Santa Susana High School
Focus on Learning
"Going from Good to Great!"
E. School Culture and Support for Student Personal and Academic Growth Focus Group Report
E1. To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?
| Findings | Evidence |
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Santa Susana High School employs a wide range of strategies that encourage parental and community involvement. The school’s web page (santasusana.org) and the SSHS internet electronic newsletter, The Troubadour Express (T.E.), are highly effective in reaching the community and providing up-to-date information about school programs and events. The Troubadour Express is published weekly and sent via e-mail to approximately 950 subscribers, including parents, school and district staff, and community members. Paper copies of the T.E. are available in the office for those who do not have e-mail. The school’s web page is student-designed and student-run, and provides a plethora of information to anyone wishing information on Santa Susana High School, the staff and its activities. Bulletins, the School Accountability Report Card (SARC), various Performing Arts posters, newspaper articles, posted ESLRs, and Back to School Night and Open House are additional means used to communicate information about SSHS. Founded in a shared leadership philosophy, the school administration places a high priority on regular communication with as many stakeholder groups as possible. A monthly Principal’s Coffee provides parents and other community members with an opportunity to exchange information with the school principal. Monthly administrative meetings with the PTSA, Boosters Club, the Performing Arts Center Team (PACT) and the School Site Council also foster community input and involvement in school programs at Santa Susana and, particularly in the year of and prior to WASC, community members are involved in the FOL process as well. The school board is provided school and program updates as often as is appropriate and the principal is in close contact with district office personnel regarding grants, curriculum and instruction, and high school reform innovations. Additional presentations by teachers and administrators are made periodically to business and community organizations to further inform the community at-large about Santa Susana High School. The principal represents the Simi Valley Unifies School District as a Commissioner on the Ventura County High School Reform Commission. This group of business leaders and educators is headed by the Ventura County Superintendent of Schools, and is currently producing a document that is intended to provide all Ventura County high schools with research-based strategies to help create an environment which facilitates student achievement, and allows students to maximize their potential in preparation for their post-secondary experiences. This document will also be presented to the state superintendent, Jack O’Connell for use at the state level. The school publishes “Student Expectancy” standards brochures in each subject area, which are distributed to parents and explain the standards-based instruction that occurs in all Santa Susana High School classes. Brochures include a variety of methods for supporting student learning at home, as well as a partnership agreement signed by the principal, teacher, student and parent to promote collaborative involvement in the learning process. In addition, pamphlets for each of the curricular areas have been developed by each SSHS department to inform parents and the community about the academic programs, faculty and practices of the school. Santa Susana High School continually works to involve the community in providing students a relevant curriculum. Faculty members are experts in their field and offer instruction that is educationally sound and based on real-life experiences. The school values internships as an essential supplement to career-based instruction. Ventura County ROP, with its specific curriculum and learning objectives/outcomes, currently provides program support at SSHS in the areas of performing arts and technology. Partnerships with local organizations and businesses are an integral part of the Santa Susana culture. SSHS is also privileged to maintain an “Artists-in-Residence” program in which sixteen members of the professional arts community enhance instruction through lectures, lessons and demonstrations to students and teachers. Santa Susana’s “open-door” policy invites guests from the community to observe classroom instruction and speak with students, staff and administration on a regular basis. Teachers welcome visitors into their classrooms during scheduled “tours” as well as on a “drop-in” basis. Students and parents are informed about and encouraged to consider SSHS as a possible place to attend school. The Arts and Technology students put on a “Road Show” to allow middle school students to preview the specialized programs at Santa Susana. In March of each year, interested parents, students and community members are invited to a meeting and tour to learn about the school’s programs and to see SSHS “in action” during the school day. The norm at Santa Susana High School is that teachers maintain regular and open lines of communication with parents throughout the school year. Within the culture of trust, professionalism and respect, it is understood that every teacher will, as a priority, involve parents as much and as often as possible in the teaching and learning process. Student progress is communicated through a variety of methods at SSHS: teacher websites; yourhomework.com; e-mail; phone calls; phone calls; and parent conferences. The relatively small number of issues and inquiries taken beyond the classroom teacher and directed at the school administration reflects the high degree of importance teachers place on keeping parents up-to-date on student progress, concerns or problems. As an added support to teachers, parents and students, the counselors and assistant principals meet as often as is necessary with parents and their students on issues regarding student behavior and achievement.
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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?
| Findings | Evidence |
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Students find a second home at Santa Susana High School. The personal decision made by students to attend a school of choice with a specialized structure of Schools and Academies has created a student body eager to contribute to the school’s well-being. Students choose to become members of the Santa Susana community and thus possess a sense of ownership and pride that drives the culture of the school. Small is a word repeatedly used by staff, faculty, students, parents and community members to describe the Santa Susana High School environment. This sense of smallness and familiarity result from the connection students feel to an interest-based academy and to all those sharing similar interests and goals. Students describe SSHS as a safe environment that provides a universal sense of belonging and acceptance through personal relationships. A visit to the SSHS campus reveals the energy, enthusiasm and pride that propel students to success. The school’s structure of smaller learning communities has become fundamental in establishing a school climate promoting social, emotional and academic growth. Conclusions drawn from studies of the School Within a School (SWS) design mirror findings at SSHS that “smaller school size is consistently related to stronger and safer school communities.” Participation in smaller schools and academies allows students to develop a sense of responsibility and willingness to adhere to school and program guidelines. Teachers in smaller learning communities are able to interact with students on a more personal level, creating loyalty and trust both in and outside of the classroom. Students of Santa Susana High School, including those with special needs, report feeling strongly supported by staff with attention committed to their individual needs. The Smaller Learning Communities (SLC) Grant has provided monetary support valuable in expanding student learning and providing a more customized education for each student. Specialized Secondary Program (SSP) Grant monies further aid school efforts to provide programs and materials in support of the achievement of all students. The unique faculty commitment to seeking out external partnerships and funding such as these enables the school to continually improve its services. The desire to achieve is contagious in a school community that prides itself on support, collaboration and mutual respect. Learning takes place within a comfort zone that mirrors the “family-like” culture of the school. Students feel supported by a staff willing to dedicate extra time and effort during after-school and lunchtime study sessions to help them achieve. Central to the culture of Santa Susana are the Troubadour Advisory Program (TAP) and Friday Morning Meetings (FMMs), which provide regular opportunities to communicate the academic and personal best interests of students. TAP provides each student with stability through a four-year relationship with an adult advocate who reinforces citizenship and responsibility during regular advisory activities. Topics to be included in the future are peer mediation, conflict resolution and community service. During weekly FMMs, student- learning is always central to the collaborative dialogue that has become characteristic of these faculty gatherings. Site Council meetings and PTSA meetings also allow for frequent communication among all representatives of the school community. Character education is provided to Santa Susana High School students through various classes as an integral part of the curriculum. For example, all ROP course curricula contain a unit on Ethics in relation to course material. All teachers stress positive behavior management and students are given the opportunity to take leadership roles in classes. Good character modeling, including discussion of “good and healthy” decision-making skills, is part of the curriculum in some classes. Teachers continually stress personal responsibility and accountability. SSHS has recently purchased a license for www.turnitin.com, where students self-sufficiently check their written reports for plagiarism. The school climate and programs particularly reinforce the school’s Expected School-wide Learning Results (ESLRs) that set specific goals for character education: assuming the responsibilities of adulthood and being active community members. Student disciplinary data reveal the tolerant environment at Santa Susana, in which students respect one another and accept the diversity of the student body. A strong school administration promotes harmony and acceptance through their firm stance on conflict and positive modeling of tolerance. An environment at SSHS that condones individuality and personal choice sustains a setting in which students of varied styles and lifestyles interact and mingle harmoniously. Providing a safe school that promotes positive student behavior and physical, mental and social health is a top priority at Santa Susana High School. School-sponsored activities, such as clubs and service organizations are tied to the school-wide vision of success for all students. SSHS has a comprehensive Safety Plan that is updated every year and approved by the staff and the SSC. Santa Susana believes that all students should understand the concepts, techniques, and skills necessary to be fit for life. Per district requirements, a semester of health and two years of Physical Education are required for graduation. Physical Education. The school promotes and supports traditional health-related programs and activities such as: Red Ribbon Week, Yellow Ribbon Week, Tobacco Use and Prevention Education (T.U.P.E.) and other community health agency activities.
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E3. To what extent do all students receive appropriate support along with an individualized learning plan to help ensure academic success?
| Findings | Evidence |
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At Santa Susana High School, all students are encouraged to meet the challenges of a curriculum that is both rigorous and relevant. SSHS assumes the responsibility for meeting the needs of all its students by providing structured systems of support. As a matter of practice, Santa Susana emphasizes early intervention and assessment of students at risk, on-going academic monitoring, and well-coordinated programs with goals, activities and evaluations to assist all students, especially those with special needs or at risk. The Student Study Team (SST) serves as the primary intervention for students who experience academic or social/emotional issues. The SST, comprised of regular and special education teachers, two counselors, and other support personnel, meets to develop strategies to resolve student concerns or to review section 504 plans. On average, two students are served each week. Once a student has gone through the SST process, progress is monitored and re-evaluated at the end of each quarter and new strategies are formulated, if necessary. The SST also serves as the catalyst for special education placement or section 504 plans. The school’s approach to guidance/counseling is primarily academic, focusing on student achievement, performance and behavior. Counselors and other support personnel are also advocates for students at risk, providing referrals or information about school and community social, psychological, and health services when needed. Counselors also schedule and lead parent/student/teacher conferences before and after school. Over seventy-five (75) conferences were held last school year. Santa Susana’s Troubadour Advisory Program (TAP) provides each student with an on-campus adult advocate. Students meet in TAP twice weekly and remain with the same TAP teacher for all four years at SSHS. During TAP class, teachers assume a “mentoring role’ with students and address a variety of educational issues including four-year plans, academic progress, commitment to excellence, college requirements, school culture and involvement in school activities. TAP teachers confer individually with each student quarterly after report cards are issued. Positive feedback is given for satisfactory grades and encouragement and suggestions for improvement is given for unsatisfactory performance. Two Intervention Specialists (IS) focus on the needs of ninth and tenth grade students who are below grade level to further assure that no student “falls through the cracks.” Each IS works with the counselors and TAP teachers to identify struggling students through an analysis of report cards, GPAs, test scores and absences. Communication between Intervention Specialists and students is ongoing through regularly held meetings and parent/student conferences. A key component of the school’s structured system of support is to provide learning activities beyond the classroom both during and after the school day. In the fall of 2004, the math department conducted a comprehensive analysis of the math portion of the STAR and found a need to improve student acquisition of certain particular math concepts and skills. As a result, the math department implemented DART-Math, a tutorial program staffed by math faculty. DART-Math is an instructor-led program that enables students to receive tutoring in Algebra and Geometry. Students who receive a “D” or an “F” on a test attend a pre-determined number of DART-Math sessions in order to improve test scores and math skills by retaking up to three tests per semester. Meeting two times a week, teachers provide individual and small group math instruction. Although Santa Susana’s dropout rate (.015) is well below the state average according to the California Department of Education (CDE) website, SSHS continues to work to improve the graduation rate. As part of TAP class each year, students and teachers review four-year plans (changed for this year’s ninth graders to a five-year plan), and discuss graduation requirements. As part of the registration process each spring, counselors distribute and review five-year plans and transcripts with all students to assure they are on track for graduation. During that time, counselors also mail home deficiency letters to all students who are short credits needed for graduation. Following the letter, individual conferences with students and parents are held to encourage attendance at summer school or enrollment in Adult Education classes. Each teacher maintains a notebook with high school requirements available for student review. Each classroom has posters outlining Santa Susana’s Schools and Academies, and required courses. Special Education students have the same access to core academics as all other students. When delivering core academics in the special education classroom, teachers follow the same local and state guidelines and standards by using state adopted textbooks and district course outlines. Special education teachers collaborate with general education teachers concerning curriculum by attending subject area department meetings. IEP goals and objectives are aligned with state standards in the core academic areas of math and language arts. Special education aides provide further reinforcement in the classroom. Special education teachers communicate and monitor the progress of special education students in general education classes by conferring with other teachers and parents in a variety of ways (email, student/teacher conferences, Friday Morning Meetings, written report cards). Student IEP modifications and accommodations for success in general education classes are given to general education teachers in writing following a review of the current IEP by the student’s case manager. Seventy-eight percent (78%) of tenth grade special education population math portion and seventy percent (70%) passed the ELA portion of the CASHEE on the first attempt. Severely handicapped students are fully included in all core and elective classes with needed support. Peer tutors are assigned to each student to help them integrate into general education classrooms. Eight aides provide additional assistance to our twelve (12) severely handicapped students. A credentialed school nurse and/or a certificated health clerk distribute medication to and supervise health issues of students who need assistance. Although the EL population at SSHS is small (16), all students whose primary language is not English receive a rigorous core curriculum in appropriate classes while being supported with English language acquisition. Four tenth graders are clustered with a teacher who has specialized training in EL instructional methodology. Two are enrolled in the severely handicapped class. All others are scheduled with CLAD certified teachers. EL students’ grades are reviewed quarterly and a District English Language Advisory Committee monitors their progress. If needed, a conference is held with parents, students and teachers. Reclassification to the next level occurs as soon as grades and CELDT (California English Language Development Test) test scores are reviewed. All Santa Susana High School students are encouraged by staff to participate in a full curricular program. In fact more than 200 students participate in an excess of the traditional six classes per day, as evidenced in enrollment in extended day courses. Enrollment figures of the most challenging and rigorous courses show that girls outnumber boys (60%-40%) and that twenty-five percent (25%) of traditionally underrepresented students are enrolled in these courses (reflecting their numbers on campus). The ASB Leadership class is representative of the school’s ethnic diversity and includes special education students. In a school environment which includes approximately 1,300 students (100 of whom are special education, twelve (12) severely handicapped and sixteen (16) English-language learners), all students are encouraged to participate in all courses and activities, including those that have previously been considered “non-traditional” for their race or gender. Enrollment data in upper level math and science courses show that a considerable representation of students (20%), in relation to school populations, is from traditionally underrepresented ethnic groups. Senior Project marks the culmination of high school study and the entry into the postsecondary world. Knowledge and skills gained from a four-year academic course of study are applied to a project requiring real-world problem-solving and critical thinking. Student planning begins in English classes with subsequent student meetings with the Assistant Principal and Senior Project Coordinator to ensure that projects generate a learning stretch relevant to the process of “life-long learning.” Senior Project presentations involve participation by parents, members of the community, faculty and staff who serve as panelists to assess learning outcomes.
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E4. To what extent do students have access to a system of personal support services, activities and opportunities at the school and within the community?
| Findings | Evidence |
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The Simi Valley Unified School District maintains well-established partnerships with businesses, health agencies, and the local police department and SSHS has been able to capitalize on these well-established support systems. For example, the city provides a skilled counselor who leads counseling sessions weekly for at risk students on our campus through the Teens At Risk Program (TARP). The city also provides two full-time uniformed police officers for the district’s four high schools. The officers frequent campus twice weekly on average, and mingle with students before and after school and at lunch to establish a good rapport. In addition, through Interface and Community Action Theater Team (CATT), teenage health risks are discussed in forums and through student performances in various high school and middle schools in Simi Valley and greater Ventura County. Sixty-five percent (65%) of teachers voluntarily advise and organize clubs and/or other activities beyond the classroom setting. A wide variety of organizations exist which reflect the diverse interests and talents of all students: Hip-Hop Team, Thespians, Instrumental Music, Gaming, International Club, Gay Straight Alliance, Key Club, Big Brother/Big Sister, Botball/Robotics, Christian Club, Leadership, Troubadour Productions, Sports Club, CRASS Rock Band, Drama Fashion, Dynamic Dance Club, Virtual Enterprise, Dance Team Club, Film Club, Nertz Club, Pog Club, Prom Club, Choir Club, Writer’s Club, Barbershop Club, Bhangra Club, Interact and Yearbook. Academic achievement is widely promoted through student participation in California Scholarship Federation (CSF), Mock Trial, National Technology Honor Society, and National Thespian Society. The Renaissance Program, encouraging academic achievement and improvement through a system of rewards for students, is an integral part of the culture of high academic standards. In a school designed to provide interest-based programs, the vast majority of students are actively involved in organized school activities. Most Santa Susana students participate in one or more of a variety of clubs in addition to several choirs (show choir, men’s choir, women’s chamber choir, jazz choir and concert choir), dance groups (tap, swing, ballet, dance team, jazz, hip hop), and instrumental music groups (wind ensemble, wind symphony, jazz ensemble, jazz combo, string and full orchestra, percussion ensemble). Students who are not on stage or in the audience of frequent school performances are often hidden behind the scenes, controlling the production of sound, lighting and video. The comprehensive array of program offerings in the areas of the arts and technology allows for widespread student participation in the creation, preparation and execution of performances. Students proudly represent Santa Susana High School as competitors in local, state and national competitions such as Mock Trial, choral competitions, band competitions, and dance competitions. The comedy class provides comedy relief for a community audience increasingly eager to attend school performances. Several annual events showcase student talent in the Performing Arts where Dance, Theater, and Vocal and Instrumental Music presentations are enjoyed by the Simi Valley community. Every spring Santa Susana High School hosts an “Evening of Thanks” for parent, community and business members who offer the school support during the year. The community, in partnership with SSHS faculty, students and parents, has recently united to accelerate the effort to build a Performing Arts Auditorium on campus. Local interest to assist with the school’s goal to continually progress and evolve is evidence of the widespread external support given to Santa Susana High School. The Troubadour Advisory Program provides each student an adult mentor to guide and assist with academic and personal issues.
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Areas of Strength
- SSHS has a strong sense of community.
- Students and teachers choose to attend SSHS.
- Smaller learning communities provide students a personalized environment in which to experience academic success.
- Teachers take the initiative to foster a student-centered environment.
- The Troubadour Advisory Program is a strong support mechanism for personal and academic achievement and is a great support to the counseling staff.
- The faculty maintains frequent communication with parents through various means.
- There is a high level of mutual respect between students, staff and school administration.
Key Issues
- Continue to seek stakeholder input to maintain and enrich Santa Susana’s academic, technology and arts programs.
- Improve communication between Santa Susana and the greater Simi Valley community.
- Continue to pursue additional business partnerships.
- Continue to refine the TAP curriculum.
- Continue to refine the Intervention Specialist and DART-math to more effectively meet the needs of assist at-risk students.
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