Santa Susana High School
Focus on Learning
"Going from Good to Great!"
B. Standards-based Student Learning: Curriculum Focus Group Report
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 the expected school-wide learning results? [Through standards-based learning (i.e., what is taught and how it is taught), the expected school-wide learning results are accomplished.]
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Santa Susana High School students participate in a rigorous and relevant standards-based academic program. The SSHS community recognizes that employment and higher education in the twenty-first century demand that high school graduates be prepared to think conceptually, solve problems, and communicate concisely, creatively and effectively within a technological framework. Under direction of the Board of the SVUSD, graduation from a district high school requires that students complete four years of English, three years of math, three years of science (physical, biological, elective), and three years of social studies. In addition, students must complete one year of fine arts or a foreign language, one semester of health and one semester of computer education, two years of physical education, one semester of a practical art to include life skills training, and fifty-five credits in electives for a total of 230 credits. There is a Board-approved list of practical arts classes from which students may choose. Santa Susana also offers upper-class students nine sections of Regional Occupational Program (ROP) courses plus Work Experience Education (WEE). We are the only school in the district to offer ROP on campus. Our ROP classes are in the areas of Stagecraft Technology (four sections), Web-Site Design (two sections), and Computer Networking and Repair (two sections). The most recent addition to the SSHS ROP course offerings is Virtual Enterprise (one section), serving as the capstone class in the E-Business Academy. ROP enrollment grows each year, with more than 120 students currently participating. After visits to the school, the county Regional Occupational Program has offered to fund additional ROP programs on the SSHS campus. In spring 2006, SSHS will add Graphic Design and Video Production as ROP courses. Real-world internships are offered to several dozen seniors through ROP and WEE classes. By Board policy, each Senior must enroll in at least fifty credits during the year. SSHS students also take the Troubadour Advisory Program (TAP), a one-credit class, for each of their four years at the school. This requirement is unique among district schools, and, indeed, among most California high schools. Seventeen Advanced Placement (A.P.) and Honors classes are offered to SSHS students. As a recipient of an A.P. Challenge Grant, Santa Susana has been able to broaden its A.P. curriculum to include more classes, and revised publicity and recruitment methods to ensure A.P. availability to all students. A.P. courses form the backbone of the SSHS Academy of Accelerated Academics. These classes offer students the opportunity to engage in a highly rigorous academic program. Over 200 students enrolled in A.P. classes in 2004-2005—the highest ever at SSHS. From 2001-02 through 2003-04, the number of “test takers” at SSHS increased by thirty-two percent (32%). Fourteen months after graduating, the Class of 2003 was surveyed in August 2004: Approximately eighty-three percent (83%) of our 2003 graduates have continued at an institution of higher education. Ten percent (10%) attend a technical, arts or vocational school. The remainder are employed or in the military. Beginning with the Class of 2006, all students must pass the CAHSEE in math and English before a high school diploma is granted. In addition, beginning with the Class of 2004, all students must complete one or a combination of two courses that meet or exceed the rigor of the state content standards for Algebra I. In order to increase the numbers of students mastering higher levels of math (AP Statistics and AP Calculus, for example), more eighth graders in the SVUSD are placed in Algebra I before entering high school. The faculty at SSHS has been extensively in-serviced on the CAHSEE during our Friday Morning Meetings (FMM), department meetings, and staff development days. Teachers in math and ELA (and other disciplines) are very familiar with the requirements of the exam. The first-time pass rate of SSHS 2005 students shows abundant evidence of our teachers’ commitment to standards-based education: ninety-three percent (93%) in ELA and ninety-two percent (92%) in math. We have the highest overall pass-rate in our district and are among the highest in Ventura County. Coordination among high school and middle school faculty occurs in all curricular subject areas through regularly scheduled subject area committee meetings throughout the year. Curriculum, textbook and supplemental material selection is done through these meetings as well. Student performance (grade reports and test scores) is usually studied by the committees as text and supplemental materials are recommended. The district’s Curriculum Council, grades 7–12, reviews and approves all new and revised courses for submittal to the Board. Representatives from each secondary school form the membership of the committees. A January 2005, semester-break staff development day allowed departments from all district high schools and middle schools to meet and discuss curricular issues. At Santa Susana High School only, faculty has added a requirement that students must also complete either Basic Design or Music Theory, a Computer Applications class and complete a formal Senior project that may include either a culminating activity or community service. All seniors make formal presentations of their projects on a designated Senior Project day to a panel of faculty, community members, and at least one eleventh-grade student. The Senior Project is organized through the Troubadour Advisory Program (TAP) and the Senior ELA classes and comprises ten percent (10%) of the second semester grade in English. “Excellence” at SSHS has become more than a mere motto. It is the concept at the core of our instructional practice. Our faculty has looked to standards-based instruction since the 1997-1998 school year. As the state developed and released standards in the core areas, our faculty, accustomed to standards-based instruction, incorporated those state standards into their instructional program and aligned all curriculums with state recommended content standards. We attribute, in part, the dramatic increase in our API scores (>90 points) in the past several years to “standards awareness” of the faculty. Faculty members serve as the chief developers of curriculum with state and district standards providing the framework. All Santa Susana teachers use standards in the development of units of study and in their lesson design. What is taught in classrooms on a daily basis directly correlates to established standards. SSHS teachers (80% from observation/survey) in the core subjects now preface their lessons by outlining the standard to be addressed during the course of that day’s instruction. A variety of instructional strategies allow students to demonstrate their knowledge and to explore concepts in depth (i.e., research projects, community internships, math/science/social studies/ELA projects, portfolios demonstrating work over time, inter-departmental articulation, lessons derived from and as part of Internet instruction, computer-based instruction in many disciplines, and community service). In an eleventh-grade English class, for example, students researching background for The Scarlet Letter might conduct research independently through the SSHS Library or Library Without Walls and then meet in small groups to analyze individually gained information and then generate a multi-media collaborative presentation based on the group research. Special Education students (RSP and SDC) are enrolled in mainstream classes unless otherwise indicated by the IEP process. Severely Handicapped (SH) students attend regular classes as part of their day and are accompanied by a peer tutor. A strong special education faculty communicates regularly with counselors and other SSHS teachers to ensure that a full academic program is provided to all students. A multitude of criteria is used to determine appropriate student placement in SSHS courses: results of standardized test scores such as CAHSEE, CST, CELDT; previous grades; proficiency levels in reading and math; and teacher recommendation. In addition, the Troubadour Advisory Program (TAP) curriculum focuses on providing all students information about available courses and a course of study to meet the needs of each student. Counselors meet with parents and students prior to registration to explore all possibilities and to appropriately place students. University of California “a-g” requirements is a school-wide expectation.
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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?
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All Santa Susana High School students have equal access to programs. This goal is reached through a mutual effort by administration, counselors and TAP Advisors to ensure that every student receives a relevant curriculum. The establishment of TAP for Santa Susana students was driven by extensive research suggesting that advisory programs are vital to the academic and personal success of high school students. TAP serves as a support system that provides personalized academic guidance within the school's structure of Schools and Academies. TAP advisement involves teacher advocates who regularly monitor student academic progress related to graduation requirements and preparation for career and postsecondary education. Students meet in TAP twice weekly and remain with the same TAP teacher throughout their four years of high school. During TAP sessions, students receive assistance monitoring grades, four-year high school plans, and graduation certification requirements, and are provided information essential to postsecondary education. TAP advisors follow a curriculum specific to grade-levels and curricular paths. Lessons require students to complete regular self-reviews of academic progress. Quarterly student assignments such as examining report cards provide an opportunity for TAP teachers to address the individual needs of each student. Positive feedback is given for satisfactory grades and encouragement, and suggestions for improvement are given for unsatisfactory performance. No student is overlooked and all academic questions and concerns are confronted sooner rather than later. The TAP Program also lends to the supportive climate of Santa Susana High School. A time for announcements to be broadcast and information to be distributed, TAP is an opportunity for students to receive information pertinent to their academic coursework as well as extracurricular programs and activities. All students are presented at least twice yearly with their personalized four-year course of study to review and analyze progress made and necessary next steps. Incoming ninth grade students and parents meet with the counselors to create an appropriate schedule that aligns with academic, personal and career goals. Early in the ninth grade year students then work with TAP Advisors to solidify their Academy-specific four-year plan. This year the traditional four-year plan has been modified into a five-year plan that places an increased focus on each student’s post secondary goals. Counselors work with the Troubadour Advisory Program Coordinator to synchronize TAP class topics and activities with the yearly registration process. By educating students about how to succeed in high school via multiple strategies, it is Santa Susana’s expectation that no student will fall through the cracks. The specialized structure of Santa Susana High School is rooted in a system of Schools and Academies. These smaller learning communities provide students the opportunity to identify with a specific community on campus and help students focus throughout their high school career. Four-year plans are Academy-specific and include an interest-based set of elective courses and most include school-to-career component. Students are required to declare an Academy choice during the first semester of the ninth grade year and are then guided along an academic and career-based pathway until graduation. Additional incentive to exceed the minimum requirements for graduation is provided through “Certification” opportunities in each emphasis area. Students strive to earn a Certificate of Recognition, Honors, or High Honors in an Academy in addition to a diploma upon graduation. Requirements for certification are rigorous and require students to extend themselves beyond the average expectations. Faculty collaboratively created certification requirements for each Academy emphasis area with the school’s norm of high expectations in mind. A nine-period, extended-day flexible schedule allows SSHS students additional access to the school’s entire program. More than 200 students choose to take advantage of academic opportunities outside of the “traditional” school day. This unique school day accommodates the personal and academic needs of students as well as the preferences and needs of Santa Susana faculty.
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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?
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Santa Susana High School is committed to ensuring not only that all students meet district graduation requirements, but that they also meet the “a-g” requirements for UC/CSU admission. To accomplish this end, Santa Susana works with students throughout their high school career in a variety of ways. In addition to the counselors, TAP advisory teachers oversee students’ academic progress by reviewing progress reports, report cards, four year plans, “a-g” requirements, transcripts, and Academy certification individually with each student on a scheduled, regular basis. Counselors also regularly review student progress on an individual basis with all junior and senior students. During this process parents are provided information regarding students’ standing regarding grades, credits and graduation. In an effort to raise expectations and give students the opportunity to meet the “a-g” requirements, SSHS only offers two sections of Algebra AB. Next year SSHS will only offer Algebra I to all new ninth grade students. It is the school’s expectation that this process will phase out the possibility for students to achieve at a minimal level. Curriculum is reinforced through a variety of support systems at SSHS. DART-math provides students with consistent academic help in mathematics as a supplement to the regularly scheduled time in the classroom. Based on research that shows individual help can assist student learning, beginning in the fall semester of 2004, the math department has structured a program of improvement by offering two days of after-school tutoring each week as well as every third Saturday. Students who score a “D” or lower on chapter/unit exams receive a letter from the math department requesting that they attend at least one tutoring session. Sessions are topic-specific and are designed to prevent students from falling behind in the sequential math curriculum. Parents are encouraged to ensure that their students attend. The faculty’s goal: to see improved learning/grades throughout the math department and higher test scores on the CST. During the summer of 2005, the ninth grade English teachers put together a five-week “How to Do High School” unit to assist new students in adjusting to the more rigorous academic requirements of high school In addition, the English department has discussed plans to implement a similar program (DART-Math) in ELA, to offer additional support to all Santa Susana students. Student members of the California Scholarship Federation (CSF) have implemented an after-school tutoring program in all curricular areas. Emphasis is placed on this tutoring program during the weeks prior to exams. One hundred Santa Susana special education students are offered a full range of courses and have equal access to the core academics. All special education teachers follow the same local and state guidelines and standards when teaching core subjects. 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 math and ELA. Special education aides provide further reinforcement. Teachers communicate and monitor the progress of special education students in general education classes by conferring with other teachers and parents through email, student/teacher conferences, FMMs, and written report cards. IEP modifications and accommodations in general education classes are given to teachers in writing following a review of the current IEP. Sixty-four percent (64%) of special education students are mainstreamed in four or more classes. Fifty-five percent (55%) of special education tenth graders passed the math section and fifty-four percent (54%) passed the ELA section of the CAHSEE on the first attempt. Twelve severely handicapped (SH) students are fully included in elective classes with needed support. Peer tutors are assigned to each student to support inclusion. Seven aides provide additional assistance to SH students. A credentialed school nurse and/or a full-time health clerk issue medication to and supervise health issues of all students who need assistance. Graduation rates and CAHSEE pass rates reflect the success of Santa Susana students in completing a full high school program. As of spring of 2005 the class of 2006 boasts ninety-two percent (92%) of our students have passed the math CAHSEE and ninety-three percent (93%) of our students have passed the ELA CAHSEE. Opportunities to make up credits for those who have fallen behind are offered by Adult Education, summer school and, in unique cases, the local community college. TAP teachers and counselors work with each ninth grade student to develop a five-year plan that is specialized to personal goals and interests. This personalized process is monitored by TAP advisors on a regular basis to ensure that students stay on track and successfully complete the graduation requirements. Teachers and counselors also emphasize the importance for all students to complete the UC/CSU “a-g” requirements as well. Specialized TAP lessons and activities include topics such as: self-analysis of progress reports and report cards; graduation requirements v. “a-g” requirements; STAR scores; post-secondary opportunities; one-on-one conferencing with advisors; goal-setting; learning styles; and self-improvement.
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Areas of Strength
- Accessibility of curriculum by all students is supported by the school’s unique structure of Smaller Learning Communities (SLC), a School & Academy structure, and an extended-day flexible schedule.
- Weekly faculty meetings (FMMs) allow time for collaboration and curricular modification and improvements.
- A move from the traditional four year course of study to a five-year plan places an increased emphasis on post high school success.
- High expectations for all students are reflected in the Certification opportunities that exceed requirements for graduation, and a push for all students to complete the “a-g” requirements.
- The Troubadour Advisory Program (TAP) provides all students with an adult advocate to provide personal and academic guidance.
- The DART-math program assists students who need additional help in meeting state standards in math.
- The Intervention Specialist (IS) program identifies and assists students with a GPA of >2.0 to pass their classes and meet high school graduation requirements.
- Increased tutoring opportunities are needed to assist struggling and lower performing students in core subjects other than math.
- Student four-year plans need to be revised as five-year plans for all grade levels.
- The implementation of a school-to-career component needs to be added to the academic academies.
- Staff should continue to monitor and evaluate the effectiveness of all school programs.
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