WASC Report (2) - Overfelt High School

WILLIAM C. OVERFELT HIGH SCHOOL
2011-2012
Focus on Learning
Vito Chiala, Principal
Marcela Miranda, Associate Principal, Educational Development
Yovi Murillo, Associate Principal, Administration
1835 Cunningham Avenue
San Jose, CA 95122
408.347.5900
Website: http://wo.ca.campusgrid.net/home
Prepared for Western Association of Schools and Colleges
WILLIAM C. OVERFELT HIGH SCHOOL
2011-2012
WASC-FOCUS ON LEARNING STEERING COMMITTEE
WASC Coordinator
Organization
Curriculum
Instruction
Assessment
School Culture and Support
Additional Writers
Editor
Formatting
Cover and Inserts
Monica Schneider
Vito Chiala
Marcela Miranda
Rachel Stanek
Jenny Kim
Jeanine Davis
Ludy Aguada, Hope Alley, Honey Gubuan,
Alice Kawazoe, Jill Stauffer
Adele Sagun
Doug Day
Van Nguyen
EAST SIDE UNION HIGH SCHOOL DISTRICT
Board of Trustees, 2011-2012
Frank Biehl
President
Patricia Martinez-Roach Vice President
J. Manuel Herrera
Clerk
Lan Nguyen Member
Van Le
Member
Cabinet
Daniel Moser
Superintendent
Cathy Giammona
Associate Superintendent of Human Resources
and Instruction
Marcus Battle
Associate Superintendent of Business Services
T ABLE OF CONTENTS
Process Calendar...............................................................................................................................1
Chapter I
Student and Community Profile: Data and Findings ................................................ 7
Chapter II
Overall Summary from Analysis of Profile Data...................................................... 29
Chapter III
Progress Report...................................................................................................... 35
Chapter IV
Self-Study Findings
A. Organization...................................................................................................... 61
B. Curriculum ........................................................................................................ 89
C. Instruction....................................................................................................... 105
D. Assessment ...................................................................................................... 115
E. Culture and Support ........................................................................................ 135
Chapter V
Action Plan .......................................................................................................... 157
Glossary ....................................................................................................................................... 167
Appendices................................................................................................................................... 173
CHAPTER 1
Student and Community Profile: Data and Findings
Community
San Jose is the third-largest city in California, the tenth largest in the U.S., and the county seat of
Santa Clara County. Located at the southern end of San Francisco Bay, the San Jose/Silicon Valley
area is a major component of the greater San Francisco Bay Area.
By the 1990s, San Jose’s location within the booming local technology industry earned the city its
nickname, Capital of Silicon Valley. San Jose now maintains global city status and is the largest city
in the San Francisco Bay Area in terms of population, land area, and industrial development. The
U.S. Census Bureau reported the population of the city to be 945,942 as of the 2010 Census.
The area surrounding King and Story Roads is a vital cultural hub for the East San Jose Community.
More generally, the region is called East San Jose or, colloquially, the “East Side.” East San Jose’s
residents are predominantly Mexican American. There are slightly lower populations of African
American, Vietnamese, Filipino, Cambodians, and Samoans, respectively, throughout East San Jose
as well.
It is also a community facing tremendous poverty and high crime rates. In the first quarter of 2011,
there were 427 foreclosed homes with an average foreclosure sales price of $229,636. The Overfelt
neighborhood also has the highest crime rates in San Jose with high percentages of violent crimes,
motor vehicle thefts, and property crimes. Several street gangs are active in the neighborhood,
prompting the City of San Jose to identify the Overfelt attendance area as a “gang hot spot.” In spite
of all of these challenges, our families have a strong sense of community and cultural pride.
The William C. Overfelt campus was built in 1962, making it the third-oldest school in the district.
With income generated from recent bond measures “A” and “G”, sections of the campus and
landscaping haves been modernized. Construction with Measure “E” funds is in progress and is
projected to provide modernization for all classroom areas.
Despite twelve consecutive years of steady increases and no decreases in Academic Performance
Index (API) scores, Overfelt High School is currently in year four of Program Improvement. The
East Side Union High School District has been in Program Improvement since 2004, resulting in
the implementation of a district-wide program improvement plan. The Overfelt school plan is
aligned with this LEA plan and includes several strategies to increase proficiency for all subgroups in
both math and language arts.
Our two previous WASC full self-studies occurred in 2000 and 2006. Each was followed by a threeyear interim review. Although there has been considerable transition in staff the last twelve years, the
current principal and several other instructional leaders participated in the previous full visit and
both interim visits.
In addition to our WASC visit and full self-study, Overfelt High School is celebrating its 50th
anniversary in the 2011-12 school year. This has brought together the Overfelt community, staff,
Chapter 1 – Data and Findings
7
alumni, and friends to celebrate the past, learn about the present, and invest in the future. Several
events have been scheduled throughout the school year.
Despite the tremendous economic hardships facing both our district and our community, Overfelt
High School has continued to thrive with the support of the community, business partnerships, and
local organizations. In addition to supporting their children’s education, many parents support the
school through the Booster Club and other organizations. Several local businesses also support
Overfelt High School. These include local partners such as our neighboring McDonald’s to major
Silicon Valley corporations like Applied Materials, NVIDIA, IBM, and Google. Other organizations
including the YWCA Project Inspire, San Jose State University Gear Up, and California Youth
Outreach provide vital services to students and support our overall purpose of preparing all students
for college and careers.
Overfelt’s commitment to educating the whole child includes an array of support services, after
school programs, and opportunities to extend learning beyond the classroom with a variety of extracurricular activities that benefit our students. Leadership and team-skills development, increased
creativity, out-of-the-box thinking, critical thinking, an increased motivation to attend school, and
improved academic performance are only a few of the benefits resulting from the participation in
activities outside of the classroom. Over the past six years, we have averaged 38 clubs—academic,
service, cultural, recreational, and enrichment—on campus, with new clubs created based on
students’ interests. During any given year, more than 300 students are official members of these
clubs. These clubs not only make a difference for students but also improve our school and
community.
Overfelt continues to offer a strong, comprehensive athletic program for both boys and girls.
Although the district has seen significant budget cuts, we have maintained 23 separate teams (junior
varsity and varsity) to give our students a variety of athletic opportunities on campus. In the 20072008 school year, we no longer were able to offer a junior varsity baseball team due to lack of team
members; however, in 2011-2012, a golf team was added to our list of teams. Approximately 28% of
students on campus participate in after school sports.
East Side Union High School District
The East Side Union High School District (ESUHSD) administrates 18 high schools with a
combined enrollment of approximately 24,500 students in the area of San Jose, Santa Clara County,
California. The schools include 11 comprehensive or traditional and four alternative high school
programs. Locally, there has been an upsurge in charter schools, resulting in five district-led and four
county charter high schools housed within district boundaries. In addition, the district’s Adult
Education Program has traditionally served an additional 26,000 students. These non-traditional
education settings directly impact the Overfelt community; there is one alternative high school
(Apollo), one county charter school (Leadership Public School) and one adult education center
located on the Overfelt campus.
8
Chapter 1 – Data and Findings
Overfelt Vision
Academic, Personal and Social success for all students.
Overfelt Mission
To provide a safe, caring, learning environment where students can achieve the academic, aesthetic,
personal and social development required to continue learning, pursue post secondary education,
compete in a changing job market, and participate in a multicultural democratic society.
Overfelt Expected School-wide Learning Results
•
•
•
•
Achieving success through reading, writing, and computing at or above standards.
Critically thinking to solve a wide variety of problems
Effective and appropriate use of communication
Successfully demonstrate an awareness and practice of ethical and community values.
Program Improvement
Overfelt High School is a Title 1 school. Over the years, these funds have been used to provide
additional counseling services, parent outreach, and professional development. Because of severe
reductions to the district’s budget accompanied by an increase in the number of schools it funds, the
amount of categorical funds received by Overfelt High School has decreased dramatically in recent
years. A significant portion of the funds we do receive is used to support district-wide efforts to meet
Annual Yearly Progress (AYP).
Overfelt High School is in year four of Program Improvement (PI) as a result of having missed the
AYP benchmark in language arts for English language learners in both 2007 and 2008. As the
percentage proficiency required has continued to increase, several other subgroups have also missed
targets. Overfelt has met participation rates and the API requirement for all years. Although the
school does not have its own corrective-action plan nor been assigned an outside provider, the
district has both. The district’s LEA PI plan is implemented at Overfelt High School with actions
embedded in our Single Plan for Student Achievement.
Enrollment
SCHOOL ENROLLMENT BY GRADE
Year
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
9th
383
407
457
440
420
369
419
10th
419
419
449
475
440
412
363
11th
364
394
421
433
490
379
397
12th
363
342
342
385
406
361
325
Total
1529
1562
1669
1733
1756
1520
1504
The enrollment at Overfelt High School has fluctuated over the last several years, from an all-time
high student enrollment of 2,238 in 1990 to a low of 1,501 in 2003, and then a steady increase to
1,756 in 2009. In 2010-2011, student enrollment dropped significantly to 1,522; many enrolled at
Chapter 1 – Data and Findings
9
Apollo, an expanded alternative education school located on the campus or, as a result of Program
Improvement, transferred to charter schools or district schools with magnet programs.
Overfelt has historically had a diverse student population with Latino students making up the
largest subgroup. Prior to the 2005-2006 school year, numerically significant ethnic subgroups used
to calculate API included Asian and Filipino students. Over the past twelve years, the Latino
population has increased gradually, and the Asian and Filipino populations have decreased. The
white, African-American and Pacific Islander populations have remained steady.
Overfelt High School serves working-class and predominately low-income families. Many rent
apartments or share single-family dwellings with multiple families. In the 2009-2010 school year,
82% of our students submitted a qualifying application for the free-and-reduced lunch program, but
we know that the actual percentage of low-income families is much higher than this. Most recent
parent education level data indicates that 56% (2009-2010) of parents do not have a high school
diploma and 27% are high school graduates. Only 7% have completed a post-secondary degree.
The total enrollment for 2010-11 includes 171 students with special needs. These students are in a
variety of programs, with 22 students in a program for the severely handicapped and eight in a
10
Chapter 1 – Data and Findings
transitional program for emotionally disturbed students. Of all students with special needs, 44% are
mainstreamed for the majority of the day.
Currently, 35% of Overfelt students are designated as Limited English Proficient (LEP). Of these
students, 37 students who recently immigrated are enrolled in the English Language Development
(ELD) classes. Recently, 34% of the students have been recently redesignated and 11% of the
students are designated fluent. Only 20% of the student population at Overfelt speak English as
their primary language.
Attendance
For many years, the attendance rate at Overfelt High School fluctuated between 90% and 93%.
Although it was noted that poor attendance had a serious negative impact on students’ academic
achievement, efforts to improve it produced no significant change. Then, in the 2009-10 school
year, the Saturday Team Academy Recover Time program was implemented at Overfelt. This
“START” program was funded by ADA recovery and provided a safe learning environment for
students to recover attendance and improve their grades. Although the impact on ADA during that
initial year was positive, it did not significantly increase the attendance rate. In 2010-11, however,
the START program was scheduled every other week and was very well attended, averaging more
than 200 students per Saturday. This change coupled with disciplinary Saturday school plus a
reduction in suspensions resulted in both an increase in base attendance rate as well as an increase
due to recovery. These gains continue to be observed in 2011-12, with first semester attendance at
95.7%.
Safety
Chapter 1 – Data and Findings
11
SUSPENSIONS AND EXPULSIONS
Year
2007-08
2008-09
2009-10
2010-11
Suspensions
Violence/Drugs
86
85
74
58
Expulsion
Violence/Drugs
2
5
3
3
Total
Suspensions
697
481
676
507
Total
Expulsions
2
5
3
3
Student safety is a priority at Overfelt High School. A wide variety of efforts have been made over
the years to reduce violence in order to create a safe learning environment. The results of these
efforts can be observed in the reduction of suspensions for violence and drugs in 2010-11. As a result
of budget cuts, Overfelt High School was no longer able to offer a regular “in-house” suspension
program starting in 2009-10. Despite this, there was a reduction of total suspensions, including
those for violence, in 2010-11. These reductions are continuing into the 2011-12 school year.
Although the number of suspensions is just one indicator of campus safety, other indicators also
indicate progress is being made toward creating and maintaining a safe learning environment.
Facilities
Over the past six years, Overfelt has seen some significant changes with regard to facilities. In 2006,
we completed construction on the new C-100 and C-200 buildings. These were built specifically to
meet the need to organize students according to the small learning community (SLC) model. The
buildings include classrooms that can be joined for collaborative teaching, communal meeting
rooms, and state-of-the-art technology in the classrooms. In the same year, our E-wing received an
interior upgrade with new carpeting and paint. Also, a new video surveillance system was installed
throughout campus. This system has helped us increase our ability to keep our campus safe.
Our new state-of-the-art science building was completed in the 2007-08 school year. Science
teachers worked closely with the architect and designer to create modern, versatile, and welcoming
classrooms and labs areas and to ensure a facility that would best serve the needs of our students.
In 2009, we had the unique opportunity to work with the NVIDIA Corporation and Hands On Bay
Area (HOBA), which brought in over 900 volunteers to complete a number of facilities projects.
Three new murals, a sand volleyball court, 200 new lockers, landscape clean-up, and new paint in
the multipurpose room and on the outside hand rails and poles are just some of the projects
completed during the community event. HOBA has remained a partner with Overfelt and continues
to schedule volunteers for smaller projects here on campus.
New soccer, baseball, and softball fields were installed in the fall of 2010. During the same school
year, the district put in a new phone system, and construction of the new G wing was completed in
the summer of 2011. Like the new C wings, the G wing was designed by our teachers to best fit the
needs of our small learning communities. Also in 2011, both the boys’ and girls’ locker room
facilities were completely remodeled, ensuring equity for both male and female athletes.
12
Chapter 1 – Data and Findings
During the spring of 2012, all portable classrooms were removed from campus, and construction on
our D wing began.
Although there are a number of new and renovated buildings on campus, there are still a good
number of original buildings. With these, we continue to struggle with the maintenance, especially
leaking roofs and outdated heat and air conditioning systems.
Additionally, we continue to deal with instances of graffiti throughout the campus. Because of the
video surveillance system, we have been better able to catch perpetrators and hold them fiscally
responsible for the cost of the clean-up. However, we have had less success in stopping the graffiti
from happening in the first place.
Staffing
TEACHER EXPERIENCE REPORT
Year
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
Avg. Years
Teaching
17.5
15.8
14.4
12.2
12.5
12.2
Avg. Years in
District
15.3
13.5
12.2
9.9
10.1
9.9
# First Year
Teachers
3
6
7
5
3
5
# Second Year
Teachers
2
3
7
10
3
1
The teaching staff at Overfelt High School includes 77 certificated staff members, 73 who teach full
time. Also on staff are 35 full-time and 3 part-time classified members. Administration includes a
principal and two associate principals. The school has three academic counselors, a student support
services coordinator/activities director, and two disciplinary advisors. We are proud that 17 of our
current staff members are graduates of Overfelt High School, 13 of them certificated.
Over the last few years, we have seen a shift in the tenure of the teaching staff. Several new teachers
have been hired to replace retiring veterans. Currently, the average number of years our teachers
have worked in our district has dropped to 9.9 in 2010-11 from a high of 15.3 in the 2005-06
school year.
We have been fortunate to bring in a combination of experienced teachers with several who are new
to the profession. We currently have four teachers who are new to Overfelt. We provide
administrative support, site-based mentors, regular collaboration, and district professional
development to support our next generation of educators.
Chapter 1 – Data and Findings
13
STAFF AND STUDENT GENDER BY
PERCENTAGE 2010-2011
Gender
Staff
Students
Male
52.0%
53.6%
Female
48.0%
46.4%
Although the gender breakdown of our certificated staff continues to closely mirror that of our
student body, these numbers diverge in regard to ethnicity.
STAFF AND STUDENT ETHNICITY BY PERCENTAGE 20102011
Ethnicity
Staff
Students
Difference
American Indian
0.0%
0.1%
-0.1%
Asian
9.0%
7.8%
1.2%
Pacific Islander
2.6%
1.4%
1.2%
Filipino
8.4%
8.0%
0.4%
African-American
3.8%
1.9%
1.9%
Hispanic or Latino
White (not Hispanic)
Multiple/No Response
Total
26.2%
50.0%
0.0%
78
79.5%
1.2%
0.1%
1520
-77.3%
48.8%
-0/1%
Among the ethnic groups on campus that make up the smallest percentages of students—American
Indian, Asian, Pacific Islander, Filipino and African American—the representation of staff in those
same groups shows a similar percentage to that of the students. Unfortunately, we continue to see a
great disparity between the percentage of white/non-Hispanic students and staff. The same is true
for Hispanic students and staff; however, the ethnicity of students and staff is much more closely
mirrored when we include our classified staff, when the figure for staff increases to 40%.
Professional Development
Professional development at Overfelt High School is provided in a variety of ways. The Beginning
Teacher Support and Assessment (BTSA) program provides support to our newest teachers by
teaming them with a local expert and providing regular classes. Our district also offers a
comprehensive training program that addresses specific and general needs. These programs can
either be mandatory for teachers of specific courses, or optional and open to all staff. In addition,
Advanced Placement training is provided for all current and future AP teachers. Three California
Partnership Academy grants provide professional development funds and opportunities to integrate
career technical education and 21st-century skills in the curriculum.
Most of our professional development is done through weekly teacher collaboration. This
collaboration is supported by a number of partners including the New Teacher Center (NTC) which
has supported the implementation of Doug Fischer’s Gradual Release of Responsibility (GRR)
model in both the science and math departments, as well as a professional learning community
14
Chapter 1 – Data and Findings
(PLC) grant to support teacher leadership and to guide the implementation of our small learning
communities. The California Academic Partnership Program (CAPP) also hosts three grants at
Overfelt High School. The Expository Literacy Grant (ELG) works specifically with the English
teachers to integrate expository reading and writing into the curriculum. The High School
Leadership Initiative (HSLI) grant targets developing teacher and administrative leadership and
supports the planning and implementation of professional development through our collaboration
model. A third grant, the Algebra Assessment Project, is in the planning stages and will provide
professional development to our math department to increase success in algebra. Funds from a fiveyear federal SLC grant, as well as other categorical funds, are also used to support teacher
development.
The East Side Union High School District has had to make severe reductions as a result of a
decrease in funding from the state of California. The effect of these cutbacks at the school level
should not be minimized. In the last four years, Overfelt High School has seen a reduction in staff
and services equivalent to more than two million dollars. These cuts include five fewer days of
instruction, increases to class size, and serious losses in the number of support staff. The negative
impact of these fiscal reductions is compounded by four years of teacher layoffs and involuntary
transfers, both of which erode productivity and morale.
Despite these tremendous obstacles, Overfelt High School has continued to make progress. Much
of this has been due to the entrepreneurial spirit of the staff and school leadership. Teachers have
successfully brought in funds to support programs and to provide extended learning opportunities.
The school leadership has written grants and brought in donations to maintain opportunities most
critical to the success of students of Overfelt. In 2011 alone, Overfelt received grants totaling more
than $500,000 to support professional development, career technical education, the summer bridge
program, after school learning, and supplies and materials. Although these funds cannot make up for
lost staff, increased class sizes, and the loss of instructional days, they do help to maintain a
comprehensive, functioning operation.
Chapter 1 – Data and Findings
15
Student Performance Data
So many of our students face so many difficult challenges, and yet Overfelt is continuing to show
increasing academic achievement on multiple measures.
The most significant measure of student achievement at Overfelt High School is the Academic
Performance Index (API). The API at Overfelt High School has increased steadily since the
introduction of the scores in 1999. In 2010-2011, Overfelt ranked 8 out of 10 when compared to
schools with similar demographics and 26 points above their average API. Although we have
increased from the 2nd to 3rd decile of schools, our recent gains have been a less significant 15-point
increase since 2007.
16
Chapter 1 – Data and Findings
Overfelt has continued to show a consistent increase in API with our largest subgroup, Latino
students, who make up the most numerically significant subgroup. Their API has climbed 160
points since 1999 to a score of 649 in 2011. This is a critical indicator of progress as we strive to
close the achievement gap and increase the academic success for all students.
The state-mandated STAR testing has also provided valuable data that we have used to evaluate the
achievement of our students and our progress toward meeting the school’s academic achievement
goals.
STAR TEST RESULTS: LANGUAGE ARTS AND MATHEMATICS
Year
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
Language Arts % Language Arts %
Proficient and
Basic and Above
Above
20%
50%
26%
59%
26%
60%
31%
63%
31%
64%
32%
63%
Mathematics
% Proficient and
Above
15%
12%
14%
15%
16%
17%
Mathematics
% Basic and
Above
44%
40%
39%
36%
39%
40%
In several subjects over the past six years, an increasing number of students have moved from the
“Far Below” and “Below Basic” categories up to “Basic,” and the number of students scoring as
“Proficient” and “Advanced” has also increased.
This shift in the number of students scoring at the higher “Proficient” and “Advanced” levels is
particularly notable in 9th-grade English. Despite this growth, our scores are still well below the
district and county percentages.
Chapter 1 – Data and Findings
17
CAHSEE EXIT EXAMINATION RESULTS (MATHEMATICS)
Number Tested
Number Passing
Percent Passing
2005-06
753
313
42%
2006-07
389
256
66%
2007-08
423
316
75%
2008-09
474
327
69%
2009-10
391
271
69%
2010-11
394
272
69%
CAHSEE EXIT EXAMINATION RESULTS (ENGLISH/LANGUAGE ARTS)
Number Tested
Number Passing
Percent Passing
2005-06
770
327
42%
2006-07
389
245
63%
2007-08
423
308
73%
2008-09
475
306
64%
2009-10
393
282
72%
2010-11
396
267
67%
The most significant state-mandated test at Overfelt is the California High School Exit Exam
(CAHSEE). Our 2005-06 pass rates raised significant concerns about the deficiencies in our
students’ skills and knowledge as indicated by their test results. We have made serious efforts to
assure that all students pass this exam, which is required for graduation. Although we significantly
increased the percentage of sophomores passing the test the first time, our recent pass rates have hit
a plateau for both English/language arts and math.
AYP – PERCENT PROFICIENT ENGLISH/LANGUAGE ARTS
ELA
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
18
AMO
(Annual
Measurable
Outcome)
11.2
11.2
22.3
22.3
22.3
33.4
44.5
55.6
66.7
School
10.1
30.4
30.3
37.5
31.8
38.7
38.7
41.2
39.1
Hisp
6.2
25.3
26.8
34.0
27.3
34.8
35.2
39.0
36.1
SED
10.3
30.7
27.1
25.7
29.3
33.9
35.0
40.1
37.7
EL
5.4
22.2
23.1
22.5
17.7
18.1
22.1
22.1
21.6
Chapter 1 – Data and Findings
AYP – PERCENT PROFICIENT MATH
Math
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
AMO
(Annual
Measurable
Outcome)
9.6
9.6
20.9
20.9
20.9
32.2
43.5
54.8
66.1
School
17.8
34.8
33.5
33.0
32.5
47.0
44.4
38.9
49.0
Hisp
10.7
28.3
27.9
28.6
28.3
40.5
39.8
33.7
44.3
SED
15.4
37.5
32.2
30.9
33.3
44.2
41.9
37.0
46.9
EL
8.9
30.6
31.2
27.4
29.6
33.5
30.6
28.2
37.8
The percentage of students who score at or above the proficient level on the CAHSEE is also an
important factor in determining our status with Program Improvement. At Overfelt, we have seen a
gradual increase in the proficiency rate in English from 30.3% in 2004, up to 41% in 2010, and then
back down slightly to 39.1% in 2011. In math, we went from 33.5% in 2004 to 49% in 2011. We
have seen increases in all subgroups over the years, although this growth has not been as consistent
or as great as we had hoped for or expected. This is not true for our English language learner
subgroup, which has failed to show gains in English language arts.
CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT)
Advanced
Early Advanced
Intermediate
Early Intermediate
Beginning
Number Tested
2005-06
138
204
94
35
14
485
2006-07
20
120
155
90
41
426
2007-08
24
131
156
89
4118
44196
2008-09
25
117
164
58
37
401
2009-10
20
130
160
60
20
390
2010-11
18
96
121
53
18
306
In 2006-2007, the state of California changed the way English learners (EL) were to be assessed.
The assessment now included the results of the STAR tests. As a result, we saw a significant drop in
students scoring at the “Advanced” and “Early Advanced” levels. Since that time, the numbers of
students at each level has remained relatively constant with the exception of the numbers of students
scoring at the “Beginning” level. That number has steadily dropped in the last three years.
The percentage of EL students by grade level has remained relatively constant for each level over the
past six years; additionally, we continue to see that less than 20% of them are in the 12th grade.
Chapter 1 – Data and Findings
19
CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT TEST (CELDT)
ENGLISH PROFICIENCY BY GRADE
(Students Meeting State Board of Education Criterion for English Proficiency)
Grade Level
9th Grade
10th Grade
11th Grade
12th Grade
Total Number
2005-06
153
122
128
82
485
2006-07
133
113
96
84
426
2007-08
181
96
96
68
441
2008-09
144
103
97
67
401
2009-10
145
108
85
52
390
2010-11
81
110
76
39
306
Although we have seen a relatively significant decrease in the percentage of our EL student population,
the percentage of students being redesignated has fluctuated over the past six years, and over the past
three years, we have seen a continual drop from 14% to 1.1% of our EL students being re-designated.
ENGLISH LEARNER INFORMATION BY PERCENT
English Learners
Year
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
Enrollment
1509
1529
1562
1669
1730
1756
1520
45.8%
41.0%
36.0%
27.6%
27.1%
33.6%
32.1%
Fluent EnglishProficient
31.4%
35.7%
39.4%
46.8%
46.9%
43.1%
44.7%
Student (FEP)
Redesignated
3.8%
11.4%
9.2%
14.3%
8.0%
1.1%
5.1%
ACT SCORES
Year
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
Grade 12
Enrollment
345
363
342
342
384
406
360
Number
Tested
25
16
16
15
33
65
84
Percent
Tested
7.2%
4.4%
4.7%
4.4%
8.59%
16.01%
23.3%
Average
Score
19.2
19.6
19.6
17.5
18.09
17.31
17.6
Number
Students
Score ≥21
11
5
5
2
9
12
17
Percentage of
Students
Score ≥21
3.2%
1.4%
31.3%
13.3%
27.27%
18.46%
20.23%
In the 2008-2009 school year, the number of students taking the ACT test doubled from the
previous year. That year there was also a significant increase in the number of students scoring 21 or
above. The number of students taking the test doubled again in 2009-2010. Last year, the number
of test takers and those scoring at or above 21 again increased; however, the average score has
remained relatively constant.
SAT 1 SCORES
20
Chapter 1 – Data and Findings
Year
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
Grade 12
Enrollment
345
363
342
342
384
406
360
Number
Tested
86
121
91
91
95
78
72
Verbal (V)
Average
434
417
423
429
434
444
453
Math (M)
Average
467
461
460
439
453
457
477
Writing (W)
Average
N/A
430
432
429
423
433
452
VMW
Average
901
1308
1315
1297
1310
1334
1382
In recent years, approximately one-fourth of our seniors take the SAT exams. Our students’ overall
average scores have increased steadily, and we continue to see that the math scores are the highest of
the three categories.
TOTAL TEST TAKERS ACT AND SAT1
Year
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
Grade 12
Enrollment
345
363
342
342
384
406
360
# Tested
ACT
25
16
16
15
33
65
84
# Tested
SAT1
86
121
91
91
95
78
72
Total Test
Takers
111
137
107
106
128
143
156
Percentage
Test Takers
32.17%
37.74%
31.29%
30.99%
33.33%
35.22%
43.33%
In 2009-10, perhaps due to a significant increase in students opting to take the ACT test instead,
there was a significant decrease in the number of students taking the SAT 1 test. Nevertheless,
overall, the number of students taking college entrance exams has increased to 43%.
Chapter 1 – Data and Findings
21
The Early Assessment Program (EAP) is an important benchmark of college readiness for our
students at the end of the 11th grade. Since its inception in 2006, the number of test takers at
Overfelt has grown steadily as we have increased enrollment in higher-level math courses and
required all eligible students to take the assessment. Numbers of proficient students are also
continuing to increase, although not to the level expected.
ADVANCED PLACEMENT
03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11
11/12
AP Courses
4
6
7
8
9
10
10
9
12
AP Enrollment
128
204
270
276
316
422
407
441
582
# Pass with 3 or
better
77
81
89
94
135
144
140
133
N/A
In an effort to increase college readiness, the number of Advanced Placement class options and
student enrollment has steadily increased at Overfelt. Our Advanced Placement offerings for this
year include several classes at the tenth-grade level, including AP World History and AP European
History. In addition, we offer AP classes in English, Spanish, math, science, art, and psychology. We
have an open enrollment policy and a requirement that students who take the class must also take
the test.
22
Chapter 1 – Data and Findings
In addition to an increased enrollment in AP classes, there is also a profound increase in the
numbers of students in upper-level math and science classes, as well as an increase in the percentage
of students reaching English 4 from 124 six years ago to 170 in 2011. The percentage of students
reaching English 3 or higher by their senior year has increased from 56% in 2005-06 to 80% in
2011. With more and more students taking more challenging courses, we will continue to explore
methods to provide support while maintaining rigor to increase success rates.
We should also note the change in demographic distribution in upper-level courses. The student
demographics in such classes now much more closely match the student population as the
enrollment of Latino students has increased dramatically over the last six years. For example, six
Chapter 1 – Data and Findings
23
years ago, 6 of 14 (42%) calculus students were Latino, compared to 36 of 61 (59%) in 2011. (In
2002-2003, there was one Latina in a calculus class of 25; the next year, there were 3 Latinas out of
19 students.) Numbers are very similar in AP English, with 31of the 64 students being Latino six
years ago, compared to 67 of the 103 in 2011. This represents a dramatic increase not only in the
numbers of students taking the classes but specifically in the number of Latino students challenging
themselves at the highest levels. These are additional indicators of growth in the context of a shifting
student demographic that is more challenged and less diverse.
Fewer students are enrolled in Algebra I courses as they move from their 9th- to their 12th-grade
years. In addition, 9th-grade student enrollment in the course decreased in the 2010-11 and 201112 school year most likely due to CSI focus on math acceleration which is facilitating movement
into geometry directly as they begin their ninth-grade year.
Since 2006, Overfelt has experienced an increase in the average GPAs at all grade levels as well as
school-wide. This is particularly significant given our increasing enrollment in higher-level classes
24
Chapter 1 – Data and Findings
and our shifting student demographics over the same time period. One aspect of student grade
performance that is not revealed by the average GPA data is the number of under-achieving
students, those still failing one or more classes. Efforts to increase the performance of these lowestachieving students will need to continue if we are to experience continued GPA growth.
DROPOUTS BY GRADE (PERCENT)
Grade Level
9th Grade
10th Grade
11th Grade
12th Grade
Total Number Dropouts
2005-06
0.0%
3.0%
0.0%
97.0%
66
2006-07
0.0%
0.0%
1.9%
98.1%
52
2007-08
0.0%
1.9%
0.0%
98.1%
53
2008-09
7.5%
6.5%
7.5%
78.5%
107
2009-10
0.0%
0.0%
7.5%
92.5%
67
2010-11
NA
NA
NA
NA
NA
Our data show a significant increase in the percentage of dropouts in 2008-2009 even though our
overall population increased by only a little. In the past, almost all of the students who dropped out
of school were members of the senior class. However, in 2008-09, we saw a change in this trend.
The distribution of dropouts was spread throughout all four grade levels. In 2009-10, students
dropping out of school were limited only to the 11th and 12th grades.
DROPOUTS BY GENDER (PERCENT)
Male
Female
Total Number
Dropouts
2005-06
59.1%
40.1%
2006-07
59.6%
40.4%
2007-08
N/A
N/A
2008-09
50.5%
49.5%
66
52
53
107
2009-10 2010-11
49.3%
NA
50.7%
NA
67
NA
When looking at dropout rates by gender, we have seen a steady closing of the gap between our
female and male students. Presently the dropout rate is almost equally distributed between the two
groups.
GRADUATION RATES AND COLLEGE ELIGIBLE GRADUATES
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
Overall
62.2%
62.3%
66.7%
60.4%
65.0%
74%
Graduates
UC/CSU Eligible
50
43
57
69
68
72
Grads.
Latino UC/CSU
16
20
33
37
39
45
Eligible Grads.
% UC/CSU
22.1%
20.2%
25.0%
29.7%
25.8%
26.9%
Eligible Grads
A key indicator of success is the number and percentage of our graduates meeting the UC A-G
requirements. Although we have experienced growth in the overall number of students as well as the
Chapter 1 – Data and Findings
25
number of Latino students meeting the requirements, there is clearly a need to dramatically increase
the number of our students meeting these requirements.
Process and Performance Data
In April of 2009, the National Center for School Leadership conducted a student engagement
survey. Overfelt was one of four schools in the East Side Union High School District to participate
in the survey. The results not only compared our school to the three other district schools and the
district average; they were also compared to a national high school average.
STUDENT ENGAGEMENT SURVEY PERCENTAGE FAVORABLE RESPONSE
Dimension
School Climate
Positive Relationships
Voice & Choice
Feedback & Goal-setting
Engaged Learning
National HS
82%
84%
85%
76%
72%
District
83%
84%
86%
77%
74%
Overfelt
82%
86%
88%
79%
82%
The survey focused on five main dimensions: School Climate, Positive Relationship, Voice and
Choice, Feedback and Goal Setting, and Engaged Learning. Overall, our students rated our school
favorably in all five dimensions. In four of the five dimensions, our average rating was higher than
those of both the district and the nation. Of particular note, in the area of “Engaged Learning,” our
students rated Overfelt eight percentage points above the district and ten above the national
average.
Of the 10 questions that received the highest percentage of positive rating for Overfelt, five of them
directly related to the dimension “Positive Relationships” with staff. Particularly encouraging was
the percentage of students (92) who felt that “Teachers provide [them] with useful suggestions on
how [they] can improve academically” (district average 85%, national 82%). Also, 92% of students
felt the work they did “challenge[d] [them] to think” (district 88%, national 87%), and 82% of
students surveyed felt that teachers “[did] a good job of making the material interesting” to them
(district 69%, national 67%).
There are, however, a few areas of concern. From the list of 10 questions that received the lowest
scores, “Flexible Teaching Styles” (or the lack thereof) needs to be examined, and although 81% of
our students reported feeling safe at school (district average 87%, national average 85%), 33% of
students felt bullying was an issue on campus (district 31%, national 35%).
26
Chapter 1 – Data and Findings