Chapter III: Progress Report
School-Wide Critical Areas for Follow-up
Throughout the last 6 years MHS has implemented instructional approaches and expectations requested during the last full accreditation visit in 2006. Recommendations given as well as the actions the school has taken to address them are:
In the past six years teachers participated in site-based professional development addressing the various needs of students, the school, and courses within departments or content areas. Some examples of specific actions different departments have taken are described as follows:
All teachers attended ongoing DataDirector training for the past two years led by the English and math resource teachers. Teachers use DataDirector information to plan and develop lessons for classroom use. A school-wide student observation form was implemented last year in all departments. Teachers visit other classrooms for the purpose of observing student engagement and teacher interaction. Student work is reviewed at department meetings for the purpose of determining student understanding of the material.
English, math and social studies teachers have attended, or are in the process of attending, i21 training. Each teacher has attended or is attending a series of 3 trainings for incorporating the use of the Promethean board and student netbooks in the classroom setting. Next year all science teachers will receive the Promethean boards and will attend the training.
The English department continued to develop and revise units of study, pacing guides, common assessments, CST quizzes and benchmark assessments and have made the most progress to date. Grade level teachers collaborated on strategies to improve student writing and attended extensive training provided by the San Diego Area Writing Project. Much of this work was coordinated and facilitated by the English resource teachers and department chairs.
The math department has worked on units of study and has also prepared formative assessments used across the department. Math department teachers plan and prepare biweekly CST quizzes and analyze the results at department meetings. They continue to participate in PD as they are learning to use the new i21 technology installed in their rooms in summer of 2009. Teachers continue to work with UCSD professors to improve their practice.
Social Studies teachers met in content groups to discuss and reach a consensus on pacing guides for what should be taught for the year. Common writing assessments and biweekly CST practice quizzes are given, entered into DataDirector and discussed at department meetings. Each teacher is provided a pacing-guide binder at the beginning of the year which outlines the years' work.
Science teachers met and determined what type of curriculum best prepares students to learn subject standards. Course sequencing was revisited after looking at data to address student ability. To increase student learning, teachers meet to discuss job-alike assignments, administer bi-weekly CST quizzes and to discuss student results. Department team leaders in all subject areas continue to provide leadership for professional development. All academic core departments continue to review data and utilize instructional strategies to address the needs of all students. All departments have staff development pullout days to meet as groups to review data to plan, develop and implement best practices, pacing guides, common assessments and other critical PD.
Use of technology has been increased to support student learning. Vehicles of communication such as the school website, teacher web pages, DataDirector, EdConnect (auto-dialer), and online access to grade books for parents and students in the form of Zangle, ParentConnect and StudentConnect are some examples of new or improved media that are helping improve student learning. Proposition S was approved to provide upgrades to MHS. Each summer a core academic department will have been slated to receive upgrades in all classrooms serving regular and special education student populations. In the summer of 2009, the math department was first to receive these upgrades. This technology, referred to as an i21 Integrated Classroom, is an engaging learning environment designed to optimize teaching and learning through the interconnected use of auditory, visual, and mobile computing and formative assessments.
Teachers have planned, implemented and continue to evaluate their teaching in order to improve student performance. Results of these efforts have proved beneficial as evidenced by: continued improvement in student achievement, improvement in CAHSEE proficiency, and an increase of 40 points on school-wide API scores.
2. Stakeholders at
As detailed above, the staff consistently and purposefully has reviewed site, district, and state data using DataDirector. The goal has been to improve instruction to offer MHS students a rigorous instructional program with support for student success. The objective is to have all students prepared to go to college or continue to other postsecondary options.
Special education students are mainstreamed into general education classes. Students are receiving, and are expected to complete, grade level work in their classes. To assist special education students needing support, classes have been identified to permit a special education co-teacher or Para-Educator to support students in core subject areas. Teachers are given the summary sheet with modifications for their students with IEPs. Co-teachers and Para-Educators work to modify the curriculum for students with special needs. Monthly caseload reports are done to ensure that students with special needs are successful in the mainstream classroom. Special education resource teachers meet Wednesday mornings to discuss students and any urgent issues. The exception to this program is for non-diploma bound students who continue to take classes that prepare them for work by developing life skills. Special education teachers who teach functional math, English and social studies have Promethean boards and have attended the training. Each classroom has 34 netbooks for student use. Teachers have been able to provide individualized instruction through the use of the student netbooks.
Significant strides have been made in building the capacity of MHS staff and the MHS course offerings to meet the diverse learning needs of English language learners. To support the school’s ELL population, SDAIE strategies have been shared in meetings and PD. Departments have worked to identify students and develop appropriate strategies to serve all students. Much like the full inclusion model for special education students, ELLs are fully integrated into general education classes. They are, however, identified by CELDT level and CST score to determine appropriate placements. For the last six years, ESL and ELD students have been placed in block classes for ESL instruction. With two hours of intensive daily instruction, ESL and ELD students are mainstreamed for the remainder of the day. The English language support teacher (ELST) provides support to teachers of ELL students. The ELST participates in district-wide PD and shares that information with the staff.
MHS has 326 identified GATE students who are enrolled in AP, Honors, Advanced and Cluster classes. MHS offers a total of 54 GATE classes. Students enrolled in GATE classes participate in long term research projects, rigorous writing assignments, research papers, and AP timed writings. Primary sources are analyzed, critiqued and then assessed in Socratic seminars and discussions or through the use of Document Based Questions (DBQ). The DBQ is used as a method of assessment in addition to the objective test. Students also complete projects which require research and creative skills to build a model, essays to explain how models work and oral presentations to peers. In science, students complete laboratory activities that provide detailed reports that incorporate research, math, graphing and analysis of content.
3. MHS will increase parental involvement and improved communication with parents
MHS provides opportunities for parents to become involved in their children’s education. The PTSA meets monthly in the evening and invites all parents to join. Parents are elected to the Site Governance Team and the School Site Council and help to provide insight from a community perspective. MHS has a parent liaison and a parent center on campus for parents to meet. The parent liaison has scheduled parent trainings through the
Monthly cluster meetings are held at Morse for community members to meet and discuss their concerns with the area superintendent. Back to School Night and Spring Tiger Showcase provide parents the opportunity to meet with the teachers and staff of MHS. "Coffee with the Principal" takes place on the first Friday of the month in the principal's conference room.
Parents attend Saturday and evening events to learn about high school academic expectations, graduation requirements, college acceptance, financial aid, and various topics of interest and concern to support parents. Parents responded favorably to an offer from MHS to host more trainings and courses to assist them in supporting their students’ success in school. All 10th grade parents and students are invited to attend a 10th Grade Parent Night to review the progress students are making towards meeting A-G Requirements. Parents and students are informed about their academic status by reviewing their students’ transcript.
Each spring all 9th grade parents and students are invited to a similar meeting. Parents and students are reminded in these meetings that students must earn a grade of C or higher in all courses for college acceptance.
MHS has a new electronic marquee with provides information about upcoming events. In addition, the administrative team uses the auto dialer to communicate with the community. Parents meet with the administrative team and counselors as needed. The School Study Team meets with parents, teachers, counselors and students to discuss parent/teacher concerns. ParentConnect was provided and parents have ParentConnect access.
Teachers at MHS provide ongoing communication with parents through a variety of methods. Teachers have individual web pages on the
School attendance is vital for student success. To address the issue of student attendance, MHS has implemented a
Percentages for Cluster: MORSE
Average Cumulative Daily Attendance
Up/down Prior year
Current year rank of 30 HS
Rank of 12 Cluster schools
Cluster High Schools
District High Schools
Cluster Attendance %
District Attendance %
1. Meeting all areas required to make AYP
The African American, Hispanic and Socioeconomically Disadvantaged subgroups showed solid gains in ELA percent at or above proficient from 2010 to 2011. The African American subgroup showed solid gains in the math percent, scoring at or above Proficient from 2010 to 2011.
MHS supports underperforming students by providing ongoing staff development in the areas of critical thinking and i21 technology. Teachers are trained in asking thought provoking questions to elicit student responses. Students increased use of netbooks provided through i21 classrooms provide opportunities for differentiated instruction. Students use computer programs including Learning Upgrade and APEX to extend knowledge and complete coursework. Student data and work is analyzed at department meetings and common trends are identified. Teachers use summative and formative assessments to gauge student understanding and guide instruction.
Students with disabilities is a subgroup that historically had been underperforming; however, interventions last year and careful planning of support personnel schedules led higher gains in the disabled population. Students with disabilities are placed in co-taught classes in core subjects. Case managers confer with the mainstream teacher on a regular basis in order to monitor student achievement. Assignments are modified according to IEP accommodations.
CRASH and after school tutoring are available to all students, especially those underperforming. Individual teachers offer tutoring for students in requiring support before and after school and at lunch. Assignments and homework are posted on teacher web pages for students and parents to access. AVID and CAHSEE support classes are provided for additional support.
English Language Learners (ELLs) are integrated into general education classes. They are, however, identified by CELDT levels and CST scores to determine appropriate placements. English language learners are placed in classes with teachers who have CLAD certificates. SDAIE strategies are used to provide content understanding for ELL students. The English Language Support Teacher (ELST) provides PD for teachers of ELL students. Students new to English are assigned an ESL block schedule that provides them two hours of English instruction. Also, tutoring is available for ELL students with their general education teachers.
I. Significant developments have had a major impact on the school or specific curricular programs since last full visit
Since the last visitation, changes have occurred within the district that have both complimented and challenged the school’s ability to advance desired learning outcomes for students. In 2010 the district adopted a school based decision making policies to allocate funds and resources. A formulated staffing allocation had been used in the past and was re-implemented in 2009. For a time the budgetary process allowed each school to determine how to staff the school and where to distribute allocated instructional dollars. This policy was useful in allowing each school to determine how to best support teaching and learning for its students. However, due to the budget cuts and the decrease of student enrollment, Morse’s staff has been significantly reduced.
While the nation and the state are experiencing a period of economic contraction, the district and schools have had to continue forward with less funding. To illustrate, teachers received new laptops, computers, digital projectors, document cameras, and Promethean boards or are in the process of being received by scheduled department. Also, a new computer lab is opening and facilities have been repaired and modernized to offer a more professional environment for student learning. Over the summer of 2010, Proposition S funded upgrades to the football stadium and track along with rebuilding the
The leadership in the district, as well as at MHS, has changed over the last six years. At the district level, there have been three superintendents and three interim superintendents, each with their own leadership teams and organizational structure. In 2008, MHS acquired a new principal and administrative team, with the exception of one remaining vice principal. Compared to six years ago, the staff at MHS is much younger.
Recent MHS staffing changes include hiring of:
· Operations Specialist to oversee facilities, Prop S construction, and manage budgets and classified staffing.
· Library Technician to assist in the
· Graduation Coach to run a credit recovery lab with online courses to reduce the dropout rate.
· Parent Academic Liaison to begin parent support workshops and include parents in more scholastics.
· Health Technician to support the school nurse.
MHS’s Academic Performance Index (API) has grown steadily each year. In 2006-2007 the API index base score was 648 and has increased annually to the most recent growth score of 700. In API rankings, MHS has moved from a 3.3 in 2009 to a ranking of 4.5 in 2010. Morse’s 2010 graduation rate was 77.47% compared to the 2011 rate at 85.49% which met the AYP goal.
MHS students have increased the overall pass rate on the CAHSEE from 2010 and 2011, with the ELL showing the most gains. English Language Learner students are our most challenged student population for passing the CAHSEE in English Language Arts. With the Budget Act enacted on July 1, 2009, the Special Education students, again, are not required to pass the CAHSEE in order to receive a high school diploma. These students need to take the test to meet NCLB requirements which may impact our subgroup data in the future.
2010 VS 2011
African American Math
African American Math
African American English
African American English
English Learners Math
English Learners Math
English Learners English
English Learners English
A number of interventions have started in the last two years to reach out and support struggling and at-risk students based on the changing demographics of the student body. A brief description of each follows:
Game On! Grade(s): 9th
What: Attendance Incentive Program for 9th graders
When: Effective 9/8/09
How: Students receive periodic rewards through June 2010, by meeting specific attendance criteria. Incentives are given weekly, quarterly, semester, and on a year-end basis.
Coordinators: Warren Wegener
10 to Succeed Grade(s): 9th
What: A mentoring program for 10 boys and 10 girls (struggling students) to establish leadership qualities and form good habits to succeed in high school.
When: Beginning in 09-10, students will be mentored and monitored for 24 months.
How: One male mentor for the boys and one female mentor for the girls will be the first line of communication for teachers, parents, counselors and other adults who interact with our students.
Male Coordinator: Richard McFall
Project Recovery Grade(s): 9-12
What: A dropout prevention program
When: Started in 08-09
How: The Project Recovery team contacts students who are absent on the first day of school. Students who have moved are processed in the computer accordingly. Students who still attend MHS are monitored throughout the year to maintain attendance and grades.
Coordinators: District Personnel
Young Men of Excellence/Ladies of Quality Grade(s): 9-12
What: A program to promote excellence in African American males and females
When: Started in 08-09
How: Coordinators contact African American males and females to provide leadership and role model opportunities. Students meet throughout the year.
Coordinator: Officer Gresham and Cynthia Larkin
Gear Up Summer Program Grade(s): 9-12
What: Summer help program for students
When: Started in 08-09
How: Students are selected by Gear Up counselors to participate in leadership and personal growth programs at UCSD and
Coordinator: Warren Wegener
Small Group Mentoring Grade(s): 9
What: Small group mentoring for at risk students
When: Started in 09-10
How: 9th grade counselor select at-risk students for small group mentoring
Coordinator: Richard McFall
Super Senior Saturdays Grade(s): 12
What: A program to support seniors in need of assistance to meet graduation requirements
When: Started in 09-10
How: Counselors conduct senior credit checks and select students in need of assistance with
meeting graduation requirements
Coordinator: Arlene Maglalang
CAHSEE Boot Camp Grade(s): 10-12
What: A program to support students who need assistance to pass the CAHSEE
When: Started in 08-09
How: Students who need additional support are identified and enrolled in CAHSEE boot camp
Coordinator: Counselors select students who need assistance to pass the English and math sections of the CAHSEE. Classes are taught by MHS teachers
II. Procedures for the implementation and the monitoring of the School-Wide Action Plan
Since receiving the visitation report, MHS revised and submitted a final action plan then began to focus on implementing the goals identified. Each year, the school’s main stakeholder groups (Site Leadership Team, Governance Team, School Site Council, Instructional Council and staff) discuss progress toward the goals and make recommendations for the following year’s school-wide action plan. During the academic year, each department is responsible for carrying out the school-wide action plan. Departmental successes and challenges are shared and next steps are mapped out at professional development meetings as faculty work together to advance student achievement MHS.
III. Accomplishment of Each School-Wide Action Plan
Recommendations/commendations from the revisit report dated March 9, 2010
- Commendations: Morse is to be commended for reestablishing the Focus Groups in order to be fully involved in the WASC process. The school has greatly improved the communication with its parents through the use of two home dialing systems. Increased collaboration between teachers of like-subject areas with a greater focus on standards and student achievement is a positive step. It is good to see a greater emphasis on the use of data to make curricular decisions and drive instruction.
Goal 1. As a result of school-wide efforts to improve instructional practices, the whole school CST data in ELA will show an increase, and 78% of all tenth grade students, including all significant subgroups, will pass the ELA portion of the CAHSEE ( with a score of 350 or above) on the tenth grade CAHSEE in the spring of 2010
Title I funds have been allocated to hire two English resource teachers who will work primarily with 9th and 10th grade students and provide instructional support in 9th and 10th grade English classes. Resource teachers work with identified MHS teachers, provide professional development opportunities, analyze data and disseminate results at grade level and department meetings.
All counselors have identified 9th grade students with 2 or more F’s in core subjects. Students needing assistance have been assigned to tutoring. Students requiring additional support will be placed in an English support class.
Teachers in core content areas have developed common assessments, rubrics and CST quizzes using DataDirector and monitor student progress to provide differentiated instruction. Teachers use the student observation form to visit classrooms for the purpose of observing student engagement and teacher interaction.
CAHSEE support classes provided opportunities for students to prepare for the CAHSEE. Students receive an elective credit for the class. CAHSEE boot camp provided students who were unable to be in the CAHSEE support class the opportunity to obtain assistance. CAHSEE support classes and CAHSEE boot camp are ongoing programs.
As a result of the inventions documented above, all subgroups posted CAHSEE gains from 2010 to 2011. The African American and English Language Learner subgroups posted the highest gains of 15% and 24% respectfully. All subgroups posted gains in the API from 2007 through 2011, with the exception of last year. The Hispanic subgroup dropped slightly but has posted positive gains over the past five years.
Goal 2. Stakeholders at
Title I funds have been be allocated to hire two math resource teachers who will work primarily with 9th and 10th grade students and provide instructional support in 9th and 10th grade algebra and geometry classes. Resource teachers work with identified MHS teachers, provide professional development opportunities, analyze data and disseminate results at grade level and department meetings.
All counselors have identified 9th grade students with two or more F’s in core subjects. Students requiring assistance have been assigned to tutoring. Students needing additional support will be placed in a math support class.
CAHSEE support classes provided opportunities for students to prepare for the CAHSEE exam. Students receive an elective credit for the class. CAHSEE boot camp provided students who were unable to be in the CAHSEE support class the opportunity to get assistance. CAHSEE support classes and CAHSEE boot camp are ongoing programs. CAHSEE classes were offered in graduation seminar and extended day for students needing extra support in order to pass the CAHSEE.
As a result of the inventions listed above, all subgroups except the Hispanic subgroup posted CAHSEE gains from 2010 to 2011. The African American and English Language Learner subgroups posted the highest gains of 9% and 13% respectfully. All subgroups posted gains in the API from 2007 through 2011 with the exception of last year. The Hispanic subgroup dropped slightly but has posted positive gains over the past five years.
Teachers in core content areas have developed common assessments, rubrics and CST quizzes using DataDirector and monitor student progress to provide differentiated instruction. Teachers used the student observation form to visit classrooms for the purpose of observing student engagement and teacher interaction. Course-alike teams met to create common assessments and standards-based common assessments are used for finals.
Goal 3. By June 2009, MHS will increase graduation rates by 10%. Providing access to credit recovery classes for all seniors will enable a larger population to earn credits toward graduation. Seniors will also have the opportunity to attend extended day classes to recover credits
MHS provided APEX learning through the graduation seminar classes for students, including seniors, who were in need of additional credits for graduation. The graduation coach met with and assisted seniors with the completion of online courses to make up credits for graduation. CRASH (extended day learning) classes were offered four times during the academic year to give seniors more opportunities to make up credits.
All seniors met with their counselors in October for the purpose of credit checks. Seniors in need of additional classes were assigned graduation seminar classes and/or CRASH classes. Senior schedule checks were done to ensure that proper classes were selected to meet graduation requirements.
Parents were notified in October of their children’s graduation status at the end of each grading period. Seniors were assigned CRASH classes as needed throughout the academic year. All seniors received a hard copy of their senior graduation checklist for placement in their portfolios.
After school tutoring was provided Monday through Thursday for all students, including seniors, in core content areas to provide assistance for students in danger of failing. Individual teachers provided additional tutoring before and after school and at lunch. Seniors were given opportunities to do extra credit work for their teachers to help earn higher grades. MHS graduation rate for 2008-09 was 80.51%, which met the State of
Goal 4. To increase the involvement of parents and guardians in both academic and social settings and to provide a parent friendly campus, MHS will have at least 60% of targeted parents participating in workshops, trainings or classes provided by our Parent Academic Liaison (PAL)
MHS provided opportunities for parents to become involved in their children’s education. The PTSA met monthly in the evening and invited all parents to join. Parents were elected to the Site Governance Team and the School Site Council and helped to provide insight from the community perspective. MHS hired parent academic liaison (PAL) and provided a parent center on campus for parents to meet. Title I funds were used to support the parent center with purchases of furniture, refrigerator, table and chairs to make the parent center a welcoming place. The parent liaison has scheduled parent trainings through the
All 10th grade parents and students were invited to attend a 10th Grade Parent Night to review the progress students are making towards meeting A-G requirements. Parents and students were informed about their academic status by reviewing their student’s transcript. In spring, all 9th grade parents and students were invited to a similar meeting. Parents and students were reminded in these meetings that students must earn a grade of C or higher in all courses for college acceptance. Counselors conducted 9th through 12th grade academic review conferences to evaluate student progress towards graduation.
Back to School Night and Spring Open House (Tiger Showcase) were scheduled to give parents an opportunity to meet with MHS staff. The Tiger Showcase provided parents the opportunity to see their children’s work and projects. Parents attended evening events to learn about high school academic expectations, graduation requirements, college acceptance, financial aid, and various topics covered to support parents.
Parents met with the administrative team and counselors as needed. The School Study Team met with parents, teachers, counselors and students to discuss parent/teacher concerns. Parent Connect training was provided and parents have Parent Connect access. The principal met with the PTSA to discuss concerns, school events and issues, share budget and academic testing results and answer parent questions.
Teachers at MHS provided ongoing communication with parents through a variety of methods. Teachers incorporated the use of emails, phone calls, Blackboard, and written notes to make parent contacts. Many teachers sent home weekly progress reports communicating student academic and behavior issues. Parent teacher conferences were scheduled by MHS counselors when concerns arose.