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2004-2005: AYP English Language Arts
2004-2005: AYP Math
2003-2004: AYP English Language Arts
2003-2004: AYP Math
2002-2003: AYP English Language Arts
2002-2003: AYP Math
2001-2002: AYP English Language Arts
2001-2002: AYP Math
Located in the heart of California’s central valley, with a highly diverse population that includes 69% socioeconomically disadvantaged students and 24% English learners, Selma High School has achieved a nearly 20% growth in state test scores over the last four years, rising from 589 in 2001 to 704 in 2005. This growth is the result of a concerted effort by all members of the administration and staff to take the school’s mission to heart: “Every student achieving high expectations.” Assessment & Accountability At Selma High School “accountability” is not treated as a buzzword. The administration and staff have come to realize that an assessment system, tightly aligned to curriculum and instruction, is at the core of real improvement. And to be effective, that accountability system must be based upon objective data. Consequently, at Selma High the use of data is paramount. Selma began with California’s STAR (Standardized Testing and Reporting) data, but since STAR data is not available until after students have already moved on to the next grade, staff realized they would need more timely data, aligned to their curriculum, to better plan and modify instruction. So starting 4 years ago, Selma created local assessments in four core areas — English Language Arts (ELA), math, science, and social studies — with common benchmark and writing assessments given four to six times a year. This process took time to fully implement. The English and social studies departments were first and then the math and science departments followed. This year, the assessments are fully implemented in all of the core subject areas. The process began with a list of “power standards” for each course, created by teachers based upon the test blueprints available from the state and on their own experience and expertise. In the English and math departments, these power standards were in turn used to create a curriculum map for each course, detailing when each standard was to be taught or mastered. These curriculum maps were then used to create benchmark assessments for each course. Selma’s focus on analyzing data and using assessment results to drive instruction led them to purchase an assessment and data management system from Edusoft to help administer the benchmark assessments and manage the resulting data. Using Edusoft, assessment reports are created that outline which standards each student, or group of students, have mastered and which require further instruction. With so much data, Selma realized teachers would need time set aside to study the data and truly use it to help students. The district had already established every Tuesday as an early release day. Selma administrators made sure that this weekly collaboration time is set aside for each department’s teachers to look at student data and plan instruction. The first half hour of the department time on Tuesdays is dedicated to a cross-curricular effort called the “Daily Focus,” which is a series of standards-based lessons used in all subject areas to expose students to key math and ELA concepts throughout their day. The calendar is created at the end of the previous year by the English and math coaches and department chairs based on analyzing data and determining which standards need the most emphasis schoolwide. During the Tuesday focus group meetings teachers discuss the focus calendar for the upcoming week, make any necessary adjustments, and share ideas on how to incorporate the lessons into their classes. The Daily Focus math lessons are used in science, industrial arts, vocational education, physical education, and visual and performing arts classes. The Daily Focus ELA lessons are used in social studies, ROTC, foreign language, home economics, and performing arts classes. When these focus groups first began, no one expected the collaboration to be so positive between the departments. Dean of Instruction Gina Mechigian has found it “wonderful to see people talking about curriculum and instruction.” The last hour of each Tuesday session is a department meeting. While some housekeeping takes place, the bulk of the time for the core subject departments dedicated to using data from the benchmark assessments to plan and refine instruction. The Edusoft system has made it much easier for departments to sort through all the data. According to board policy, Selma High School students must be proficient in all four core areas (math, ELA, social studies, and science) in order to graduate. So in addition to the benchmark assessments, Selma administrators and teachers created proficiency exams in the four core areas. Students who score below the “proficient” band on the 11th grade state tests must pass these district proficiency exams as a graduation requirement. The exams have been in place for math and ELA for over five years and for science and social studies for 2 years. Standards-based Curriculum & Instruction In addition to using data to plan and improve instruction in core classes, staff use data to drive another key area that has helped Selma make significant progress: interventions. All students at Selma are enrolled in college prep courses. For English Learners who are at lower California English Language Development Test (CELDT) levels, Selma provides sheltered content instruction as well to be used as a transition into the college prep classes. But students who have not passed the California High School Exit Exam (CAHSEE), and who are scoring below the proficient level on state tests, may be enrolled in an intervention course in either ELA or math. These intervention courses are in addition to students’ core ELA or math class and in lieu of an elective. This is one reason Selma students take benchmark assessments and state testing so seriously. Although there is no stigma attached to being enrolled in an intervention course, the loss of an elective is a strong motivator to study hard and do well in math and ELA core classes. Currently, the intervention classes are based upon packaged programs such as Buckle Down or Measure Up. Selma also uses materials from the San Diego County Office of Education, high-interest/lower-level novels, and teacher-created materials. These programs are designed to fill gaps in basic skills for reading comprehension, writing, and mathematics and are aligned with key 9th and 10th grade standards covered on the California High School Exit Exam. Two separate semester-long courses are also offered – one focusing on math and the other on ELA. In addition, all students participate in Selma’s “Shooting Far With STAR” program, consisting of lesson plans (created by the school) to be used in the fall. Students are given their state test (STAR) reports in October. They are taught how to analyze their performance in key areas, and are given a packet containing test-taking strategies and a goal sheet. Toward the end of year, as the state test approaches, students revisit their “Shooting STAR” packet and measure their learning against the goals set in October. Each year when STAR scores go up, the school provides a “STAR Celebration” for the student body. Students receive an extended lunch period during which a DJ provides music, and games and activities take place. Another motivational program has been implemented this year for the first time. All students scoring “Advanced” or “Proficient” (the top two performance bands) on the benchmark exams, in addition to students showing significant improvement, get to leave early for lunch. So far this has proven very effective in getting students to take the assessments seriously. With an English Learner population of 24%, Selma has invested a great deal of time and effort into programs to better serve English Learners’ needs. ELD (English language development) courses are offered for the 10-15% of English Learners who are at the Beginning and Early Intermediate levels on the CELDT. Those English Learners at higher levels are enrolled in sheltered core classes that follow the same standards as mainstream (college prep) core courses, but employ Specially-Designed Academic-Instruction in English (SDAIE) strategies. In addition to English I, II, and III, SDAIE courses are offered in World history, US history, algebra and pre-algebra, earth science, and biology. Students move in or out of the SDAIE courses based upon teacher recommendation, grades, state test scores, and CELDT scores. Approximately 25 students are enrolled in each SDAIE course. Of these, about 5 move out of SDAIE into college prep courses each year, while some students enrolled in ELD courses move into the SDAIE courses. This approach has led to English Learners moving up one CELDT level on average each year, and Selma has been meeting all its Annual Measurable Objectives (AMOs). Professional Development Teachers at Selma are highly involved in decisions about their own professional development. Each year, the administration sends out a survey to determine teachers’ areas of greatest need and interest. While there are occasional district mandates, for the most part teachers work with the site administration to determine what particular skills and knowledge they want to develop. For example, last year teachers desired more training in the use of technology so they could effectively use Edusoft, a new grading program, and new PCs that were recently purchased. In all cases professional development activities are driven by student learning needs. Parents and Community The Selma parents and community are very proud of their school. Always great fans and supporters of Selma’s sports programs, they are now becoming equally proud, and competitive, when it comes to Selma’s academic performance. In fact during last year’s Western Association of Schools and Colleges (WASC) accreditation visit, Selma received the highest marks on surveys given to students and parents. The survey showed that students and parents have a highly positive perception of the school – both its physical appearance and its academic progress. The WASC team also reported a high degree of trust, professionalism, and collegiality among staff and administration. Conclusion Selma High is proud to have made significant progress, but realizes that in education one’s work is never done. Gina Mechigian, Dean of Instruction, states, “We’ve done so well, but we have to continue. We have a culture of continual progress. I expect that Selma High will continue to move up on its ranking and become a California Distinguished School.” This school profile was created in 2006. Achievement and demographic data through 2005 are included. Permission to Use Resources SchoolsMovingUp, a WestEd initiative, invites you to use our resources in your work. For uses that involve reproduction of more than one copy of the resource, please submit the online permission request form. We will reply immediately once we know your intended reproduction needs. All reproductions of the resource must include a full citation of the WestEd copyright. |
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