Our last full self-study was in 2002, and NHS submitted a mid-term report in 2005,

School’s procedures for the implementation and monitoring of the school wide action plan (and the progress we were making during the midterm report of 2005)

Description of School’s Procedures for Implementation and Monitoring of the School wide Action Plan.

Since the last WASC Committee visitation our principals and assistant principals have ensured that our Action Plan is being implemented and that it remains the focus of all departments and decision-making committees.  The “Persons Responsible” for each step of the Action Plan have regularly communicated progress and/or hindrances to our administrators through direct discussion, through meeting minutes or through our Vision and Leadership Committee meetings.  In February of 2007 we re-established our five focus groups and appointed 5 teams of focus group leaders to lead discussions pertaining to our WASC plan.  Parents and students became part of the Focus Group in September, 2007.  (Both parents and students were also an integral part of our focus group discussions in preparation for our mid-term report). Parents and Students each have their own home group and meet on our minimum days when the rest of the school meets in departments.  We have invited members of the parent community to attend evening meetings to further participate in our WASC process. 

Another group instrumental in decision making at our school is the School Site Council known as TASC (Tri-Area Site Council).  They meet four times a year to hear the state of North High School, to review the proposed budget, and to approve expenditures and plans for North High School.  The TASC committee also reviews the Single Plan for Student Achievement.  TASC meeting reports are shared with all North High School stakeholders.  Members of this council include the principal, teacher representatives, students, and parents.

 During the process, we examined what we accomplished since our mid-term report, re-examined our Expected School wide Learning Results and, by consensus, modified some wording based upon Focus Group discussions.  Next, we examined various data sources (CST, CAHSEE, API, AYP, surveys of staff, parents, and students) to see how we compare to the North High of six years ago.  Finally, we summarized our findings for this report.  Our progress report has been shared with all stakeholder groups (staff, parents, student committees, and district).  We will use our self-study to continue to develop an action plan that will address the critical areas for follow-up and utilize our Leadership Team with the guidance of our administrators to ensure continued implementation of our action plan.

Our Leadership team has been restructured recently to include North High’s Principal, Assistant Principals, Counselors, Chairpersons from each department, leaders from various on-site committees (Gifted and Talented advisor, Student Activities Sponsor, WASC Chair, Homeroom advisor, ABC (formerly Link Crew) Sponsor, etc.) and any staff member who wished to participate on this committee.  The Leadership team meets monthly during the school year and as needed during the summer.  The leadership team examines school-wide data, aligns the goals of NHS yearly to implement our Action steps, recommends budget priorities to support our goals, and plans appropriate staff development events to communicate these decisions to all stakeholders.

Significant developments that have had a major impact on the school or specific curricular programs since the last full visit (March, 2002)

Modernization

For four of the past six years our campus has undergone modernization funded by bond-issued monies.  During this process, as classrooms were renovated, students and teachers were rotated into portable classrooms.  Asbestos was abated, new plumbing and flooring was put in, rooms were painted and equipped with better electrical and internet wiring, restrooms facilities were overhauled, and access for the disabled was introduced.  Unfortunately, due to lack of district funds and budget cuts many pending projects were not completed and the process was ceased, awaiting new funding.

Personnel Changes

Due to District budget cuts our administration was restructured four years ago.  Our administrative staff currently consists of a principal and two assistant principals.  One assistant principal was eliminated and a site supervisor position was created. This has resulted in an increased workload for all administrators and counseling personnel.  One year ago, an intervention counselor was added to the counseling staff.  This year we have a new principal and, mid-year, we have had to replace the assistant principal in charge of student services who is taking a pregnancy leave and the assistant principal in charge of curriculum who has resigned.  Both positions have been replaced with members of our school’s certificated staff who are knowledgeable about our programs and goals and dedicated to continuing the North High School Vision.  District incentives for retirement have contributed to the loss of many veteran teachers.  Of the ninety-eight teachers currently on staff, only forty were here six years ago.  None of our administrators and only one of our six-member counseling staff was here for the previous WASC.  Sustaining the vision of the school has been possible because of a strong Leadership Team and a commitment to the mission of the school as outlined in our Expected School wide Learning Results. 

Communications

Technology, such as e-mail, the NHS website, daily video bulletins, Teacher Connect, Parent Connect, and Teleparent have improved communication among all stakeholders. 

Our access to e-mail makes communication between staff and with parents much more timely and effective.  Our website provides current information about North High to all interested users.  Teachers post homework for student and parent use.  Counselors provide answers to frequently asked questions concerning student curriculum prerequisites, graduation requirements, financial aid and college application information to name a few.  Sports information is also available, along with posted calendars of events, and news about the school, both academic and extra-curricular.  Our Daily Video Bulletin conveys current information of upcoming events and provides a forum to review school-wide concerns, such as dress code or academic honesty standards. Parent Connect is a new service that allows parents access to their student’s academic files on-line.  Parents are also able to view the daily attendance and grades of their students.  Teacher connect is used for daily attendance, to produce reports, and maintain grades electronically.  Gradebook (through Teacher Connect) gives parents and counselors access to students’ most up-to-date grade activity.  Gradebook also produces a formal mid-term progress report that is now distributed to all students, not just those in danger of D/F or U as in the past.  Finally, Teleparent allows administration, counselors, and teachers a method to quickly notify parents of concerns about behaviors or academics.  Teleparent also allows us to notify parents easily about student success.

We continue to use the resources of Parent handbooks (distributed at the beginning of the year), PTA newsletters, Principal’s newsletters, and counselor notes to convey information to parents and students.  Most teachers distribute calendars of assignments.  Special programs like the English Learning program (MELD) provide a monthly newsletter.  We hold meetings for each grade level to give parents information concerning the special issues of each level.  Incoming freshmen are registered yearly at a four-day evening registration, at which time teachers from Math, Science, Foreign Language, elective programs, Sports, JROTC, and Special education are available to help students and parents choose appropriate courses.  Our English Language Learners have periodic parent meetings to review their rights and provide information for better serving our students.  Our At-risk Counselor conducts a series of meetings with parents to identify the various resources that are available to parents and students to support their needs.  Our GATE Coordinator meets yearly with parents to explain the various Advanced Placement and Honors courses available to students.  Torrance USD has an open access policy to these programs.  Each June the GATE coordinator meets with parents of students (7^th-graders) who are interested in attending High School during their 8^th-grade year.  We offer courses in math, science, music and foreign language.

Curriculum

Due to graduation requirement changes at the district level, students are no longer required to take a practical arts course.  We continue to offer practical arts courses and have tried to make them state-of-the-art to entice students to select these courses as electives.  We have introduced Web-Design and Video Production to this end.  Because of the U.C. visual and performing arts requirement, we have developed a variety of Fine Arts programs to meet the requirements.  In response to the establishment of Algebra as an eighth-grade course, our district has added two new courses to extend the math opportunities to junior and senior students.  Trigonometry was introduced to allow students who have limited success in Algebra 2 an opportunity to improve their skills and grades while earning trigonometry credit.  Math Analysis and Trigonometry was renamed

Pre-Calculus.  Also added to the math curriculum was a Probability-Statistics course designed for students as an alternative to the Advanced Placement Statistics course.  We have also added courses that are financed through an arrangement with the local SCROC (ROP) program.  These include some practical arts classes, Athletic training, and Law enforcement.

Standards-Based Instruction

Through staff development and departmental meetings, teachers at North High continue to regularly collaborate to align course curricula with state content standards.  Teachers have implemented standards-based instructional learning strategies in classrooms to improve student success on assessments.  Departments of English, science, math, social science, foreign language, and fine arts have all developed benchmarks to increase accountability.  Each year these departments review the data provided by various sources to examine student achievement.  Edusoft, a software program designed to assist is this type of analysis in available. 

Staff Development and Collaboration

Funds from various sources have been used to provide opportunities for individual departments to meet to work on their goals. Most staff development during the past six years has had some direct connection to either aligning curriculum, or creating benchmarks, or benchmark assessments to help departments ensure that students are well-prepared for the wide variety of assessments that are administered each year to measure student achievement.  Many departments meet multiple times a month to collaborate on instructional strategies or to develop and/or improve curriculum.  Both the science department and the math department have written and rewritten curricula continuously over the past six years to keep their entry-level programs (science I/II, now biology, and physical science) and Algebra meeting standards while also remaining accessible to our students. 

It has also been recognized by the Leadership Team that staff development must meet the needs of the large number of new teachers.  We have planned many meetings to provide general information about the wide variety of programs available to staff and students.  We have also encouraged mentoring within departments.  These collaboration programs continue to need revamping.  During the past year we have used our Focus group meetings to disseminate much information about North high programs and to encourage collaboration across curricular areas.

Technology

During the past six years technology has become an integral part of all teachers daily existence.  From the daily attendance taken on the computer, to the common use of Gradebook to keep grades, to the use of e-mail, voice-mail, and Teleparent to contact parents, teachers have had to become technologically savvy.  Not all staff members have met this challenge easily, but the quest for 100% involvement continues.  Through the Digital High School Grant we were able to equip all classrooms with a computer system and a TV/VHS system.  We have 6 labs of computers (4 of which are available for use by teachers) and we have 20 computers on carts that can be used in classrooms.  We have just revitalized our Career Center with new computers in response to the needs of registering for various college admissions.  Through a donation made to the school three years ago, we purchased an additional 100 graphing calculators (160 are currently available) for students to borrow through our textbook program.  Our Newspaper, Yearbook and Commercial Art program have all computerized their programs.  Our Daily Bulletin is produced using state-of-the art technologies.  Our school server program supports the email, webpages, and storage of all documents saved by our teaching staff and students.

Comment on the accomplishment of each school-wide action plan section; cite evidence, including how each area has met the identified student growth targets.

Action Plan I:  Improve communication among all stakeholders.

Our Vision and Leadership Committee (now called Leadership Team) has focused on ways to improve communication at North High School with all stakeholders:  students, parents, and the community.  Through our impressive North High School website, all stakeholders have access to the North High School Academics, Athletics and Extra-Curricular Calendars..  In addition, there are homework and course information sections, an alumni registration page, and access to teacher email.  Our students are provided with daily information on programs and upcoming events through the televised daily bulletin.  We have established a homeroom class once per week quarter one, and every other week thereafter, that enhances teacher-student relationships and mentoring. 

Other forms of communication improvements include MELD homework binders for teachers/students to look at current assignments and test dates, MELD conferences with struggling students, a  marquee on the Black Box Theater on campus to promote the fine arts performances, an electronic marquee at the front of the school to inform the community, a club handbook to better inform students of extra-curricular options, as well as club participation with North Torrance Public Library.  Our Leadership Team continues to provide an open forum for all faculty, staff and community members to participate in formulating ideas in the area of communication.

As cited previously, we acquired an intervention counselor two years ago.  North High had contracted for many of the services now assumed by this counselor over the years with school funds.  We have been able to expand intervention programs to include Conflict resolution, Career guidance, At-risk support, and School Ambassadors.  Conflict resolution, the School Ambassador program, the Strengths Quest program (sponsored by Toyota, our adopt-a-school partner), all provide students with communication training.

Career Day has been held four times in the past six years and has allowed community members to interact with our students, providing an opportunity for students to explore career options and consider academic preparation needed for careers of interest.  We held seminars with 90 to 100 speakers.  Students had the opportunity to visit three different speakers. Teachers feel that the various technological tools (e-mail, voicemail, website, Parent Connect and Teleparent) have provided them with many resources to improve communication with students and parents regarding instruction and assessments.  These methods of communication have allowed teachers to more effectively and efficiently communicate with one another, as well as with counselors and parents in regards to student performance and progress.  The use of Gradebook has made the production of student progress reports easier and since access to a teacher’s gradebook is available to administrators, counselors and parents’ communication is always up-to-date.

Helping students become better communicators, one of our Expected Learning Results, can be seen in the use of technology when making presentations.  Many students use power point presentations. They also utilize our video projectors and DVD players to share information in class.  Our extra curricular activities such as Speech and Debate Club and the Book Club as well as the heightened expectations for students involved in Student Ambassador program have increased student access to and the development of more effective communication skills.

Action Plan II:  Increased opportunities for structured stakeholder collaboration.

The English and Social Science Departments came together to create sophomore and junior projects that emphasize the process of writing a research paper with a focus on both content and format.  The English department teachers and the librarian have developed a program to provide all students with a better understanding of library resources.  English and math teachers have created courses to help students pass the California High School Exit Exam and keep students at grade level with access back into college-prep courses.  Both our current and former Athletic Directors have worked with athletic coaches to develop and implement plans that help all coaches be consistent in their programs in terms of academic/CIF requirements and the process in which they communicate with the school.  The administration has created Late Start schedules in order to allow more time for departmental, as well, as schoolwide collaboration.  Our Foreign Language teachers meet two times weekly for informal discussion and collaboration.  The Special Education department meets with parents, students, and teachers through IEP meetings.

An outstanding example of schoolwide collaboration is the weekly MELD (Model English Language Development) program.  Teachers of students identified as English Learners, counselors, administrator(s), and the MELD program coordinator attend the meetings to discuss the success or frustrations of our English learners.  The coordinator provides a summary of concerns, a proposed plan to aid the student, and a list of contacts that will be made to support the student.  The resulting effect is a positive response from all involved, student, parent, counselor, and teacher.

District-level collaboration included Japanese teachers planning and implementing Honors/AP courses, Student Council and Drama teachers pooling resources to improve their programs, and Science departments working to align curriculum and textbooks with state standards.  Math and middle school teachers worked together to create an Algebra curriculum that supports the state curriculum standards.  Our counselors and students LINK crew (now ABC) work with middle school students to ease their transition to high school.

A committee of interested teachers has worked for four years to develop a homeroom program.  Students are divided in groups of 25-28 by grade level and assigned to a teacher.  The teacher will be their homeroom teacher throughout their high school careers.  First semester, weekly meetings are held to discuss pertinent topics.  A curriculum has been developed for each grade level to introduce students to topics as varied as harassment, School clubs, writing thank you notes, discussions of graduation credits.  Each year the program has changed based on teacher comments and reexamination of student needs.

A group of teachers from various disciplines volunteered to meet monthly to work proactively by reading the latest research and discussing how to implement that knowledge in the classroom.  The program dissipated after two years, although all involved professed a positive attitude.  During the recent WASC process this collaboration has been listed as a possible renewal program under the name of Mentoring.

Although we have a yearly articulation with feeder schools through the counseling /administrative members to establish the needs for entering North High School, we have had only sporadic meetings between curricular areas.  The district had provided time two or three times over the past six years for feeder schools to meet with high schools to discuss the issues of standards based education.

Action Plan III:  Increase the understanding, application, and acquisition of current technology.

As mentioned previously we have had an insurgence of technology into the classroom over the past six years.  Every room has a computer/printer system, a TV/VCR, and a telephone.  The library has a smart board, large screen video projector, computer lab.  The counselors and departments have video projectors/computer systems.  The newspaper, yearbook and commercial art and video production classes have all been implemented with state-of-the-art technology.  Our career center has just been reconfigured with new computer systems. 

Each year, various trainings have been added to staff development calendars.  Trainings have been conducted to explain the use of the attendance system, the Gradebook program, the Teleparent program.  Many teachers have participated in the district-sponsored Intel program teaching the use of word processors, web pages, power point, and video.  Individual departments train their members in the use of technology used by their curriculum.  For example, the math department trains its members on the use of graphing calculators, and science shares methods for using various tech tools, creating websites for student/parent use. 

Without a doubt, North High has implemented the use of computers across the curriculum.  Students have easy access to computers and are encouraged to use them in all areas.  All students have access to the Internet and various on-line databases through the school network. Many departments, including Fine Arts, social science, science, and English have incorporated Internet research projects into the curriculum that foster content area learning along with increased understanding of Internet navigation skills.  Math classes, beginning with Algebra 2 use graphing calculators extensively.  Classroom teachers are also incorporating projects and student activities that require students to use different computer applications such as Power Point, e-mail, and Publisher.  All students have access to storage space on the school network where they can create, save, and revise writing assignments and other projects for their classes.  Technology is also being used to support student courses on preparing for standardized tests  through the acquisition of software programs for SAT and Advanced Placement test preparation.

Technology has not only helped students become empowered learners, but it also has allowed teachers to use broader, more creative, and more effective instructional methodologies.  Most classrooms have a TV-computer connection that allows teachers greater opportunities to teach computer skills by demonstration and help deliver content material to multi-modal learners.  Although the Computer Applications class is not new, the Applied Technology Department has made significant modifications to the curriculum in order to enhance student understanding of the most recent advancements in technology.

Action Plan IV:  Improve four-year planning and options for each student to establish and expand post-high school pathways and goals.

Counselors and administrators are in charge of improving our four-year plan for students.  Counselors have enhanced and increased ways of informing parents and students of college and career options.  Specifically, counselors have held UC/Cal State workshops, provided Kaplan SAT practice tests, conducted Career Occupation Preference System (COPS) testing, increased art, career, and college counseling that include a national portfolio day for fine arts students, and formed a new Career and Exploration Club that helps the PTA plan and implement Career Day.

Additionally, new classes have been established in both academic and career- oriented areas.  Academic classes include:  Trigonometry, Pre-Calculus (name change), Probability/Statistics, High School Math, AP World History, Contemporary Literature, Fine Arts Seminar.  Career oriented classes include:  TV production, Web Page Design, Law Enforcement, Athletic trainer, Robotics, and Commercial Art.

The number of college representative visits has increased over the past six years which has piqued student interest in college as well as post-secondary planning.  In conjunction with our homeroom curriculum, our counselors provide scripted lessons to allow teachers to implement a four-year plan review that helps focus students on their educational paths.  Another way students are receiving support in planning their high school curriculum is through Link Crew (now ABC) visits to freshmen classes.  The student leaders emphasize the importance of academic success, discuss various class options, and encourage freshman participation in extra-curricular activities.  Freshmen are also included in their own Diversity retreats to further connect them to the notion of planning for their future.

Over the past six years the Career Center has undergone multiple re-organizations and updated to provide students with greater access to information and materials in regard to colleges and occupations.  The new computer systems now provide more students with access to programs that encourage career aptitudes to help students make better choices when making plans for post-secondary life.

Students have an option of receiving vocational training either by traveling to Southern California Regional Occupation Center (SCROC) in Torrance or by taking career-oriented classes offered on campus, such as Accounting, Law Enforcement, Future Teachers or woodworking.

Action Plan Progress and Critical Areas of Follow-up as described in the 2002 WASC Report

Each of our Action Steps are closely tied to our Expected Schoolwide Learning Results (ESLRs).  All topics reflect a desire to implement these goals.

While working cooperatively, collaboratively, and independently toward the achievement of goals, standards, and the development of products:

1.      Students will be creative, complex thinkers who will demonstrate:

o      Logical organization of information

o      Application of concepts

o       Problem-solving skills

o       Critical analysis

2.      Students will be responsible citizens with connections to local and global communities who will demonstrate

o       An understanding of wellness,

o       Appropriate behavior

o       Respect for diversity

3.      Students will demonstrate effective communication using a variety of forms of expression, tools, and technology

Each of the Action steps relate directly to the critical areas of follow-up as recommended by the previous Focus on learning visit of 2002.

Action Step 1: Improved communication among all stake holders will have a positive impact on improved students’ performance and increased community information about what happens at NHS is tied covers all three areas. 

Critical Area I: Increase the use of technology to support student achievement;

Critical Area 2: Continue to develop instructional strategies that support the standards-based curriculum and appropriate assessments to measure student achievement of standards;

Critical Area 3: Develop and implement a comprehensive four-year career planning program for all students.

Action Step 2: Increase opportunities for structured stakeholder collaboration to facilitate the accomplishment of common goals to help all students be more successful 

Critical Area 2: Continue to develop instructional strategies hat support the standards-based curriculum and appropriate assessments to measure student achievement of standards;

Action Step 3: Increase the understanding, application, and acquisition of current technology. 

Critical Area I: Increase the use of technology to support student achievement;

Action Step 4: Improve four-year planning and options for each student to establish and expand post-high school pathways and goals.

Critical Area 3: Develop and implement a comprehensive four-year career planning program for all students.