Chapter 3 – Progress Report on the Action Plan
2000 - 2006
Our specialized programs in Technology and the Arts and our strong reputation in academics throughout the region have resulted in an abundance of applications for open positions on our staff. Due to steady growth in the student body, seven (7) new teaching positions and a certificated librarian have been added to the staff. Through a process of careful interviewing, we have been able to attract staff that share a common vision with the Santa Susana community, work collaboratively with existing staff and are invested in the well-being of our unique programs and progress. The Simi Valley Unified School District has recognized the value of continuity in leadership for Santa Susana and has promoted assistant principals to principals to ensure that the shared visions and goals are perpetuated.
Most changes in classified positions are the result of in-house promotions to fill openings created by retirements. As with the school leadership, this also contributes to the feeling of stability that permeates the school.
The new employees have joined existing staff to maintain the SSHS cohesive team and are assuming positions of leadership at the school. Veteran teachers at Santa Susana recognize the value of identifying, training and preparing the younger and newer teachers to assume positions of leadership to carry on the school’s mission as they begin to think about retirement. The tradition has become that, in the years prior to retirement, teachers begin to “phase themselves out” by sharing, and ultimately relinquishing, their leadership positions to younger faculty members interested in assuming the responsibility. As an example, all Focus Group leaders have an Assistant Chair, each of who are young and new staff members.
As the result of the mandate and current effective schools research, the Curricular Pathways Focus Group met and, with the support of the faculty and administration, helped re-structure Santa Susana High School. Santa Susana formed three smaller learning communities called “Schools”: the School of the Arts; the School of Information Technology; and the School of Academics. Curricular Pathways were re-organized into curricular Academies within each of the three schools. SSHS offers ten (10) Academies and eleven (11) Emphasis Areas among the three schools. An updated definition accompanied the change from “Pathway” to “Academy”: “A Curricular Academy at Santa Susana High School is a recommended sequence of courses that promotes and develops the skills and knowledge that prepare students to pursue their college, career, and/or special interest goals.” The requirements for receiving “Academy Certification” were also realigned for consistency across all the Academies (See Appendix).
As a result of the change in structure, Santa Susana has experienced much curricular and program growth and, as a result, a marked increase in student population.
In order to ensure that SSHS students are meeting proficiency on the CAHSEE and the California Content Standards tests (CST), the staff has analyzed test results and reviewed content standards, particularly in language arts and mathematics. “Power standards” have been identified leading to an increased emphasis in standards-based instruction. In addition, each department has created a brochure that links instruction, assignments, and assessment to the content standards. The brochures are intended to provide clear written evidence for parents and students of the opportunity to learn and to promote the importance of a partnership between school and home (See Appendix).
During the 2000-01 school year, Santa Susana High School received an Advanced Placement (AP) Challenge Grant. Although no longer funded, the grant has provided SSHS with financial support to expand our AP program through staff development, student identification, and additional course offerings. Since our last WASC visitation, SSHS has added six (6) additional AP courses: Calculus BC, Chemistry, Computer Science AB, English Language, Spanish Language, and Statistics. Students who wish to take AP exams in subjects not currently offered at Santa Susana take the courses either on-line or through independent study with teacher guidance. Currently, SSHS offers a full compliment (17) of Advanced Placement classes on campus. District level support for the expansion of AP classes at all high schools is realized through vertical teaming in-service sessions beginning with English and social studies.
Santa Susana High School wrote and received two planning and two implementation grants during the 2002-2003 and 2003-2004 school years. The basis of the grants lie in research-based exemplary models found in documents such as Effective Schools, Aiming High, Breaking Ranks II and the State Superintendent’s High School Initiative.
Santa Susana was awarded a Specialized Secondary Program (SSP) Planning Grant by the state of California in August of 2003. The grant allowed Santa Susana to focus on the development of curriculum and student course of study – especially in the School of the Arts. There was also a commitment to reorganize and refine the role of the SSHS Schools and Academies, our Certification program, and to align and update them to better fit the needs and interests of students. In June 2004, Santa Susana was awarded an Implementation Grant from SSP through 2005-06. Grant funds are being used to extend and expand the idea of Schools and Academies, to implement a flexible schedule with an extended nine-period day, and for visitations to expand additional curricular areas of study and devise new programs (See Appendix).
As a part of the SSP Grant and to address the concerns of the State Superintendent’s High School Initiative, SSHS began searching for ways to add a significant school-to-career component to the Curricular Academies. Santa Susana actively sought support from the county’s Regional Occupational Program (ROP) to enhance our curricular academies with capstone classes that offer internships to junior and senior students. Over the course of five years, Santa Susana has added four ROP programs which are described in the “Program Growth” section of this chapter.
In May of 2003, SSHS was awarded a Smaller Learning Communities (SLC) Planning Grant by the federal Department of Education. This provided planning time and resources for a site study (academic success, curricular issues, student needs). Based on an analysis of school data and an evaluation of the problem areas on student test scores and proficiency, an SLC Implementation Grant was written and received in September 2004, through 2006-07. The SLC grant allows SSHS to focus on specific concerns within our curriculum, particularly in language arts and math, and provides time for teachers to collaborate and to develop additional school-to-career opportunities. The goals are directed specifically toward raising the expectations of academic success and fostering a supportive environment. The grant is monitored by an independent evaluator who is responsible for reporting back to the federal government on our progress annually.
Because Santa Susana High School is located on what was once a middle school campus, the size of the library (space and book selection) has been less than adequate for high school students. Beginning in the 2000-2001 school year, books that were outdated, worn or not age-appropriate were removed from the SSHS library. A large number of fiction, non-fiction and reference books have been purchased for students and staff beginning with that school year.
Santa Susana implemented the “Library Without Walls” (LWW) program beginning in the 2001-2002 school year. The LWW allows students and staff to conduct on-line research using the Internet and computers located in the library, in classrooms or at home. The program permits access to commercial subscription databases at no charge to students or staff. Students and staff can research, read, and print out information on almost any topic of interest or importance. All freshmen receive training during English classes in the use of the library and the “Library Without Walls” program. All tenth-grade English teachers receive in-service delivered by the Librarian. Staff members have received in-service training in using the programs during Friday Morning Meetings (FMMs) and staff development days.
Since the 2001-2002 school year, the library collection has been bar-coded, automated and added to our school’s library computer catalogue. Through this database students and teachers can search for books and confirm availability status for checkout. The on-line catalog is available on all classroom and lab computers in addition to those in the library.
Santa Susana High School applied for a Digital High School Grant during the 1999-2000 school year. The grant provided the school with $280,000 during the 2000-2001 and 2001-2002 school years for up-grading and augmenting technology available to students and staff. A portion of the funds was available for staff development opportunities to improve the technology skills of the staff. Staff members received incentives (i.e., instructional materials of their choosing) to improve their use of technology in the classroom for student instruction. Staff members are committed to advancing their technology skills as part of their professional accountability.
Before the Digital High School Grant funding was discontinued by the state of California (2002-2003), the four SSHS computer labs received new equipment, including CPUs, printers, and projection televisions. Additional software was also purchased for classroom and lab use. Six multi-media mobile carts (MMMC’s) were assembled and distributed among various departments.
During the 2001-2002 school year, the computer labs in rooms 101 and 203 received new desks and upgraded networking capabilities. Video security monitoring systems were installed in two labs and in the video editing classroom.
During the 2003-2004 school year, the computers in the 101 lab were upgraded again with the purchase of additional memory, Windows XP Professional and new programming software. The electrical system in the lab was also upgraded for student safety and increased efficiency. New desks were purchased for the room 903 computer lab.
In the 2004-2005 school year, the room 903 computer lab was upgraded with additional memory, Windows XP Professional and Office 2003. In addition to the computer labs, 45 teacher workstations were upgraded with additional memory, Windows XP and Office 2003. Due to growth in student enrollment, the 903 lab has been converted to a regular classroom and the computers have been disbursed throughout the classrooms on campus.
The SSP and SLC grants have provided us with the resources to develop several significant new programs (see below). Based on the needs of specialized programs in the Performing Arts and Information Technology, we have extended our school day to include nine (9) periods. This expanded schedule allows us to offer increased opportunities for students to take classes at more opportune times, receive additional support services, and allows students and teachers to design their educational program around their personal needs and interests. As a result, teachers and students may come to school early and leave early (approximately 7:00 am – 2:00 pm) and others may come later in the day and leave later (approximately 9:00 am – 5:00 pm). SSHS has found this schedule popular with both students and teachers who take advantage of these flexible times and, as a result, we better serve the needs of all individuals in our educational community.
The DART (Designated Academic Research Time) Program consists of structured tutor- or teacher-led periods for underachieving students that provide additional one-on-one assistance throughout the nine-period school day. Identified students are provided additional opportunities to improve skills and meet local, district, and state grade level standards while improving their GPAs and increasing the possibility of graduation from high school. Due to student need and interest for extra help in math coupled with a commitment on the part of the math department to raise test scores, a special “DART-Math” only has also been established.
The Summer DART-Math Program targets incoming ninth grade students whose math skills need “a boost” prior to beginning their high school career at Santa Susana High School. SSHS math teachers work with middle school math teachers to identify underachieving math students who will attend Santa Susana High School. Over the summer, notices go home to the parents of all underachieving math students. A two-week, two hour-a-day voluntary program is offered in intensive basic skills review to prepare incoming ninth graders for success in Algebra 1.
The Intervention Program led by two teachers called Intervention Specialists (IS), focuses on the needs of ninth and tenth graders who are below grade level to further ensure that no student falls through the cracks. The IS works with counselors and TAP teachers to identify struggling students through an analysis of report cards, GPAs, test scores and absences. Communication is ongoing through regularly held meetings and parent/student conferences and includes concerns such as behavior, personal and social adjustment difficulties and absences.
The twice-weekly Troubadour Advisory Period (TAP) serves as an important support system providing personalized academic guidance to students within the school’s structure of Schools and Academies. A TAP coordinator (teacher) designs the TAP curriculum with input from the school leadership, counselors and faculty. TAP teachers act as advisors and student advocates who regularly monitor student academic progress related to graduation requirements and preparation for career and postsecondary education. Teachers remain with the same group of students for all four years to help provide students continuity and a connection with an adult who will “look after” their well-being. In addition to assuring students an adult advocate, students are placed in TAP classes according to their Academy or Emphasis Area so they may build relationships with other students who share similar interests.
During the 2000-2001 school year, Santa Susana High School, in cooperation with the Ventura County Superintendent of Schools Office (VCSSO), began offering a two-period Computer Repair and Maintenance class for all interested students county-wide. This Regional Occupation Program (ROP) class has become one of the “capstone” classes for the School of Information Technology. Students in the ROP Computer Repair and Maintenance class learn to build and repair computers as well as troubleshoot computer problems. As part of the class activity, students go out into the community and serve in a 10-week Internship program in the spring. The Internship program provides students with valuable “hands-on” work experience and skills working with members of the business community in Simi Valley. Successful graduates of the program learn valuable job- and work-related skills and receive a Certificate of Proficiency in Computer Repair and Maintenance from the VCSSO.
Beginning in 2001-2002, in cooperation with the VCSSO, Santa Susana High School began offering a second ROP class, Stagecraft and Set Design. The class is conducted in our former vocational education building. Stagecraft students build sets, learn to operate sound and lighting equipment and become skilled in the intricacies of stage management and running a show behind the scenes. SSHS students are provided internships with entertainment industries such as Martin Lighting, the Thousand Oaks Performing Arts Center, Magic Mountain, the Hallmark Channel and other union stages. Santa Susana High School applied for and received a “School-to-Career” Grant (Ventura County) for $12,000 which helped establish this new class with state-of-the-art equipment.
Recognizing Santa Susana’s goal and commitment to a school-to-career strand as an integral part of our Academy structure, ROP agreed to fund an additional Stagecraft class (2004) for a total of four periods in the School of the Arts. During the same year, SSHS applied for and received $26,000 for additional equipment from Carl Perkins. The success of the ROP programs already in place provided the impetus for further ROP classes; an Internet and Web Design ROP class in the Internet Development Academy (2005), and a Virtual Enterprise class within the E-businessEd.com Academy (2005), both in the School of Information Technology. All ROP programs provide a valuable resource both for our students and our community.
The former metal shop facility was converted into a Drama Studio during the 2000-2001 school year. This conversion was funded partially by the district and partially by Santa Susana High School. Staff and community members worked together to remove the old shop equipment and build the new facility. It has become a mainstay of the Performing Arts program.
As a result of the SSP and SLC Grants, SSHS staff has had the time and resources to pursue additional curricular and program development for students at SSHS. In the last three years, SSHS staff has developed and/or implemented the following new courses based on student interest: Men’s Choir, Madrigal Choir, Dance Ensemble (advanced choreography), Musical Theatre, Comedy for Film and TV, Digital Communications, Small-Business Entrepreneurship/E-commerce, Small Business Accounting and Virtual Enterprise.
In the 2001-2002 School year, the Video Production program received a grant from the VCSSO for the purchase of four iMac computers. Santa Susana High School supplemented the grant with funds to purchase digital production software. By June of 2002, the entire Video Production studio was completely converted to digital video production. The quality of student output has improved tremendously. Since the 2002-2003 school year, students who have achieved mastery in the art of digital production serve as peer tutors. Students in the Video Production program provide classroom video support and videotaping of school activities. Video Production program students also produce and broadcast over the school’s closed circuit channel “KSSHS – LIVE.” This program provides school-wide announcements, video clips, live and taped videos, and important messages from the staff and administration broadcast during TAP classes.
The Big Brother/Big Sister program began in 1998 with the purpose of welcoming incoming freshmen to Santa Susana High School. However, there have been significant changes and improvements in the program since then. Now, each Big Brother/Big Sister volunteer is given a list of ten freshmen to call prior to orientation. The purpose of the call is to create a connection between the incoming ninth-graders and the school, to dispel any apprehensions they may have and to remind the new students of upcoming freshmen activities. Big Brother/Big Sister volunteers help with orientation and remain a “buddy” to freshmen throughout their first semester at SSHS. We have found that it takes a full semester for freshmen become acclimated to the “goings on” at high school.
The results of the Big Brother/Big Sister activity have been tremendous. Parents appreciate the phone calls and the interest. Parents report that the program makes their student feel wanted and comfortable in their decision to attend SSHS. Students say that they like having someone with whom they can identify immediately from the first day and someone of whom they can ask questions - especially during the first few weeks of high school. The Big Brother/Big Sister program has worked very well and has spread to the other high schools in Simi Valley as well.
Most student activities at Santa Susana are planned and advertised by the ASB Leadership Class. Past surveys have indicated, however, that the general student population believed that communication about school activities and events could be improved. As a result, an ASB House of Representatives was formed last year. Members, consisting of a student representative elected from each TAP class, attend a meeting once a month with the ASB Leadership students where school information is disseminated, questions are asked and input is given. House of Representative members then report back to their TAP classes valuable school information.
The Circle of Friends evolved from the peer-tutoring program that assists the Severely Handicapped (SH) students on campus. Among other activities, the Circle of Friends provides SH students an after-school program in a community setting. Activities include attending movies, providing escorts for the Winter Formal and visiting shopping centers. At the end of the 2004-2005 school year, officers and members elected students with special needs to be co-officers of the club. Special-needs students now have much more active roles in the club. The duties and responsibilities for the co-officers were written to support and address the goals in each student’s IEP.
In the fall of 2000, the Student Support Focus Group determined that there was a need for after school tutoring. An after-school tutoring program was initiated to provide support to students in academic areas and to make available computers for student use. Tutoring was provided by students who were monitored and supported by teachers. Over the years, the number of students availing themselves of this service and the number of student tutors had increased. The formal tutoring program was discontinued in 2004 for lack of funding. Notwithstanding, in keeping with the SSHS emphasis on continual analysis of student achievement data, it was determined that there was still a pressing need for academic tutoring, especially in the area of math. With the support of SLC grant resources, DART-Math (mentioned above) was developed and implemented. Interestingly, we have found that although DART-Math is voluntarily, student demand is greater than the available tutoring staff.
More than ninety percent (90%) of teachers voluntarily advise and organize clubs and/or other activities beyond the classroom setting. A wide variety of clubs and organizations reflect the diverse interests and talents of all students: Thespians, Gaming, International, Key, Environmental, Circle of Friends, GSA, Leadership, Video Production, Sports, CRASS, Fashion Design, Salsa Dancing, Table Tennis, HOPE, Writer’s Club, Anime, Botball, Peer Tutoring, and Interact. Academic achievement is widely promoted through student participation in California Scholarship Federation (CSF), Mock Trial, Academic Decathlon, SAT Prep and the Renaissance Program.
The majority of Santa Susana students are actively involved in organized school activities. Seventy percent (70%) of students participate in one or more clubs and in several choirs, dance groups, and instrumental music groups. Five percent (5%) of the student body participate in the technical arts and are often hidden behind the scenes controlling the sound and lighting or video production for student performances. The comprehensive array of programs in the areas of the arts and technology allows for widespread student participation in the creation, preparation and execution of performances.
Saturday School is the first level of discipline assigned for truancy. The assistant principal works with the attendance clerk to identify truant students. Once parents verify truancy, students are assigned to Saturday School. If a student continues to be truant, after he/she has served a Saturday School, the student is scheduled for a Mini SARB (School Attendance Review Board). If truancies persist, a full SARB takes place. Saturday School is also assigned as a step in our progressive discipline for repeated disruption and/or defiance in classes.
Saturday School runs for 3.5 hours and is usually scheduled twice a month. Our daily attendance rate has steadily improved over the last three years and it is perceived that Saturday School assignments have positively contributed to the improved overall attendance rate. ADA is credited to the district for the hours that a student serves in Saturday School.
Senior Projects have undergone much refinement over the years. While students have always been required to complete a Senior Project as a culminating activity, the topics selected by students in the SSHS early years were generally unfocused and, as a result, of poor quality. With the change in structure to Schools and Academies, Senior Project topics must now relate directly to a student’s School or Academy specialization. This coupled with the increase in students who attend SSHS with a marked interest in our specialized programs, has served to focus students’ attention and improve the overall quality of the projects. In addition, students must now complete a Senior Project in order to receive Academy Certification. Special awards are given to honor exceptional Projects and presentations at the Senior Awards Night in June. With a clear focus and direction for the Senior Project, the number of students who choose not to do a Senior Project has lessened each year.
District and community support for Santa Susana High School’s programs is evidenced by the passage of a School Bond in 2003. As part of the school bond, SSHS will receive a new Performing Arts Center to be built (October, 2006) adjacent to the Dance Building. Other bond projects scheduled for SSHS are to include a new library facility and technology infrastructure and science lab upgrades.
After many years of ASB fundraising efforts, and with support from the Pepsi Cola Company, Santa Susana High School was able to purchase a new electronic Marquee to replace the old marquee which was unlighted, difficult to read and to change the display. The new marquee is lighted and displays the school name and logo. The electronic display is computer operated and provides SSHS the ability to readily transmit a multitude of information to our school community throughout the day. Parents and students enjoy this new and welcome addition to our campus.
Staff at Santa Susana High School instituted a “marketing program” in the 2001-2002 school year aimed not only at increasing enrollment, but also in attracting new students who are particularly focused on academics, information technology and the arts. A concerted effort to develop a “marketing plan” was undertaken (see list above).
Letters are sent to all eighth graders in the Simi Valley Unified School District in November and January to stimulate interest in the school, provide information about SSHS programs, and let the community at large know that Santa Susana High School is a viable option for students. Santa Susana increased the number of Choice Tours (times when parents and prospective students visit SSHS during the school day). The introductory presentation changed focus from “What we want to be” to “What we are.” Applications were revised to include a section in which students must select The Arts, Information Technology or Advanced Academics as an area of focus (see Appendix). New student interviews were created as an additional step in the choice process. While not having any bearing on admittance, interviews serve to sharpen the focus and raise awareness of incoming students regarding our three Schools. Teams of faculty members and upper-class students conduct interviews with groups of four to six new students. Approximately eighty-four percent (84%) of incoming students are interviewed.
A “New Student Welcome Night” in March serves as the first “activity” in which incoming students and their families may participate. The ASB hosts a barbeque with food cooked by Santa Susana teachers. During the barbeque, SSHS teachers and participating students (leadership, Big Brother/Big Sisters and other interested students) socialize with new students and their families and answer any questions they may have. During the evening there is also an opportunity for incoming families to make “early-bird” school purchases. Finally, the evening concludes with a performance by the performing arts students.
Prior to the 2001-2002 school year, Santa Susana had a general brochure describing the school. Noting the need for specificity in our promotions and marketing campaign, all departments or Academies within each of the three Schools at Santa Susana have developed “marketing” Brochures that detail: the mission and vision statement of the school, department or program; the courses offered within; teacher contact information; and a list of important dates and activities of which to be aware during the school year. The brochures have proven to be extremely popular and useful to parents and prospective students, as they provide an attractive, clean, and quick overview of Santa Susana and its specialized programs (See Appendix).
During the 2004-2005 school year, Santa Susana also developed a general SSHS real-estate brochure highlighting the all SSHS Schools and Academies. The brochure, intended for families new to the Simi Valley area, have also provided useful information about Santa Susana High School to real-estate agents who were generally unfamiliar with our specialized programs and who had, heretofore, only mentioned Royal and Simi High Schools as an option for their clients (See Appendix).
The SSHS tradition of “road shows” continues. Originally, the four basic performing arts (instrumental and vocal music, dance and theatre) areas were highlighted, but, in 2001-2002, a video production component was added, and in 2004-05 the visual arts were added as well. Road shows now provide middle-school students with a complete, yet brief, overview of the elective program available in the SSHS School of the Arts.
Open House has been advertised not only to the families of students enrolled at Santa Susana, but to the entire Simi Valley community. As a result, this evening plays host to currently enrolled SSHS students and parents and to prospective students and parents as well. A show of hands at the general meeting of Tech Night/Open House in February, 2002, indicated that the majority of our visitors were eighth-grade students and their parents. Because prospective parents and students use this event to visit the school and its programs prior to the deadline for submitting an application, we have been unable to accommodate all current and prospective parents and students in our multipurpose room and have had to open another area to accommodate everyone during our general information session prior to classroom visits.
A Principal’s Coffee was instituted during the 2002-2003 school year. The Principal’s Coffee is the second Tuesday of each month and is open to the parents of students at SSHS as well as the community at large. We consider our “new-look” marketing campaign a success; we enrolled 394 students in ninth grade for the 2005-2006 school year, making the Class of 2009 the largest ever at Santa Susana High School.
As part of the annual August staff development day, staff reviews and analyzes state achievement data in all core academic areas. All teachers examine STAR test results for our school and identify areas for improvement. This staff development session also provides the opportunity for teachers of core academic classes to continually align their instruction to the content standards tested. Teachers in non-core classes have modified their curricula to include cross-curricular activities that support the standards school-wide. As a result of this focus on student proficiency in the content standards, the school API score has improved from year to year, beginning with a base score of 706 in 1999, and reaching 807 in the spring of 2005.
Student achievement results have been reported via FMM’s, the school website, Principal’s Coffees, School Site Council meetings, PTSA meetings, Troubadour Express, and local newspapers.
Before moving forward with “new ways of doing business,” Santa Susana administration carries out extensive research on effective and high performing high schools. With concrete findings and solid foundations for implementation, school administration then discusses plans with district personnel and union leaders to ensure open communication and to seek support and suggestions for program changes. A healthy relationship has been established and maintained between district administration and SSHS leadership and is beneficial to the progress and improvement of the school. All additions and modifications to the school structure and programs are with the approval of district management and school board members for successful implementation. In addition, an overview of SSHS programs and any impending developments is delivered to the board of education annually (more often upon request).
Recently, the Simi Valley community passed a School Bond measure. District support of Santa Susana and its programs is exemplified by the inclusion of a Performing Arts Auditorium in the bond measure to support the SSHS School of the Arts (to be completed in 2008). Over the last year, district and SSHS staff has worked cooperatively in the development of the architectural plans and the placement of the building on campus. Permission from Board of Education was given to support the raising of additional funds for the Performing Arts Center. As a result, a Performing Arts Center Team (PACT) comprised of members of the business and school communities was formed to oversee its progress.
Friday Morning Meetings (FMM) provide ongoing opportunities to meet as a faculty and to collaborate on a variety of topics. Weekly FMMs provide the majority of staff development at SSHS and have a regular rotating schedule as follows:
Additional meetings to address and provide staff development include Data Team Leader meetings, Department Chair meetings, Performing Arts and Technology meetings, and New Teacher meetings. The school principal meets monthly with trained faculty Data Team Leaders to discuss progress made during regular data team meetings where faculty groups meet to collect, discuss and analyze achievement data and set goals for instructional modifications and learning outcomes. The principal also meets monthly with Department Chairs to discuss staff development topics and to guide upcoming department meetings. Performing Arts faculty members meet with the principal every Friday at lunch. Technology meetings, chaired by the teacher director of the School of Information Technology and the principal, are attended by technology faculty and other interested faculty members every Monday at lunch. Teachers in their first year at Santa Susana meet once a month after school with the administrative team who provide additional support and staff development.
Each department is now equipped with a media cart for rotating use by all department members. Each media cart contains a computer, projector, DVD player, and an audio player complete with speakers. Carts are updated as necessary and as SPSA and grant funds allow. Since the purchase of these carts, teacher use of technology in the classroom has increased significantly. Lessons are done on PowerPoint, student work and projects are presented to the class on a large screen and the internet is used for instruction and class activities.
Teacher evaluations include a section unique to Santa Susana High School in which faculty must set goals specific to integrating technology into classroom instruction. These goals have resulted in effective and innovative instructional practices seen in many Santa Susana classrooms.
The integration of technology in classroom instruction is not yet as prevalent and frequent as SSHS faculty feel that it should be. Budget restraints currently limit the technological resources needed by teachers to use technology as they would like. Because the use of technology in today’s classrooms is essential as we prepare our students for life in the twenty-first century, a concerted effort is made by staff on a variety of levels to obtain and renew equipment. The Single Plan for Student Achievement (SPSA) places an emphasis on allocating appropriate funding to the modernization of technology. Staff has voted to allocate discretionary monies to upgrading the technological infrastructure of the school, which is outdated and will be installed with the modernization project beginning in fall 2006. The outside funds received through the state Specialized Secondary Program (SSP) grant have been used, in large part, for the purchase of technological equipment. The Technology staff recently dedicated long hours to writing a grant in the hopes of receiving new computers, projectors and telecommunication equipment for all SSHS classrooms. Identifying opportunities for additional financial support is a frequent practice of school faculty and staff. In recognition of our limited budgets, the faculty puts in extra time to enter contests, write grants, request equipment and seek business partnerships.
Library facilities are completely bar-coded for the checkout process of all books, including textbooks. Students have the ability to review the on-line card catalog of library books from any computer workstation on campus. Students at home can access and use the reference materials and data bases included in the Library With-out Walls.
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