples include video productions for non-profit groups, volunteering
for homeless shelters, AIDS presentations for all freshman, and meeting with seniors
at Sebastopol senior center residences.
Our two high schools and continuation school share a Career Center director, and
West County Community Services (WCCS) which finds jobs for special needs
students and provides counseling and social services for at risk and low income
students. WCCS is a major coordinator of our school-community partnerships,
involving 50 local businesses and serves 150-200 students yearly. Analy also has an
award winning workability program which takes more than 30 SDC students into job
and career preparation activities at local businesses.
The school also sponsors a number of clubs that are actively involved in the
community. The 60+ members of Interact Club organize yearly food, clothing drives,
play-ground clean-ups and other community services. The Leadership class puts on a
yearly blood drive as well as a silent auction/dinner to raise money for local charities,
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including Face-to-Face (a local AIDS support organization) and Bob Burke’s Kids
(an organization for children with cancer and other terminal illnesses.) The annual
Apple Blossom Parade starts at Analy and proceeds through town with the Analy
marching band leading the way. Our music and drama groups go out to other schools
and bring younger students to the high school. The Future Farmers of America club
sponsors and organizes an annual Easter egg hunt and cares for city landscaping on a
median near the school, the choir does a food and clothing drive, and bands and
choirs play and sing at numerous community events.
Analy provides numerous means and opportunities for parents and community
members to become involved with the school and as noted in examples above
encourages students and staff to be actively involved in the community we serve.
While a great number of parents are actively involved in the educational process at
Analy there are a substantial number of parents that do not participate and
communication from school to home continues to exceed that from home to school.
Additionally, as our population of non-English speaking families continues to grow,
we need to improve upon the methods we use to communicate with them and those
with which they can communicate with the school.
E2.
To what extent is the school a safe, clean, and orderly place that
nurtures learning? To what extent is the culture of the school characterized by
trust, professionalism, high expectations for all students, and a focus on
continuous school improvement?
Analy High School’s reputation for providing an overall atmosphere that is effective
in nurturing learning is partially evidenced in the fact that enrollment has increased
by 126 students (9% increase) in a school year where other high schools in Sonoma
County have experienced a decrease in enrollment, all STAR scores have increased in
all grade levels, and EL scores have increased dramatically.
In addition, a student survey done during the 2003/04 school year rated teaching
performance at Analy in the high range. Analy was perceived as a safe & secure
school and scored in the very high range for the staff’s level of care for the student
body. Acceptance of diversity within the student body was also in the high range. In
the same survey, students felt that school rules and policies were administered fairly,
and gave the administration a rating in the high range as well. There is some concern
that staff reductions and increased class size have resulted in significant changes since
the survey was taken. Each individual teacher has a contribution to make and a role to
play. Student interviews conducted in 2005 reinforced the idea that teachers and
students feel connected; students report that they have at least one adult on campus
they feel they could talk to.
Safety and cleanliness issues continue to be addressed but programs instituted
compete with staff cuts. Analy has lost one grounds’ custodian, one maintenance
worker and two custodians. Analy has no campus supervisor as of the 05/06 school
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year. Continued support of faculty supervising before and after school passing times
provides some measure of adult presence during those times. However there is
essentially no supervision of students who have unscheduled periods during the
middle of the day and during the pre-school tutorial period.
In previous years the campus supervisor provided a continuous adult presence around
campus in addition to supervising students assigned to pick up litter around the
campus as a disciplinary measure. Analy’s Grounds Custodian volunteered to
supervise the after-school work program in order to keep it in place, but the district
recently listed a job posting for a Saturday School position. Teachers also volunteer
to chaperone dances outside of contractual obligations for supervision. Analy has lost
the presence of the police officer we had on campus for several years.
In alignment with new state law, measures were taken to address the issue of general
intolerance and specifically homophobia, including punishments for act of hate
language. The Gay/Straight Alliance is very active on campus, sponsoring a Day of
Silence. While considered by some to be a controversial theatre production for its
sympathetic treatment of slain gay youth Matthew Shepard, The Laramie Project was
well-received by students at a free preview during an assembly, and by the
community as a whole. Many students clearly feel comfortable expressing
themselves in their attire. A variety of clubs provide recognition & support for
students that experience some level of intolerance, including the Azteca Club,
Diversity Club, the Jew Crew, and the Christian Club.
We have many activities and programs that are pro-active in addressing intolerance
and conflict: Peer Mediation offers a way for students to resolve conflict, Kids’ Day
is an off campus experience for students to enjoy a day off from their ‘group’ and a
chance to meet new students. Safe Schools Ambassador Program provides students
training in how to confront people who are hurting or bullying other students.
Freshman Chat Room provides teachers with a chance to check on students they are
concerned about. Leadership Class provides students an opportunity to make
something happen on campus.
WSCUHSD has a dress code and inappropriate language code but they are not
consistently enforced. Staff members report feeling uncomfortable enforcing the
rules. The beginning of the year was marked by a parent speaking at a staff meeting
informing the faculty that parents would be interested in helping to address this issue.
Gratuitous profanity, sometimes undirected but too often personally directed,
continues to occur too often for the comfort of the general student and staff
population.
Theft of personal and professional items continues to be a problem. Some of these
incidents are the result of students leaving their school bags unsupervised for
extended periods of time. To insure a safe environment, cameras are placed in the
Village, at the front of the school, the student parking lot, front of the Gym, Quad
area and basketball area parking lot. They are monitored by one of Analy’s Vice
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Principals. Drug use, especially among 9th graders, seems to be on the rise.
Seventeen freshmen had been arrested for drug use or possession and have been
suspended as of October 4, 2005. Surveillance in student parking lot resulted in a
recent drug arrest of a student possessing drugs for sale.
Staff and students report that litter is a problem. The Trash and Litter Committee
(TLC) formed to bring awareness to the litter issue, but is no longer in existence.
Litter will be a focus of the Student Leadership class this year. Analy does have a
recently developed recycling program that fills 16 ninety-six gallon recycling
containers each week, managing to significantly reduce our refuse cost. The trash and
litter problem, which is still significant, is due entirely to student behavior. Of
particular concern is the appearance of the campus immediately following lunch both
inside the main building and outside.
Quad reconstruction is complete and provides a really nice space for lunch time
events, and eating. Wheelchair access ramp west of the office is complete. Removal
of old floor in basement that contained asbestos is complete except for one small area
in the storeroom used by the theater class. Analy campus is well maintained due to
the hard work and professionalism of the remaining maintenance & custodial staff.
Teachers are diligent about keeping their classrooms clean and orderly in spite of the
reduction in cleaning due to reduced staff. Areas that need addressing include, but
are not limited to: unsafe conditions when students use power tools for stage
production due to large class size; cancellation of some science lab classes due safety
issues related to large class size; general hazards due to large class size; safety issues
regarding stage lights; stage and auditorium doors need repair; and ground floor
windows do not lock.
One area of definite improvement has been that a comprehensive emergency
procedure plan has been developed with practice drills scheduled on the faculty
calendar. However, classroom doors do not lock from inside the classroom, as
required for the on campus intruder procedure. Teachers would need to open the door
and lock them from the outside. We also have emergency kits in each classroom.
Last year we had 295 sections. Even as our student population grew significantly,
this year we have 292 sections. One science, one foreign language and the Avid
program were cut. The cut in science has resulted in the loss of some lab classes due
to overcrowding. We need to work on better placement of students at the beginning
of the year to avoid reshuffling of students after school has started. We also need to
better judge the numbers of sections needed so that we are not hiring mid-quarter to
accommodate changes and again reshuffling students. The district does this
consistently every year.
Analy has high academic expectations. AP, honors, or accelerated classes are offered
with high standards of admission. Analy continues to keep a seven period day,
allowing a broad range of courses to choose from. SAT/PSAT/AP results, and
numbers of students accepted to a broad range of universities (including the top
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schools in the nation) are all evidence of the high degree of academic success that
Analy’s students achieve. To improve STAR results Analy moved the STAR test
schedule to the latest possible time in the school year, food was provided in the
mornings before testing, incentives were given to students, and some restructuring of
curriculum was done to assure that topics usually taught late in the year were given
before STAR.
Expectations and support for non-college bound students is an area in need of
improvement. We are concerned about the numbers of students in skill-based courses
that could actually lead to a career. Do we address the current job market needs:
computer based jobs, service jobs. Some students enroll at the JC for same type of
programs because these courses are offered. Are there courses students could take in
order to get a job after graduation that Analy could offer? Because our program is so
academically-driven, and budget cuts have forced it, the School to Career program
has slowly diminished.
Analy works hard to support EL students, as our test scores show. We now have
Beginning, Intermediate EL classes and a Study Skills class to support EL students.
There is some concern about support for non-native English speakers, because we lost
Emma our hardworking Bilingual Aide. We don’t want to lose any communication
between ESL teachers, parents and regular staff.
We also are concerned about support for students that have not experienced academic
success in the past. Non-mandatory morning tutorial period provides an atmosphere
where only students wanting help are in the classrooms. Teachers can require
students to attend tutorial in the morning, but the new shorter tutorial may impact
these students grades. For students who seek out help, the Tutorial Program,
community supported tutoring in the library, offers an excellent program
All that being said, one has only to walk down the halls during passing time, attend a
dance or athletic event or walk through the Quad during lunch to witness the
camaraderie among the majority of students, staff, and between staff and students.
While visitors are required to check in with the main office and wear identifying
badges while on campus, Analy welcomes adult visitors with an open invitation for
Monday A.M. with the principal, student visitors with student shadowing, etc.
Visitors find Analy a friendly, comfortable and, if not clean, a well ordered
environment. Analy has a relaxed atmosphere conducive to learning.
E3.
To what extent do all students receive appropriate support along with
an individualized learning plan to help ensure academic success?
Support is generally available for students who are academically oriented and / or self
motivated as well as students who are identified with special needs and an IEP.
Students who are working towards a 4 year college track receive opportunities to take
advanced placement and honors classes. Tutoring support is available after school for
those who choose to take advantage of it. The Tutorial Center, funded by Site
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Council, offers student tutors, especially in areas of Math and Science. Private tutors
are also available through Math Club and California Scholarship Federation.
Our school library provides a wealth of resources to students. Freshman students
receive a library orientation in their first month of school. There is one full-time
librarian and librarian aide to serve the students. Our librarian stocks the library
based on staff and student requests. She purchases curriculum and resource materials
as well. Library computer resources are limited. However, the school has created 2
fully functioning computer labs with 35 computers in each. Analy High does have a
full-time Computer Technician on staff. However, this tech person is now working at
our continuation school as well. Technology resources are limited. Some computers
are outdated or broken. Funds are limited for their repair and replacement.
Tutorial period, which was once a mandatory 50 minutes twice a week, has been
reduced to 30 minutes twice a week. Tutorial takes place fro the first 30 minutes of
the school day on Tuesdays and Thursdays. It is voluntary for students, except when
it is teacher mandated. Tutorial offers assistance to any student who may be
struggling academically. The majority of students who use tutorial are academically
oriented and self-motivated. Teachers do have the option to assign a mandatory
tutorial.
Counselors work with students on four-year plans. They are reviewed each year.
They try to see each student 2 times per year and have an open-door policy for
students who request services. Budget cuts have greatly affected support services (ie.
individual counseling, elective opportunities and class size). Support programs
available in past years have been cut (Jack Gerboth School, AVID, Academy).
Analy’s excellent special education department includes Special Day Classes (SDC),
a Resource Specialist Program (RSP), and several full-inclusion students. The RSP
students are mainstreamed most of the day. They can take study skills class for extra
help with the traditional curriculum. Some SDC students take one or two mainstream
classes. Severely disabled students are mainstreamed in the Sonoma County
Consortium on the Analy campus. Speech and language services have been cut
significantly and the primary teacher of those services retired and has not been
replaced.
Analy High maintains strong academic standards. API scores increased from 703 in
2004 to 768 in 2005. Analy is steadily moving toward the California goal of 800.
Current statistics include Star testing results are up from the previous year.
Graduation rate is 97.9% for 2005 and the CAHSEE pass Rate is 96%.
E4.
To what extent do students have access to a system of personal
support services, activities and a opportunities at the school and within the
community?
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Currently, our counselors serve approximately 350 students each. We have 4
counselors: 3 full-time and one 60% position. Counselors try to see each student at
least once a semester for academic support. Counselors discuss goals and academic
achievement as well as scheduling problems. They provide orientation for incoming
students. They also regularly call in students to discuss progress reports and low
grades, advise about specific course offerings, adjust schedules when necessary and
devise or revise academic plans based on student performance. Counselors are
responsible for seeing that students get support to make up lost credits and to pass
competency test. Students have a choice of after-school programs to make up lost
credits or Independent Study. Some students with serious academic credit issues or
behavior infractions will be transferred to Laguna High, our continuation school.
Counselors work with a PLP (Personal Learning Plan) with every student. Every
student receives a copy of the Curriculum Planning Guide that highlights information
and programming guidelines. Counseling has a personalized and proactive plan in
place for students. The majority of parents sampled (60%) are pleased with academic
counseling.
For those students pursuing a four-year college program, we offer SAT preparation
class. This class has been successful in raising SAT test scores. Students with
academic deficiencies may be referred to academic counselors or district
psychologists. Many of these students participate in Student Study Teams which help
to identify problems and find solutions to personal, academic and behavioral
problems. Parents can request weekly progress reports to monitor student progress.
Several programs that once assisted low-performing students (Jack Gerboth School,
AVID, and the Academy financial services program) no longer exist. The counseling
department has a well-developed link on the Analy High website. Students can find
information on college representatives’ visits, graduation information, important
dates, etc.
Some of the special programs of academic support include Senior College
Information Night, college tutorial sessions, Senior Financial Aid Information Night,
and the College and Career Center. The Career Center Coordinator has been reduced
to half-time. Students are encouraged to check the Career Center bulletin board for
part-time jobs openings. Our Tutorial Center offers learning skills workshops
throughout the year. Overall, the College and Career Center provides help with
continuing education, financial aid, resources for finding employment, basic job
skills, part-time jobs, and documentation for securing jobs.
Analy teachers work with counselors to help motivate students in their academic
progress. Teachers provide 6-week progress reports in each of the 4 quarters of the
year. Many teachers call home or e-mail, and provide students, parents and
counselors with assignment and grade printouts to encourage immediate
improvement. Teachers participate on Student Study Teams (SST) along with
counselors, administrators, and parents to discuss ways of improving student
academic performance. Other academic support programs include the homework
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hotline for each teacher, as well as homework request forms for students who know
they will be absent for extended periods. Almost all teachers post agendas and
homework assignments as well as the written daily bulletin allowing students access
to academic information.
Communication of school events and activities usually takes place on a daily basis
through the Analy daily bulletin. Scholarship listings, test preparations, and testing
information are all shared. Analy students produce a weekly video bulletin at the end
of each week. However, many students say their teacher does not show that video
bulletin at the designated time at the end of the period. In previous years students
received a monthly school newspaper (the Analyan). This paper no longer exists as
the Journalism class was removed from our curriculum. Some students have worked
to provide a school newspaper on a voluntary basis.
Communication with parents occurs primarily through the SIP/ZIP newsletter. This
is a publication designed to keep parents informed of any and all events on campus.
It features a counselor’s corner, where parents can learn of college preparatory
information. The principal offers a number of innovative methods for getting parents
on campus to see our school and how it works. Some non-English speaking parents
have had difficulty finding school information. It has been suggested that the
monthly bulletin be translated into Spanish for the increasing Hispanic student /
parent population. The Site Council recently added a bilingual parent member, so she
can report back to the Spanish speaking community. Analy High has improved its
school website with the assistance of some Analy parents. The website has been
updated and expanded to include individual teacher profiles, school events calendar,
and news updates.
Students who are classified “Limited English Proficiency” are eligible for three new
classes at Analy. We offer 2 classes of ELD (English Language Development) and
one class of ELSS (English Language Study Skills). These classes can be taken along
with traditional curriculum. Most recently, Analy has hired a new bilingual aide as
well as an immigrant officer to serve migrant students.
While academic support remains fairly strong at Analy, we do our best to provide
personal counseling or crisis therapy with the limited resources we have. In addition
to the personal counseling of our academic counselors, we have two therapists that
provide 21 hours per week in private counseling and group sessions. These
counselors are shared with our sister school, El Molino High. West Sonoma County
Community Services provided additional support for at risk students, but no longer
serves the Analy Student Body.
Analy High has developed a Safe School Ambassadors program composed of
students and teachers. This program serves to alleviate harassment and violence on
our school campus. Analy High has also developed a Crisis Intervention panel that
will assist students in processing personal, communal, and / or national tragedies.
Analy students can be referred to an off-campus group, Student Advocates for Youth.
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This group supports students with personal issues, and provides information on drug
and alcohol abuse, child abuse, rape, and emotional crisis. The school has a full-time
health technician on campus who offers emergency health care, dispenses prescribed
medications, and communicates with teachers and parents regarding health problems.
Our technician also coordinates all sports physicals. Information on drug and alcohol
abuse, child abuse, rape and emotional crisis is available through the health
technician’s office.
In light of recent student tragedies and escalating behavior problems, Analy High has
increased its drug and alcohol awareness programs for all students. We also
presented the emotionally powerful community program, Every Fifteen Minutes.
This program is provided by local police, fire, highway patrol, and city government
officials. In a powerful dramatic presentation, students are made aware of the
devastating impact of driving under the influence. This program will be repeated
every 4 years at Analy. The principal also had a drug-awareness program for the
parents of our freshman students.
Students participate in a wide variety of school-sponsored activities such as clubs,
sports, arts and service organizations designed to enhance opportunities for
involvement. Each club and service organization has a staff sponsor and the parent
Booster Club supports many. There are approximately 200 students in Band, 150 in
choir, and 120 in Drama. Students are engaged in the Speech and Debate club, Math
club, FFA, Spanish club, Art & Photography club, Astronomy club and others. Analy
High does have a Gay/Straight Alliance, Christian club, Jew crew, Azteca Club, and
numerous ethnic clubs to support student identity and belonging. Athletic coaches
serve 38 teams in 18 sports, including about 600 students. Research shows that
athletics and activities programs support academic success. The Analy activities
programs also successfully and powerfully teach all seven of the non-academic Analy
ESLRs. All clubs and sports are available to every student. There are no statistics on
ethnic group participation. Some students feel that Student Leadership class and
Student Government are exclusive and don’t truly represent all student concerns.
School wide events and activities support diverse student populations include Kid’s
Day, Diversity Day, rallies and assemblies. All students are required to enroll in the
Social Studies Survey curriculum that covers diversity and health issues.
Students have numerous opportunities for scholarship monies through Analy
Boosters, Site Council, Bandwagon, Drama Boosters, Rotary, and Kiwanis. Students
are given additional learning opportunities through the after school GATE program.
This program offers thematic learning in the areas of law, art, history, music, and
more. This program has been strongly supported by 50 to 60 students for each
weekly presentation.
Parents are given many opportunities to shape and support the student learning
experience. These include Analy AM, a morning tour of the school for parents with
the principal, SITE council, fundraising with the Boosters or Parent Foundation,
information nights for freshman orientation, back to school night, open house, college
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information night, junior college night, financial aid night, Principal’s monthly Parent
Group, teacher voice-mail, and homework hotline.
E: Climate and Support
Areas of Strength:
•
•
•
•
•
•
•
Analy offers many opportunities and events to allow parents and the community
to become involved with the school. The passage of the Parcel Tax and support
from community groups and parents such as the Rotary Clubs, Boosters, and the
Analy Foundation, indicate the community’s high regard for the school and their
desire to support the programs it has to offer their children.
Analy’s students actively participate in the community through clubs, bands and
leadership, organizing blood drives, fund raising events, and community service
projects.
Positive, tolerant atmosphere at Analy. Overall good rapport between students,
and between students and staff.
Construction projects completed that create a more attractive and safer campus.
Strong academic program.
Analy has increased its number of teachers with SEDAI & CLAD certification.
Analy has increased EL classes and instructional support for Spanish Speaking
students.
Analy High School has increased attention on incoming Freshman with monthly
meetings monitoring academic progress and an increased emphasis on drug
awareness.
Areas for Growth:
1. Analy has lost its campus supervisor position, leaving the administration and
teaching staff to fill the roles of ongoing campus supervision. We have also lost
our campus police officer. The presence of this officer provided greater sense of
safety and order on our school campus.
2. Larger class sizes and lack of resources have reduced individual student attention.
These conditions have created an environment of stressfulness for teachers, as
well as unsafe conditions and poor classroom atmosphere where learning is
impaired due to large class sizes
3. Inadequate support for non-college bound students. Programs for at - risk
students (Jack Gerboth, AVID, Academy financial services) have been
eliminated, leaving a void for students who struggle with traditional curriculum
and academic routine.
4. Analy has to continue to develop means for parents and the community to become
actively involved in the educational process. Analy has to continue to improve
methods of communication to meet the needs of non-English speaking families.
5. Analy has to continue to utilize technologies such as the internet to improve
access to teachers, program information, grades.
6. Continued litter problem
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************************************************************************
WASC FOCUS GROUPS CONSIDERED THE FOLLOWING EVIDENCE:
Professional development participation
Site council surveys and Site council minutes
Analy Booster Club
Analy Website (http://www.analy.org)
Rotary Websites: (http://www.sebastopolrotary.org/,
http://www.sebsunriserotary.org)
Parent programs such as Analy AM, Analy Project
Graduation
Choir, Drama and Band programs
2005-2006 club list and club Promotional materials for
events
Analy Foundation: (http://www.analyedfoundation.org)
Student surveys and interviews
School Board minutes
CPT meetings
Board bylaws
Master schedule
STAR test scores
Tutorial
Tutorial Center
Student technology surveys
County of Sonoma Registrar of Voters
Department meetings
as well as the Culture and Climate of Analy High School
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ACTION PLAN SIMPLE OVERVIEW
KEY OUTCOME 1:
IMPROVING STUDENT PERFORMANCE IN KEY AREAS
RATIONALE: We will work towards improving student performance in certain
identified areas of need. Reading was a concern, as well as continuing the improvement
of our English Language Learners’ performance. API scores for Science and Social
Science were discussed, and we would like to look at our program and ways to improve
API scores in all areas by aligning our school’s program to the academic content
standards and encouraging student participation in the testing process.
Benchmark 1: IMPLEMENT CONSISTENT EFFECTIVE INSTRUCTIONAL
PRACTICES TO SUPPORT A STANDARDS-BASED EDUCATIONAL SYSTEM
Benchmark 2: BUILD PROGRAM AND COURSE SELECTIONS TO SUPPORT
CONTINUED EL ACHEIVEMENT
Benchmark 3: FIND NEW WAYS TO INCORPORATE READING INTO THE
CURRICULUM
Benchmark 4: CONTINUE IMPROVING STUDENT BUY-IN AND PERFORMANCE
ON STANDARDIZED TESTING
*
*
*
*
*
KEY OUTCOME 2:
IMPROVING SUPPORT FOR STUDENT PERFORMANCE
RATIONALE: Analy teachers are motivated to work on creating a focus on underperforming students, particularly at the freshman and sophomore level by monitoring
performance, increasing individual support including early interventions. We would like
to increase all students’ academic confidence and sense of connection to the school and
improve their overall study skills, organization, use of time, note-taking skills and sense
of personal responsibility.
Benchmark 1: INCREASE SYSTEMIC SUPPORT FOR INCOMING FRESHMEN
Benchmark 2: STREAMLINE IDENTIFYING AND MONITORING AT-RISK AND
ACADEMICALLY STRUGGLING STUDENTS
Benchmark 3: INCREASE CURRICULAR CONTENT IN STUDENT STUDY SKILLS
AND PERSONAL ORGANIZATION IN ALL DEPARTMENTS
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Chapter 5: Schoolwide Action Plan
Process used to develop Action Plan:
In our previous self-study we chose to have five items in our action plan, which
ultimately meant that all of them were worked towards, but none of them received our
full attention. This time we chose to focus on just two areas for growth that really
targeted our students’ critical academic needs.
Knowing how the Action Plan from the previous WASC lead to genuine
improvements and growth for Analy, we really felt motivated to choose our Action Plan
carefully. What did we really want to work on as a staff? From our Self Study, there
emerged a unified concern about students taking personal responsibility for their own
learning and we discussed ways we could help our students grow as learners and
individuals. Our ‘burning academic issues’ led us to our key outcomes for the Action
Plan. We saw two primary areas for growth:
1. We will work towards improving student performance in certain identified areas
of need. Reading was a concern, as well as continuing the improvement of our
English Language Learners’ performance. API scores for Science and Social
Science were discussed, and we would like to look at our program and ways to
improve API scores in all areas by aligning our school’s program to the academic
content standards and encouraging student participation in the testing process.
2. Analy teachers are motivated to create a focus on under-performing students,
particularly at the freshman and sophomore level, by monitoring performance and
increasing individual support, including early interventions. We would like to
increase all students’ academic confidence and sense of connection to the school
and improve their overall study skills, organization, use of time, note-taking skills
and sense of personal responsibility.
The ESLRs align with the Action Plan in many ways. The ESLRs are really just a
reflection of the things we want for our students, and the Action Plan helps us focus on
those areas we find most important. Analy has 6 primary ESLRs. Cooperation and
Technology are really a part of our teachers’ everyday classroom practices, so we wanted
to focus on those areas most in need of attention:
• Key Outcome Number One targets Communication and Thinking and Problem
Solving.
• Key Outcome Number Two targets the ESLRs of Social Personal Responsibility
and Career Preparation.
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KEY OUTCOME 1:
IMPROVING STUDENT PERFORMANCE IN KEY AREAS
The four Key Outcome 1 benchmarks:
Benchmark 1:
IMPLEMENT CONSISTENT EFFECTIVE INSTRUCTIONAL PRACTICES TO
SUPPORT A STANDARDS-BASED EDUCATIONAL SYSTEM
RATIONALE:
To align course content with standardized testing content will facilitate improving student performance on
these tests.
ACADEMIC OUTLINE:
Student groups participating in this goal: Students in academic core classes.
Performance gains expected for these students: Increased awareness and use of standards based
curriculum.
Means of evaluating progress toward this goal: Individual teacher growth in use of standards-based
curriculum, as well as students’ performance on standardized testing.
Group data needed to measure academic gains: Continuing growth in scores in state testing.
LOGISTICAL OUTLINE:
Timeline: Curriculum will evolve over the next year as teachers learn more about the standards that need
addressing in their individual classes.
Persons responsible: Principal needs to guide teachers to appropriate professional development materials.
Expenditures / funding source: NCLB funds.
Procedure for monitoring progress: Administrative review of classroom teaching practices, increased
scores on state standardized tests.
Date of review: with publication of state standardized testing scores each year.
Benchmark 2:
BUILD PROGRAM AND COURSE SELECTIONS TO SUPPORT CONTINUED EL
ACHEIVEMENT
RATIONALE:
To continue the increases in performance of EL students on standardized testing, a systemic approach to
building a sheltered, nurturing course program is needed.
ACADEMIC OUTLINE:
Student groups participating in this goal: EL, FEL and recently reclassified students.
Performance gains expected for these students: EL students’ increased participation in and success with
the full standards based curriculum.
Means of evaluating progress toward this goal: Improved student grades and increased enrollment in
challenging coursework, as well as continuing growth on standardized testing.
Group data needed to measure academic gains: Course enrollment and grade information as well as
scores in state testing.
LOGISTICAL OUTLINE:
Timeline: Introduction of new sheltered courses in 2005-2006
Persons responsible: Principal needs to guide teachers in core academic subjects to materials to support
their EL students. Core Teachers. EL teachers.
Expenditures / funding source: NCLB funds. General Fund.
Procedure for monitoring progress: Administrative review of classroom teaching practices, increased
scores on state standardized tests.
Date of review: with publication of state standardized testing scores each year
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Benchmark 3:
FIND NEW WAYS TO INCORPORATE READING INTO THE CURRICULUM
RATIONALE:
To improve scores in reading on standardized testing and support students in their efforts to take personal
responsibility for their learning, we need to support and train them to read well.
ACADEMIC OUTLINE:
Student groups participating in this goal: All students at Analy.
Performance gains expected for these students: Increased scores in reading sections of standardized
testing. Increased student reading during SSR.
Means of evaluating progress toward this goal: Participation in our new Silent Sustained Reading
program. Individual teacher’s growth in use of reading and reading assessment in curriculum. Students’
performance on Standardized testing.
Group data needed to measure academic gains: Scores in state testing. Participation levels in SSR.
LOGISTICAL OUTLINE:
Timeline: Introduction of SSR, 2005-2006. Departments look at their use of reading and testing reading
in CPT.
Persons responsible: Students will need to be supported by teachers in the process of learning how to use
SSR. Principal will need to guide teachers on how to create effective reading environment. Non-academic
departments will need to look at how they incorporate reading into their curriculum.
Expenditures / funding source: Professional development as necessary.
Procedure for monitoring progress: Review of SSR practices, increased scores on state standardized
tests.
Date of review: with publication of state standardized testing scores each year.
Benchmark 4:
CONTINUE IMPROVING STUDENT BUY-IN AND PERFORMANCE ON
STANDARDIZED TESTING
RATIONALE:
To help students do well on academic testing, all the school’s stakeholders need to encourage an attitude
and support an atmosphere that leads to good performance.
ACADEMIC OUTLINE:
Student groups participating in this goal: All students at Analy, as well as targeted groups as needed.
Performance gains expected for these students: Increased acceptance of standardized testing as part of
the ‘high school experience’ and pride in doing well. Continued and increasing use of standards-based
curriculum.
Means of evaluating progress toward this goal: Individual teacher growth in use of standards-based
curriculum. Students’ performance on standardized testing. Monitor effectiveness of the rewards and
incentives being offered.
Group data needed to measure academic gains: Continuing growth in scores in state testing.
LOGISTICAL OUTLINE:
Timeline: Promoting and building interest in STAR testing will be ongoing.
Persons responsible: Principal and all classroom teachers.
Expenditures / funding source: Incentives and snacks on test day/ donations and general fund
Procedure for monitoring progress: Surveying student attitudes towards testing, administrative review of
classroom teaching practices, increased scores on state standardized tests.
Date of review: with publication of state standardized testing scores each year.
KEY OUTCOME 2: IMPROVING SUPPORT FOR STUDENT PERFORMANCE
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The three Key Outcome 2 benchmarks
Benchmark 1:
INCREASE SYSTEMIC SUPPORT FOR INCOMING FRESHMEN.
RATIONALE;
To ensure students do well throughout their high school career, a little added focus on students in the first
few months can help a lot in the long run.
ACADEMIC OUTLINE:
Student groups participating in this goal: Incoming freshmen through first semester sophomores.
Performance gains expected for these students: Increased sense of responsibility and engagement in
academic performance.
Means of evaluating progress toward this goal: Formation of committee. Students’ grades and course
choices. Student use of tutorial. Teacher use of required tutorial.
Group data needed to measure academic gains: Teachers and counselors will coordinate data to monitor
progress of freshman students, including grades, parent contacts and conferences.
LOGISTICAL OUTLINE:
Timeline: Create committee including counselors and freshmen teachers in spring 2006, so structure will
be in place for fall 2007. Departments discuss their policies at CPT.
Persons responsible: Principal and counseling work together to create a structure for sharing information.
Teachers teaching students how to use tutorial, reinforce notebook organization skills. Encourage parent
involvement. Possibly senior students willing to monitor and be ‘buddies’ to struggling freshmen.
Expenditures / funding source: None.
Procedure for monitoring progress: Reflect on how the freshman focus group comes together and what
information they share. Look for improved orientation of students.
Date of review: Spring 2007 conference with main stakeholders.
Benchmark 2:
STREAMLINE IDENTIFYING AND MONITORING AT-RISK AND
ACADEMICALLY STRUGGLING STUDENTS
RATIONALE:
Teachers are seeking a way to communicate and share information about struggling students to help create
a safety web to keep the students engaged at school. Many programs have come and gone for these
students over the years.
ACADEMIC OUTLINE:
Student groups participating in this goal: Students identified as at-risk or academically struggling.
Performance gains expected for these students: Increased sense of connection to school and teachers,
participation in tracking program.
Means of evaluating progress toward this goal: With the assistance of a stipended lead teacher, the
creation of a system of communication between teachers, counselors and parents for identifying and
monitoring at risk students. This teacher would meet and track struggling students.
Group data needed to measure academic gains: Grade and course enrollment information for targeted
students.
LOGISTICAL OUTLINE:
Timeline: Create a committee to look at ways to serve this community Fall 2006. Implement program
Spring 2007. Possibly create after school program for at-risk students.
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Persons responsible: Vice Principals communicate with middle schools to monitor incoming students.
Students identified as at-risk to attend meetings.
Expenditures / funding source: This program being successful would depend on a financial commitment
to create a stipend for a teacher or counselor to lead this program.
Procedure for monitoring progress: The creation of a valid and measurable tracking device would be
one means of assessing success.
Date of review: Spring 2007.
Benchmark 3:
INCREASE CURRICULAR CONTENT IN STUDENT STUDY SKILLS AND PERSONAL ORGANIZATION IN
ALL DEPARTMENTS
RATIONALE:
To increase students’ academic performance, study skills and organization are the key to success. The
creation of a self-sufficient student who takes responsibility for his own learning is one key ESLRs
identified as very important to teachers during the self-study process.
ACADEMIC OUTLINE:
Student groups participating in this goal: All students at Analy High School
Performance gains expected for these students: Increased level of organization of study materials,
notes, personal time. Increased use of planners and agendas.
Means of evaluating progress toward this goal: Our students increased awareness of study habits and
skills as part of the curriculum. Department participation in Study Skills curriculum.
Group data needed to measure academic gains: Student survey results.
LOGISTICAL OUTLINE:
Timeline: This would best be accomplished as a series of CPT meetings (quarterly?) Create a committee to
look at ways to serve this community Fall 2006. Implement program Spring 2007.
Persons responsible: Departments to look at developing study skills units or reflect on improving
communicating study skills expectations. Use CPT to discuss dept-wide study skills requirements.
Expenditures / funding source: Possible class in study skills/study hall for struggling freshmen.
Procedure for monitoring progress: Committee findings, student behavior.
Date of review: 2008.
77
PERCEPTION DATA AND SURVEY RESULTS
PARENT SURVEY RESULTS
Analy Site Council's 2005 parent survey results
STRONGLY
STRONGLY NO OPINION,
AGREE
DISAGREE
AGREE
DISAGREE DON'T KNOW
I am kept informed of school events and student opportunities.
11
8
8
2
My student is treated fairly and with dignity by all teachers.
5
13
8
1
1
The school does a good job of teaching basic skills.
6
16
5
3
Academically talented students are challenged at Analy.
8
12
1
7
Students needing help improving skills can easily get the help they need.
5
13
6
1
5
Tutorial is a useful part of a student’s schedule.
17
8
4
1
Differences are accepted and each student feels welcomed and valued.
5
12
6
2
5
Male and female students receive equal treatment in class.
6
13
1
7
Discipline is applied fairly and evenly to all students
7
8
5
2
7
7
6
1
The campus is usually neat and attractive.
3
12
Analy provides adequate academic counseling services to my student.
5
14
4
4
2
2
2
Analy is a physically safe environment for my student.
5
16
6
The staff at Analy respond in a timely manner when I have a question.
4
13
6
4
1
Analy teachers use a variety of techniques, not just lecture and test.
6
20
2
1
Instructional materials seem adequate at Analy.
1
15
9
2
1
Technology services and tech curriculum are adequate at Analy.
1
9
8
4
9
Students, parents and staff work together to create a structured four-year academic
plan.
78
2
15
6
4
4
I would prefer to end the first semester before Christmas Break.
13
4
8
2
My student has reported enjoying the new Silent Sustained Reading
7
10
5
1
3
5
STUDENT SURVEY 2003-2004
This survey is administered to students by Analy's Site Council.
5. How would you rate the overall teaching performance of the teachers at Analy?
9th
10th
Highest
6%
7%
High
23%
32%
Middle
32%
28%
Low
25%
21%
Lowest
13%
12%
11th
12th
5%
8%
37%
36%
28%
25%
22%
20%
8%
11%
6. How would you rate the administration at Analy?
9th
5%
26%
36%
21%
10th
10%
20%
33%
23%
11th
8%
19%
39%
23%
12%
14%
11%
Senior
11%
8%
36%
25%
20%
7. How would you rate the academic counseling at Analy?
9th
11%
24%
22%
25%
10th
16%
24%
24%
16%
11th
16%
24%
28%
22%
17%
19%
11%
Senior
13%
15%
25%
31%
15%
8. How would you rate the student support services at Analy?
9th
10%
21%
33%
20%
10th
11%
19%
28%
19%
11th
9%
16%
35%
17%
16%
23%
23%
Senior
20%
9%
23%
39%
10%
9. How would you rate the staff's level of caring about you?
9th
12%
22%
35%
23%
10th
8%
23%
34%
17%
11th
9%
26%
36%
22%
8%
18%
8%
Senior
12%
15%
30%
30%
12%
79
10. How would you rate the school's technology as an aid to your learning at Analy?
9th
9%
25%
38%
18%
9%
10th
8%
32%
32%
20%
8%
11th
Senior
8%
11%
28%
28%
42%
32%
14%
19%
9%
10%
11. How would you rate the extent that the school's resources support your learning?
9th
10%
22%
36%
23%
9%
10th
7%
25%
42%
18%
8%
11th
10%
29%
34%
21%
7%
Senior
7%
Strongly Agree
26%
Agree
38%
Neither
Agree nor
Disagree
16%
Disagree
13%
Strongly
Disagree
12. Analy is a safe, secure school
9th
8%
44%
10th
7%
54%
11th
20%
6%
35%
27%
14%
8%
7%
4%
6%
5%
3%
Senior
17%
4%
6%
27%
47%
13. Tutorial is a useful period that enhances my learning at Analy
9th
73%
19%
3%
2%
10th
75%
15%
0%
0%
11th
74%
19%
3%
1%
Senior
60%
26%
4%
1%
3%
7%
4%
9%
14. I have been well prepared in my core couses.
9th
11%
50%
25%
10th
8%
53%
22%
11th
10%
55%
25%
Senior
13%
60%
14%
4%
8%
3%
5%
10%
9%
7%
8%
15. The content and nature of Analy's electives are of high quality.
9th
13%
54%
22%
6%
6%
10th
14%
53%
21%
4%
8%
11th
18%
53%
21%
4%
3%
Senior
19%
52%
17%
6%
7%
16. The variety of Analy's electives is sufficient for my needs
9th
13%
49%
25%
8%
6%
10th
8%
9%
49%
26%
9%
80
11th
Senior
15%
19%
52%
45%
18%
16%
8%
12%
7%
8%
17. I prefer the normal Monday schedule to the rest of the week's block schedule.
9th
4%
8%
19%
27%
42%
10th
3%
8%
19%
29%
42%
11th
4%
7%
13%
17%
59%
Senior
10%
4%
12%
16%
58%
18. I am satisfied with the selection of after-school activites.
9th
10%
39%
33%
12%
10th
6%
34%
35%
16%
11th
Senior
8%
8%
41%
28%
35%
40%
7%
9%
9%
13%
7%
10%
STUDENT SURVEY RESULTS
Strongly Agree
Agree
Neither
Agree nor
Disagree
Disagree
Strongly
Disagree
19. I attend extra-curricular, non-athletic events sponsored by Analy clubs and groups.
9th
11%
23%
31%
21%
15%
10th
11th
Senior
12%
13%
17%
31%
30%
24%
30%
21%
22%
15%
24%
19%
12%
13%
17%
20. There are some aspects of my experience at Analy I'd like to see changed.
9th
10th
11th
Senior
14%
20%
21%
8%
43%
48%
48%
28%
31%
22%
20%
40%
4%
5%
5%
13%
8%
5%
7%
10%
21. Diversity within the student body is accepted and I feel welcomed and valued
9th
11%
39%
33%
10%
7%
10th
8%
40%
26%
12%
14%
11th
Senior
11%
11%
13%
11%
7%
0%
22. School rules and policies are administered fairly.
9th
6%
34%
31%
18%
11%
10th
20%
4%
43%
33%
23%
27%
35%
27%
26%
81
11th
Senior
4%
2%
28%
25%
31%
27%
22%
28%
16%
19%
23. I am or was very prepared to take the English part of the High School Exit Exam.
9th
6%
24%
49%
8%
13%
10th
20%
41%
24%
5%
9%
11th
Senior
38%
32%
37%
39%
11%
16%
8%
4%
6%
9%
24. I am or was very prepared to take the math part of the High School Exit Exam.
9th
13%
19%
50%
8%
9%
10th
19%
32%
26%
11%
12%
11th
Senior
35%
31%
34%
34%
11%
19%
10%
7%
10%
10%
ANALY STAFF SURVEY 2005
STRONGLY
AGREE
AGREE
AGREE SOMEWHAT DISAGREE
1) If needed, students can get help with improving skills.
14
15
1
0
2) Academically talented and college-bound students are challenged at Analy.
14
15
1
0
3) Differences in the student body are accepted; students feel welcome and valued.
2
14
13
1
4) Male and female students have equal opportunities in class and activity choices.
15
12
2
0
5) I have ample opportunities to be involved in Analy.
20
6
6) Analy has a collegial atmosphere.
2
0
5
13
10
7) Analy provides a challenging curriculum.
1
2
13
13
8) The campus is usually neat and attractive.
1
0
10
18
1
9) Analy encourages responsible behavior in its students.
4
15
10
0
10) Theft and vandalism are not a problem at Analy.
0
6
18
5
11) I respond in a timely manner when a parent or student needs a question answered.
82
16
13
1
0
12) Teachers are involved in making school decisions.
2
14
12
13) Analy seeks new ideas and new improvements.
1
2
9
14) Analy is a safe secure school.
1
17
6
16
5
0
15) I receive or am able to get information on my students progress.
9
18
2
0
16) I can get help for a problem that my students have.
3
20
6
17) I am kept informed about school events.
0
7
19
3
18) The school provides a caring environment.
0
5
20
4
0
19) I feel this school provides a good academic program for all students.
7
17
STRONGLY
AGREE
4
0
AGREE
AGREE SOMEWHAT DISAGREE
20) Analy has high expectations for all its students.
3
15
7
0
21) Students, parents, and school staff work together to develop a four year program of instruction.
0
7
20
1
22) School rules are administered fairly to all students.
3
14
10
1
23) Analy teachers use a variety of techniques to actively involve students in their education.
8
14
5
24) Analy provides adequate counseling services.
0
6
13
7
0
25) Analy has adequate technology to support learning.
2
6
14
6
26) Services for students with special needs are tailored to ensure academic success.
3
15
9
1
27) The instructional materials used in class are adequate for helping my student learn.
2
15
10
28) Analy has a positive image in the community.
11
17
0
0
0
83
29) Resources (funding, materials) available to Analy are fairly sufficient.
0
1
15
11
30) Resources (funding, materials) are fairly efficiently used.
4
9
15
3
31) This year the assignments given to my students are interesting and challenging.
9
14
4
1
32) My students' assignments connect to the "real" world.
9
10
8
0
33) My students' course work in one class is connected to another, i.e. interdisciplinary.
6
5
15
1
34) I ask my students to evaluate their own work.
9
10
7
1
35) I am familiar with the expected learning outcomes.
13
11
3
1
36) Analy students, teachers all work together to increase student learning.
3
15
9
37) Analy has clearly stated vision or purpose.
1
6
14
6
38) Analy students are well prepared for the future.
0
5
14
8
0
39) Students can adjust course work if a change in plans for after graduation.
3
14
6
0
40) The library allows my students to expand their learning.
7
12
7
0
41) Student government represents the concerns of all of the students.
0
4
18
5
ANALY STAFF SURVEY 2005, cont.
STRONGLY
AGREE
AGREE
AGREE SOMEWHAT DISAGREE
42) Analy reports assignments of students' learning to parents and the community.
5
10
7
2
43) Analy enforces school rules to support the teaching and learning process.
3
13
12
0
44) Overall, I would give Analy the following grade A B C D
7
19
1
0
45) There are adequate procedures for selecting, training, and retaining certified staff.
2
10
13
46) I am encouraged to grow professionally.
3
84
4
10
13
1
47) I am motivated to contribute to the school's goals. My teaching / counseling is supported.
7
11
9
0
48) My personal feelings and well-being are regarded as important.
5
12
11
49) I am treated fairly by administrators.
0
8
14
5
0
50) I am kept informed on matters affecting my work.
4
11
13
0
51) My most recent evaluation was conducted in a fair and objective manner.
14
7
6
1
52) I have opportunities to influence decisions affecting my work.
4
16
8
0
53) I am able to express my opinion to school and district administrators.
5
10
9
2
TECHNOLOGY SURVEY
AS PART OF OUR SELF-ASSESSMENT FOR THE PREVIOUS WASC
STUDENTS WERE ASKED TO ASSESS HOW THEY USED TECHNOLOGY IN CLASS
NEVER
SOME
OFTEN
VERY OFTEN
1) In the class where you use technology the most, how often do you use it?
20%
26%
27%
24%
2) Teachers have me write reports or other documents using a word processor?
20%
26%
29%
29%
3) Teachers ask that I enter numbers into or create a spreadsheet and/or Excel ?
36%
27%
24%
16%
4) Teachers ask that I create graphs / charts using a spreadsheet or Excel?
33%
34%
17%
16%
5) Teachers ask that I enter information into or create a database?
39%
24%
18%
16%
6) Teachers ask that I search for info or create a report using a database(not internet)?
31%
27%
18%
18%
7) Teachers ask that I create pictures using drawing or painting software?
34%
26%
20%
17%
8) Teachers ask that I make a video using a video camera?
85
31%
28%
19%
16%
9) Teachers ask that I get pictures into a computer using a digital camera or scanner?
35%
19%
17%
NEVER
SOME
OFTEN
10) Teachers ask that I insert graphics from the internet?
VERY OFTEN
26%
25%
29%
24%
17%
11) Teachers ask that I create a presentation using software, such as Power Point?
29%
29%
19%
19%
12) I exchange e-mail messages with teachers or students/study buddies at my school?
29%
26%
21%
19%
13) As part of a class, I exchange e-mail messages with classes in other places?
38%
22%
20%
17%
14) Gather information from people using e-mail or an online discussion for class use?
36%
24%
17%
16%
NEVER
SOME
OFTEN
VERY OFTEN
15) Teachers ask that I create a web page for publication on the World Wide Web?
38%
23%
15%
15%
16) Teachers ask that I gather information from CD-ROMS?
32%
28%
16%
16%
TECHNOLOGY SURVEY
NEVER
SOME
OFTEN
VERY OFTEN
17) Teachers ask that I gather information using online references in my bibliography?
21%
25%
23%
21%
18) Teachers ask that I find information on the World Wide Web using a search engine?
24%
22%
19%
25%
19) Teachers ask that I evaluate the quality of information on the World Wide Web?
28%
27%
19%
18%
20) Teachers ask that I solve mathematical problems using a graphing calculator?
26%
29%
19%
17%
21) Teachers ask that I create graphs or analyze data
29%
21%
19%
17%
THIS SPREADSHEET WAS CREATED BY A STUDENT
86
87