D1. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY
Morse High School uses a professionally acceptable assessment process to collect, disaggregate, analyze and report student performance data to the parents and other shareholders of the community.
Morse High School has developed a variety of assessment methods that provide the staff and other stakeholders with data about Morse High School. We continue to improve our capacity to analyze data on campus and use it to inform instruction and to motivate students to become proficient on standards-based assessments.
Student Accountability Report Card
The Student Accountability Report Card includes demographics, test scores and academic programs. SARCs are available upon the request from the main office and parents and community members may also access it through a link on our school website.
Disaggregation of Data
Both the district office and Morse High School disaggregate student data and report this information to all stakeholders. Student performance data on the following tests are reported to all stakeholders: California High School Exit Exam (CAHSEE), California Standards Tests (CST), and California English Language Development Test (CELDT).
Morse high school uses a district-standardized method of testing English Language Learners, classifying them according to their level of English acquisition, and reclassifying them when they are considered “Fluent English Proficient.” The California English Language Development Test has four sections: reading, writing, listening, and oral proficiency. The results of the test become available to teachers in Zangle Profile and Reports and also on DataDirector. Teachers can identify English Language Learners through these results and differentiate instruction to meet the needs of this population. The results are also communicated to families through letters sent home by the district.
Back to School Night
In September a Back to School Night is held for parents in order to help them learn about Morse’s goals and instructional plan. The principal presents disaggregated CST student performance data to parents, which details data by subgroups. Parents are shown the school-wide results and the overall scores are interpreted in order to help parents understand how they can better support their children. Parents are also introduced to and reminded about using ParentConnect as a way to monitor their children’s academic performance.
As a way of informing parents about their children’s academic performance, Morse High School sends out progress reports and semester grade reports to parents and students six times throughout the year. Upon parent request, weekly progress reports are also sent out through the counseling office.
Email allows teachers and families to communicate readily. Many teachers communicate with parents about their students’ academic progress and issues through the use of email. Zangle TeacherConnect “Profile” facilitates these exchanges, since the student contact information includes parent email contact information when it is available.
Addressing Low-Performing Students
At the end of every six-week grading period, the administration determines the percentage of students who earned less than a 2.0 on their progress report. Parents with students who receive less than a 2.0 are notified through the use of the school’s auto dialer. Administrators also held an assembly with these students. During the assembly counselors and administrators encourage students to improve their academic performance and share information about after school tutoring and Credit Recovery courses offered.
ParentConnect and StudentConnect
Zangle is a district-adopted student-information system that manages student enrollment, scheduling, attendance, grade reporting, transcripts, and demographics. All Morse High School teachers are encouraged to use Zangle GradeBook to enter scores, grades, and attendance so that students and parents can have online access to student progress.
Through the use of Zangle ParentConnect and StudentConnect, teachers share and communicate information about students’ academic performance. Morse High School uses ParentConnect and StudentConnect as another means to keep students and parents informed about the students’ academic progress and issues. All Morse High School teachers included information about ParentConnect and StudentConnect in their course syllabi. Also, students and parents can easily access the program as a link is clearly posted on the Morse High website.
Parent Connect is a web-based application that allows parents to access “read only” information about their students. This information comes directly from what teachers enter into Zangle GradeBook. All teachers at Morse High are strongly encouraged to use GradeBook and make assignments visible to students and parents. As teachers update assignments and grades through GradeBook, parents can monitor their children’s academic progress in each class and are encouraged to contact teachers or counselors with any questions or concerns about their children’s progress.
In an attempt to get more parents to use ParentConnect, our principal gave a presentation about the benefits of ParentConnect during Back to School Night. Our school librarian, along with other staff members, met with small groups of parents and disseminated passwords and taught them how to access the system. Many teachers also gave parents information about ParentConnect during their classroom presentations.
All Morse High School students have access to Zangle Student Connect and are encouraged to check the status of their grades often. Students use StudentConnect to check the grades received on class assignments, six-week progress reports, attendance, and class schedules.
Access to Blackboard Connect
During the 2011-2012 school year, Morse High School teachers received access to Blackboard Connect, a program that allows teachers to provide feedback to our students, parents and guardians via telephone. BlackboardConnect for Teachers transmits secure, dependable messaging to parents and guardians that focuses on students' grades, academic progress, and classroom behavior. As the year continues MHS teachers are learning how to better communicate with parents through the use of this system. Teachers will participate in all staff training on Blackboard in order to learn how to use this tool to communicate more effectively with parents.
As of Fall 2011, Morse has a programmable electronic marquee which allows communication with families and others who pass by the school on Skyline Drive. This has been used to notify the community about events at Morse and we are working on using this form of communication to disseminate information about CST scores, API data and other assessment-related information. The marquee is also utilized to publicize college acceptances of the current senior class in order celebrate their academic accomplishments and to motivate underclassmen.
All Morse High School Seniors are required to participate in the Senior Portfolio Exhibition (SPE) process. The Senior Portfolio Exhibition is a San Diego Unified School District graduation requirement. A student who does not successfully complete the process is not eligible for a diploma or graduation. It is expected that graduates from Morse High School leave or school as well-rounded individuals demonstrating intellectual, physical, and emotional maturity. The senior exhibition includes a portfolio and an oral presentation, both representing growth and achievement throughout their high school experience. Seniors highlight their knowledge, skills, interests and experiences by demonstrating their levels of accomplishment, effort, and progress in achieving the Morse High Expected School-wide Learning Results (ESLRs).
The exhibition process includes reflective essays on student learning and parent signatures indicating that they have read the sections of the portfolio. The portfolio includes copies of student records and proof that students have accessed their personal grades on Zangle StudentConnect. Students are expected to exhibit the portfolio to members of the community and explain what they have learned at Morse. This allows members of the community to gain insight into the academic standards expected at Morse and it encourages them to share their positive experience with other community members.
The Senior Portfolio Exhibition process encourages self-evaluation, reflection and goal setting. It also creates an important link between school and work or school and postsecondary education. Students are expected to complete community service within the community or organize a significant event or implement a service on campus.
Community Forum Power Point presentation
·Sample score results, letters home
Back to School Night agenda
· Parent/teacher email exchanges
· Class comparison analysis
· Auto-dialer email message
· 9-12 grade data
· Parent Connect/Student Connect syllabus information
· Parent Connect handouts
· Sample Parent Connect report
· Teacher printouts of Blackboard communication
· Blackboard Teacher training agenda/notes
· Photos of marquee
· Senior Portfolio Resources
· Sample Senior Portfolios
· Community member feedback
D2. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY
Morse High School’s teachers employ a variety of assessment strategies to evaluate student learning and use these findings to modify the teaching/learning process for the enhancement of the educational progress of every student.
At Morse High School, teachers use a variety of strategies to evaluate and assess student learning. Based a survey given in the Fall of 2011, over 95 % of our teacher's use formative and summative assessments to check for students' understanding on a daily basis. 82% of Morse teachers use a student snapshot assessment on a daily basis to check for understanding following instruction. They use these quick assessments to determine if they need to modify teaching to cover an idea or concept. All of the core subject teachers use common-assessment CST quizzes on modified Wednesdays to evaluate their students’ mastery of content standards. The type of assessments used, both formal and informal, vary depending on the department as they work collaboratively to determine the mode of analyzing and sharing data with each other and with their students.
With the implementation of our school-wide focus on critical thinking, our department selected two areas of critical thinking on which to focus and as a result, designed pre and post assessments to determine our students’ mastery of purpose and key questioning. These assessments were given in all grade levels and student samples were utilized to determine areas of need for creating lessons and modifying instruction in critical thinking. At department meetings we share instructional strategies for teaching critical thinking and watch video footage of students engaged in critical thinking.
In addition, teachers continue to utilize biweekly CST quizzes to test student proficiency of the California Language Arts Standards. Teachers utilize class reports to help students monitor their own progress and use results to modify lessons within our units of study. Teachers focus on identifying students scoring basic and below basic and develop small group instruction that helps students review the standards they did not master. Our 12th grade team developed English Proficiency Test (EPT) quizzes that help us determine if our students have the English skills necessary to enter the CSU college system and allow us to identify the critical reading and writing skills that our students need to practice.
Within each grade level, teams of teachers participate in two collaborative release days per semester during which they modify pacing guides to cover all standards and decide on timelines to administer various assessments. The 9th grade and 10th grade teams administer common end of unit exams which they use to identify struggling students that need additional support.
In grade level teams, English teachers develop common writing prompts as well. Ninth and tenth grade teachers primarily focus on practice CAHSEE prompts while the eleventh and twelfth grade utilize Early Assessment Program (EAP), SAT and AP style prompts to enable our students to master college-level writing skills. At least one writing assessment is given per grading period within each grade level. Furthermore, several teachers utilize Socratic seminars, oral presentations and portfolios to assess their students and enable teachers to analyze the various strengths and weaknesses of their students.
The Science department has standardized two formal assessments that will be used throughout all courses: labs reports and common CST quizzes. All lab reports are expected to be in a standard format and are assessed with a common rubric. Additionally each individual subject area uses a common assessment designed by subject area teachers to test specific standards within their courses. Physics conducts an egg drop experiment in which students design a package to keep an egg from breaking. We conduct a school-wide competition amongst the physics students to see which package best protects an egg from a fall in order to have students apply their knowledge of physics concepts. Chemistry uses the Periodic Properties Lab as their common lab assessment which requires students to investigate the periodic variations of density in group 4A elements. Biology assigns the “Making a Baby” lab for their common lab assessment. In addition to these formal and informal assessments, science instructors utilize exit slips, warm-ups, thumbs up/thumbs down checks for understanding, short essays, free response questions, multiple choice, true/false, student check point quizzes as well as research projects. Also, the science department employs standard end of unit exams given upon completion of each unit of study. Additionally, science instructors emphasize reflection by encouraging students to review their assessments and correct their mistakes. Instructors have agreed to reward students with partial credit for each wrong answer they research and correct in order to help students demonstrate that they understand and have mastered the information previously assessed.
The history department uses common CST pre-quizzes as formative assessments. These are used in the world and United States history subject areas. They are given approximately every two-three weeks and are used to prepare and assess instruction in preparation for the April CST history examinations. Immediately after the results are received, History instructors desegregate data into strands by standard. Any standards that showed students scoring less than 50% are retaught and retested with the goal of improving student achievement.
In addition, end of course district exams are administered in all courses the exam results are accessible through DataDirector and are used as a tool to assess long term teaching and learning goals. Teachers apply the information to make adjustments to their course pacing guides. While several teachers currently employ Socratic seminars, the department plans to use them as a common assessment in the future with common grading standards. Teachers apply the information to modify their pacing guides.
A common final exam is given by all teachers for all core social studies subjects (world history, United States history, American government and economics). These exams are given once a year. Common chapter and unit exams are being considered for implementation across all subjects within the history department. Common chapter and unit exams will further focus on assessing standards that appear on the CST exams. Each subject has a pacing guide and chapter and unit exams are given on a scheduled basis.
DataDirector is used to monitor student achievement. Current practices include CST quizzes, CST review exams, district end of course exams, and yearly CST scores. On October 13, 2011, the entire History staff had a release day to participate in staff development training with the district social studies chair Matthew Hayes and were trained on using DataDirector scores to improve student achievement
The math department uses several formative assessments to monitor student achievement in content specific courses. Homework is assigned throughout the week and checked often to monitor student learning on a daily basis. Exit slips are another daily assessment that allows the math department to check that students are learning the content that has been presented each day. Class projects are used to assess students’ understanding of the content and their ability to critically think. Warm-ups are used to assess students’ understanding of material that was learned on a previous day or in a previous chapter. Short essays are used to explain concepts or methods for solving problems. Questioning is used on a daily basis to monitor student learning and assess student’s ability to communicate effectively with the appropriate use of academic language.
Chapter quizzes and CST quizzes are formal assessments that allow teachers to monitor student learning in their specific content area. Diagnostic tests are used by the math department to assess student’s placement in a class and prior knowledge of the content. The MDTP (Mathematics Diagnostics Testing Project) is used at the beginning of every year as a diagnostic test. This test is given in the classroom, and the data is aggregated by the University of California San Diego. Students are also assessed through the board work that is done in class. The math department has utilized Promethean boards for two years and has incorporated them into the very fabric of the lesson structure. In addition to using the Promethean board as a multimedia display to engage students, it is also used as an informal assessment by allowing students to actually work problems in front of the entire class where students can monitor each other’s learning and can evaluate how a problem is being solved. This allows each student to use the reflection process to deepen their understanding and perfect their skills while being held accountable for their own learning.
The world languages department uses a variety of assessments suited to the level of the students learning the particular target language. World language instructors use databases to track student responses to oral questions that are used as informal assessments to monitor student progress. CST style quizzes and unit tests are given to assess the students on a biweekly basis. Within a given language, standardized assessments are a used. While the format of the testing within the world language department is standardized, it is not possible to have one standardized test for the entire department. The different languages: Filipino, Spanish, Japanese, and French, make use of the cloze test to guide novice, formulaic language learners. Intermediate level students are assessed through oral performance tasks such as talking about oneself or giving oral directions and they are graded based on grammar and vocabulary proficiency. Teachers utilize this data to identify struggling students and work with students that need additional instruction. Several other types of assessments such as projects and presentations give students ample opportunities to demonstrate their mastery of content standards.
Special educators use a variety of standardized assessments such as: Woodcock Johnson, ARI scores, various classroom work, goal setting and surpassing benchmarks. Observational assessments of the individual students involve observing the students in a classroom environment, monitoring their social interactions, as well as evaluating task accomplishments. Due to the nature of special education and the requirements of the each individual student and their IEP, common assessments are not practical as each student’s IEP is unique to that student and must be evaluated based upon his or her individual challenges and abilities.
All students are educated and assessed in an ongoing process in a variety of ways. It is essential for all students to be assessed in the modality that best fits their needs (visually, auditory, tactile, kinesthetic). Students that have disabilities are assessed using formal and informal measures in accordance with CAPA (California Alternative Performance Standards) as outlined by current law. As other students are tested by the CSTs to gauge progress and compare achievement, such is the outcome for students who are administered the CAPA tests. Student test results are directly related to state standards. Morse also uses quick write assessmentsto determine reading levels and quick math assessments to determine Math levels of special education students. Morse utilizes the Unique Learning System which provides ongoing curriculum and assessment that is directly linked to the standards. Unique is specifically designed for students with moderate/severe disabilities.
Informal assessments include developing the Person-Centered Plan. The PCP targets the student as the center of their life plan for current functioning and more importantly, the goals they will work toward for their future. Family and friends are included and consulted to determine the student’s current levels and develop strategies for students to reach goals in life domains including areas related to vocational, socialization, self-advocacy and domestic skills. Student classroom work samples are consistently reviewed to determine progress on IEPS goals. Furthermore, we utilize Learning Upgrade, an interactive standards-based program that allows students to improve their skills in English and math.
Finally, because transition to the adult world is a vital component in the high school setting, various assessments are periodically administered to gauge students’ preparation for postsecondary life. Examples of these measures are the Reading-Free Vocational Interest Inventory (R-FVII: 2) and the Vocational Interest Inventory.The first Inventory utilizes pictures, where students select preferred jobs, to determine a proper match for vocational interests. The second is a situational assessment which involves observations of student behavior. All data collected through these assessments are compiled and forwarded to the TRACE (Transition Resources for Community Education, 18-22 year old students) Program to assist with proper programming to transition students to the adult world. Results are also shared with parents in order to provide additional support for these students.
The Visual and Performing Arts:
The art department adheres to a strict timeline to monitor completion of the projects to ensure that all students are well grounded in the basic elements and principles of design and color. The department uses a common rubric to assess all student work and each student is expected to write a reflection on each assignment to demonstrate in written form their understanding of the assignment, the processes involved and their ability to use appropriate content specific terminology. During the first semester the color wheel assessment is used in all art courses in order to compare student work and assess where the department as a whole needs to focus more attention and re-teaching. This feedback is then used to modify future instruction to ensure that areas of student deficiency are identified and corrected so that as the second semester begins all students have the foundational tools they need to succeed.
The athletic department uses state standard testing, fitness grams, mile times and journal self-assessments as part of their standard assessment program. Also, individual sports have their own assessments uniquely tailored to the sport involved. Students are encouraged through the use of a self-assessment journal to continuously reflect on their performance and strive to improve. Informal assessments such as student observations during activities, daily points and participation allow the teachers to monitor student improvement then make suggestions/corrections to enhance student performance.
In addition, our athletic department consists of ten sport teams at Morse High School. During the course of the school year mandatory study hall for athletes is enforced as a means of monitoring student athletes’ progress in all core subjects. The athletic department provides the athletes the opportunity to study prior to scheduled practices each day in to send the message about the importance of academics. As in all high school sports, participants must maintain an academic grade
point average of a C average. For the athletes who do not maintain a C average, they are placed on academic probation until they achieved a C or better.
· Staff Survey
· Survey Data
· Critical thinking assessments
· CST quizzes for each grade level
· Writing prompts
· Pacing guides
· End of Course exams
· Unit exams
· Calendar of team professional development days
· Prof. dev. Day notes
· Common writing prompts for all grade levels
· Lab Reports and lab rubric
· CST quizzes for each subject
· Assignment for Egg Drop Experiment
· Sample exit slips
· Sample revised student exams
· Pacing guides
· CST quizzes
· EOC exams
· End of Chapter exams
· 10th and 11th grade writing prompts
· DataDirector printouts
· Homework assignments
· Exit slips
· Project descriptions
· Short essays
· Chapter quizzes
· CST quizzes
· Diagnostic tests
· Active Inspire Data
· Database of oral responses
· Standardized assessments for each language
· Cloze test results
· Sample group projects
· Woodcock Johnson
· ARI scores
· IEP goals
· CAPA tests
· Quick write assessments
· Quick Math Assessments
· Person-centered plans
· Reading-Free Vocational Interest Inventory (R-FVII: 2)
· Vocational Interest Inventory (Career Cruising)
· Learning Upgrade (Math & Reading)
· Assignment descriptions
· Common rubrics
· Student reflections
· State Standard Testing
· Fitness Gram Data
· Journal self-assessments
· Student observation forms
· Athletics tutoring schedule
· Athlete progress reports
D3. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY
Morse High School, with the support of the district and community, has an assessment and monitoring system to determine student progress towards achievement of the academic standards and the Expected School-Wide Learning Results.
Area Superintendent Support
Our area superintendent visits our campus monthly and monitors the progress of school-wide goals. Besides, the principal shares best practices through classroom observations and discusses supports and assessments that can be utilized to continue to improve instruction across all disciplines.
Parent and Community Forums
On the third Monday of each month an area cluster meeting is held to discuss student achievement and issues affecting the community. Administrators, teachers, parents and students are invited to provide input. Our principal seeks input and support about how to close the achievement gap and continually shares student achievement data.
The California Academic Partnership Program grant has enabled teacher leaders to develop a systematic approach to analyzing data by providing funding for training and release days to learn how to monitor student results in DataDirector. Teacher leaders from various departments have taught teachers how to disaggregate data in order identify underperforming students. Our CAPP grant coordinator has also mentored the principal in order to. The grant coordinator visits monthly to monitor progress in classrooms and debriefs with the principal to discuss the effectiveness of meeting the school-wide goals. Since the CAPP grant has been in place, the focus at Morse has shifted from discipline to improving instruction to provide rigor for all students.
Through a grant sponsored by Panasonic, a group of former principals and educators, monitor and provide feedback to the core departments on campus. During each visit, these mentor educators observe classrooms with teacher leaders to help gauge school goals and the progress towards meeting them. They use our student observation form during classroom visits which allows teachers to reflect on the tools we have developed and focus on improving instruction in critical thinking. Furthermore, they provide us with guidance through exposure to the latest educational research. They also work with schools in our feeder pattern to help us understand the educational background of our incoming students.
Departmental ESLR Monitoring Systems
Morse stakeholders have worked collaboratively to define the skills we expect our students to master prior to graduation. The following Expected School-Wide Learning Results are emphasized in all classes on campus and are used specifically within departments as described below:
• Read, write, speak, listen and respond thoughtfully
• Demonstrate mastery of content-area standards
• Utilize technology appropriately for communication
• Exhibit skills necessary for continued independent learning
• Demonstrate career knowledge and job acquisition skills
Think Critically and Problem Solve
• Demonstrate ability to use reasoning skills to solve complex problems within content-are
• Demonstrate intellectual curiosity and independent learning
• Utilize technology appropriately to gain information and solve problems
Practice Responsible Citizenship through Positive and Social Interpersonal Skills
• Be honest and principled
• Show respect for self and others
• Celebrate cultural diversity
• Demonstrate an understanding of how to maintain a healthy lifestyle
• Value and practice community service
• Demonstrate ability to work productively as members of a local and global society
ESLRs are practiced regularly within the history/social studies department. Critical thinking skills are used when answering writing prompts. Writing prompts are given periodically and are scheduled using the department pacing guide and allow students to practice communicating effectively. A minimum of one primary source is given per reporting cluster. Writing prompt exercises consist of analyzing and discussing primary source documents before the actual written assignment. A minimum of five pre-assigned writing prompts are given per year per department and at least once a month within the history classes. Teachers also use Socratic seminars as an assessment to address the ESLRs of thinking critically and problem solving. Students use reasoning skills to problem solve and stimulate intellectual curiosity while communicating effectively via speaking, listening and responding thoughtfully.
The science department utilizes labs to help students demonstrate critical thinking and practice responsible citizenship by applying safety rules and following ethical practices during lab procedures. In addition, students are required to communicate effectively through written communication in lab reports and reflections and orally through class presentations.
The math department utilizes a variety of assignments to demonstrate student mastery of the ESLRs. Class projects are used to assess students’ understanding of the content and their ability to critically think. Short essays are used to explain concepts or methods for solving problems and illustrating effective communication through writing. Questioning is used on a daily basis to monitor student learning and assess student’s ability to communicate effectively with the appropriate use of academic language and their ability to demonstrate critical thinking.
The English department developed common assessments in order for us to implement strategic lessons to assist our students demonstrate critical thinking. We are focused on two elements of critical thinking and once our students demonstrate mastery, we will continue to increase the rigor of our lessons and assessments. Several English teachers utilize Socratic seminars to enable students to communicate effectively while employing academic language. We also utilize group presentations with a variety of student roles to help our students demonstrate responsible citizenship. We use grade level appropriate texts to discuss socioeconomic issues affecting global society and provide oral and written opportunities for students to practice being productive members of a group. Furthermore, these texts are representative of various cultures which teaches students to celebrate cultural diversity.
The world languages department usesbenchmarks that require students to create short presentations on familiar topics linked to the essential standards identified for each level. Our benchmarks are fundamentally oral language which helps our students communicate effectively and think critically. Also, students work on several group projects and study diverse cultures in order to practice responsible citizenship.
· Area superintendent visitation schedule
· Parent/Community forum meeting minutes
· Leadership Team agendas/minutes
· Bahia Retreat minutes
· CAPP visitation agenda
· Panasonic visitation schedule
· ESLRs poster
· History Dept. writing prompts
· Various rubrics
· Lab reports
· Math short essays
· Sample questioning assignments
· Oral presentation rubrics
· Novel reading lists
· Independent reading assignments
· Group assignments
· Presentation rubrics
· Group project assignments
D4. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT AND ACCOUNTABILITY
Morse High School’s assessment of student achievement in relation to the academic standards and the Expected School-Wide Learning Results drive the school’s program, its regular evaluation and usage of resources.
As Morse stakeholders prepare to allocate funds and design the master schedule, student needs are at the forefront of the planning to ensure that all students receive standards-based instruction with an emphasis on the ESLRs. Through the use of Zangle and DataDirector counselors are able to identify underperforming students and place them in appropriate courses where they can receive additional support. They also identify students with other special needs such as students with IEPs or GATE identified students and places them in appropriate courses as well. Since math and English are the essential content areas, resources are directed at supporting students in these classes. In addition, counselors identify credit deficient students and enroll them in after school support classes to enable them to graduate on time. Specific support is provided through the following avenues:
Students who fail to pass either portion of the CAHSEE are enrolled in a CAHSEE class for additional support. This class is in addition to their core English language arts and math classes. As the date of the CAHSEE exam approaches, our school hosts a series of Saturday CAHSEE Boot Camps for students who need additional support. These students receive additional support in standards-based content and ESLRs in order to help them become more successful in other content areas.
After School Tutoring
An after school tutoring schedule is provided for students who need additional academic assistance. Students are able to receive additional help from a variety of teachers on campus. Many of our teachers have specific office hours before school, at lunch or after school to provide supplemental assistance. Morse also offers tutoring in the library after school in all of the core content areas.
Credit Recovery After School Hours (CRASH)
To support students that have not passed their core classes Morse has implemented CRASH, an after school credit recovery program to help students meet graduation requirements. Students make up failed classes in mathematics, science, history, and English. Counselors prioritize enrollees based on their assessment of each student’s credit deficiencies. CRASH enables more students to remain enrolled at Morse while remedying their credit deficiencies instead of having to transfer to an alternate site.
APEX (an online credit recovery course)
Students who have received a D or F in core academic subjects are allowed to earn credit for the courses through the use of APEX. Students deficient in credits have the option of enrolling in this online course during the regular school day and may take one course at a time but may make up an unlimited number of courses. In addition to working on course content throughout their school day, students receive 24/7 online access so they are able to work at their own pace. Students who pass the course recover graduation-required credits and meet A-G requirements.
Areas of Strength
· Data collection- Teachers use DataDirector to quickly and accurately monitor student progress
· Administering of CST biweekly quizzes in all core subjects
· Utilization of common assessments in all core subjects
· Participation in course-alike professional learning communities
· Use of common pacing guides in all core subjects
· Development of interdisciplinary Morse school improvement groups that work collaboratively to improve our site and collectively wrote the WASC report
· All teachers use Zangle GradeBook
Areas for Improvement
· Need more training in the disaggregation of data
· Need to utilize data more often to reteach standards where students are scoring less than proficient
· Need to improve the design of our biweekly CST quizzes in order to reassess standards that were retaught
· Need to share data with all stakeholders more often
· Need to allocate more time to discuss data during staff meetings and department meetings
· Need to develop strategies to ensure the success of all of our subgroups
· Morse SPSA
· CAHSEE Support class rosters
· School-wide tutoring schedule
· CRASH rosters
· CRASH calendar
· APEX rosters
· Zangle reports
· APEX data