B1. STANDARDS-BASED STUDENT LEARNING: CURRICULUM
All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the academic standards and the Expected School-Wide Learning Results.
Current Educational Research and Thinking
The school-wide strategy focus for the 2011-2012 school year is critical thinking. Every department, not just core subjects, is tasked to incorporate critical thinking into their classroom to engage and stimulate student learning. All teachers were encouraged to attend a professional development workshop on critical thinking strategies facilitated by Dr. Enoch Hale, a Fellow from the Foundation and Center for Critical Thinking, as well as attend a teacher led professional development session on implementation strategies.
Professional development has focused on sending teachers to training to learn current research methods to use in the classroom including; AP by the Sea, UCSD Critical Thinking and Problem Solving math workshop, GATE certification, AVID training, San Diego Area Writing Project, and CSU Expository Reading and Writing workshop training.
Academic Standards for Each Content Area
Each core subject area uses state defined academic standards. All English, history, math, and science courses have pacing guides that are based on
Relevance of the curriculum at
Student Work - Engagement in Learning
All core departments are encouraged to examine student work. Teachers collected work samples from their classes. Assessment results were collected, compared, and analyzed. Based on the data collected, discussion was centered on how to improve student achievement.
Accessibility of All Students to Curriculum
Integration Among Disciplines
The English and history departments collaborate on a common term paper for our 11Th grade Honors students.
The Culinary Arts and Physical Education departments work together to educate students on the benefits of physical activity, health, and nutrition. Also, the Culinary Arts department collaborates with the Child Development department in creating a common garden and educational space.
The Art and Drama departments work together in designing and constructing stage props. Also, the Art department uses the library to showcase students’ artwork.
Each department works to align curriculum for smooth transitions from one subject to another.
Curricular Development, Evaluation, and Revisions
Rigorous, Relevant, Coherent Curriculum
All classes at
Teachers are encouraged to monitor assessments, identify the concerns and use this data to improve student achievement. Several core content area teachers requested curriculum writing time to develop department pacing guides to help ensure the rigor of teaching is consistent in all classes.
Teachers collect and analyze data from benchmark assessments through DataDirector, an assessment tool. Our teachers are currently working on ways to analyze and use this data to inform our instruction and identify when re-teaching a particular standard is necessary.
Articulation and Follow-Up Studies
Morse counselors make yearly visits to our feeder schools in order to inform the 8th or 9th grade students about the requirements, programs and courses offered at Morse. During the articulation process, a PowerPoint presentation about the various opportunities specific to Morse is shown to prospective students. We look at 8th and 9th grade test scores to determine appropriate class placement. We invite the families of prospective 8th and 9th grade students to
Counselors attend CSU, UC, and community college workshops to aid transition to college. We offer a Political Science course which is taught by a community college professor. Counselors track college acceptance rates and keep track of all scholarships offered to our students.
· ABC Listening Protocol
· Excerpt from Critical Thinking Handbook: High School Book
· Excerpt from The Miniature Guide to Critical Thinking Concept and Tools
· Excerpt from A Thinker’s Guide For Those Who Teach on How to Improve Student Learning 30 Practical Ideas
· Math courses (district pacing guides)
· SD Office of Education ROP Course Outline – Developmental Psychology of Children
· English 9-12 & AP Pacing Guides
· US History and World History Pacing Guides
· Earth, Biology, Chemistry Pacing Guides
· Agendas and objectives posted in classrooms
· Senior Portfolio
· Student Observation form
· Student Work Analysis form
· Master schedule
· IEP summary sheets
· English/History common term paper
· Photos of garden in progress
· Photos of stage props from Art/Drama collaboration
· Collaborative lesson plan from Co-teaching model
· Critical Thinking Professional Development Agenda
· Student Reference Card
· Enrollment count in AP classes (overall and by racial subgroups)
· Core content area DataDirector reports for CST quizzes
· Morse Articulation PowerPoint
· Tiger Showcase invitation
· Flyer for the articulation breakfast
· Eighth grade articulation PowerPoint
B2. STANDARDS-BASED STUDENT LEARNING: CURRICULUM
All students have access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals.
Variety of Programs -
Dialer and our school’s website.
Through the 21st Century Grant,
AVID CLASSES provide students with opportunities to acquire skills that will help them to be successful in college. Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a college-bound initiative from the Department of Education, in partnership with
Many core content textbooks have publisher websites that are available to students and parents for at home support.
Special Education teachers and staff collaborate daily with parents, students, and staff through co-taught instruction, IEP meetings, and student study teams. Special and general education staff work with students and parents to determine appropriate student schedules, develop and monitor progress of IEP goals, and identify necessary accommodations and modifications to the general education classroom, as well as assess student career and vocational interests and goals.
Monitoring/Changing Student Plans
All seniors at
To remediate credit deficient students, credit recovery programs such as CRASH and APEX (online courses) are offered throughout the year for various core subjects. Progress reports are sent home to parents every six weeks to keep parents informed about their students’ academic performance.
An online credit evaluation program is being piloted and reviewed by counselors. This program produces user-friendly charts and tables that help track an individual student’s progress toward graduation and A-G requirements.
Special education teachers and case managers meet with students, parents, and staff to modify IEP’s annually. 504 conferences are held annually to meet the changing needs of students. Students who are identified at grading periods or by teacher recommendation for more support or placement in interventions sometimes have changes in their schedule in order to guide them back on track for graduation.
Counselors meet with every senior in September to discuss postsecondary plans, including college and career plans. College representatives visit
All seniors must complete a portfolio and present an exhibition to a panel of staff, community members, parents and students.
JROTC provides scholarship opportunities and training for the students not only for careers in the military, but for careers in any industry. Through discipline, routine, and hard work the students who participate in JROTC are well-rounded, responsible community members who are better prepared for the diverse postsecondary options they will pursue.
ROP courses offer career education and skills for internships and employment and students receive college credit in courses articulated with a community college.
Special education students participate in post high school programs such as TRACE and Job Corp. These students receive support from a vocational rehabilitation specialist who assists in job placement. Special Education students in the moderate/severe program have Community Based Instruction which not only guides them in learning how to navigate through the community, spend money, make change, or budget for purchases. It also gives students the opportunity to work and earn income so they have valuable experience for their own post-secondary lives.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)
GEAR UP has conducted numerous activities throughout the school year to assist students in preparing for their post high school options. Students were invited to attend workshops to prepare them for college entrance tests, including the PSAT Prep Session in October (99 Students), the ACT Study Session in December (26 Students), the SAT Prep Workshop in January (11 Students), and two SAT Prep Sessions before May and June (May=22 Students; June=60 Students). GEAR UP also carried out a large campaign to assist juniors (class of 2012) register for the final SAT test dates of the Junior Year. Students, who had a GPA of 2.5 and above and did not qualify for free or reduced lunch, received a GEAR UP scholarship, in which GEAR UP paid for their tests. Students on the free or reduced lunch program, used fee waivers provided by College Board. GEAR UP assisted a total of 200 students to register for the SAT administered in May and June. In an effort to ensure students were prepared for the test, SAT Checklist Meetings were held where GEAR UP met with students registered for the May 4th or June 4th SAT Reasoning and SAT Subject tests. Each student who submitted was two printed copies of their admission ticket, received a GEAR UP goodie bag filled with pencils, a reminder checklist to be used on the day of the test, and other necessary items (May=91 Students; June=154 Students). Financial Aid is another topic on which GEAR UP conducted a Financial Aid Night for students and their families to learn more about in January of 2011 (100 Students and Parents/Guardians). The Junior Workshop was also conducted in February of 2011 to assist students in: preparing for their senior year, creating a College Board account, registering for upcoming SAT and or ACT test dates, and researching and applying for scholarships (41 Students).
GEAR UP students have also participated in a variety of college fairs and campus tours throughout the years, teaching students about their post high school options. College Fairs have included the National College Fair in May 2010 (48 Students), Cal-SOAP College Fair in October 2010 (74 Students and Parents/Guardians), the RAP Conference/College and Career Fair (400 Students and Parents), and the Black College Expo in
Local universities also visit the Morse campus to present students with information concerning their postsecondary options. In October of 2010,
The 21st Century Grant supports Morse students to attend M.E.Ch.A Annual High School Conferences at SDSU (November 2010 & November 2011) and UCSD (February 2011). College students motivated Morse students to continue their education by attending an institution of higher education. Students have the opportunity to attend workshops on financial aid, career explorations and skills that will help them become successful in college, and industry. Morse students also attended the IDEAS Conference at UCLA (May 2011).
Analysis of Additional Evidence
We learned that many of our programs and collaborative efforts overlap when it comes to addressing student access to our school offerings and assistance with developing student-based personal learning plans. All stakeholders at
· Class selection sheet
· Course flow charts
· Career Exploration Summer Program
· Pharmacy Day
· Scientist in the Classroom
· Tiger Fest RAP Parent-Student Conference
· Envision 2011&2012 Flyer ( Female Engineering Conference at UCSD)
· 2011 SHPE Engineering Conference at SDSU Flyer
· ROP fliers
· Open House fliers
· Tiger Show Case fliers
· Learning upgrade, online textbooks
· GEAR UP
· EdConnect,Blackboard, StudentConnect, ParentConnect
· IEP Summary sheet
· Progress Report for Special Ed. Students
· Blank copy of the learning contract for a 4 year plan
· Senior deficiency letter
· Graduation check lists.
· Transcript Evaluation Service printout for students
· FAFSA Night flier
· Senior portfolio
· PSAT Workshop
· ACT Workshop
· SAT Workshop
· SAT Prep Workshop (May)
· SAT Prep Workshop (June)
· SAT mass registration
· SAT Checklist (May)
· SAT Checklist (June)
· GEAR UP Financial Aid Night
· Junior Workshop
· TigerFest RAP Conference
· SDSU Freshman for a Day
· IDEAS at UCLA Flyer
B3. STANDARDS-BASED STUDENT LEARNING: CURRICULUM
Upon completion of the high school program, students are able to meet all the requirements of graduation.
Meeting Graduation Requirements
Real World Applications
Students have access to real world applications at
Armed Services Vocational Aptitude
In order to prepare our students with developmental disabilities who are in special education and are non-diploma bound, we offer real world experiences. We encourage our students to be as independent as possible on campus and in the community. The level of support each student receives is based on individual needs. Following the special education protocol, each student receives an Individualized Education Plan (IEP) and a transitional plan that provides step-by-step procedures to become as independent as possible. We reach this goal by preparing our students while in high school with jobs, community experience, job training, personal growth, self-advocacy, advocating for and planning the students’ future plans, recreation and functional educational goals like cash handling skills and reading community signs. Support is provided to facilitate healthy, safe and meaningful experiences within age-appropriate, natural community settings.
Effectiveness of Academic Support Programs
Students are continually monitored by the counseling department to determine whether or not they are on track for graduation. Student report cards, transcripts, CST data, CAHSEE results, and four-year plans are all reviewed to determine which students are meeting
Throughout the school year, students are academically supported through the 21st Century grant, APEX, GEAR-UP tutoring, resource teachers, and the Special Education staff. As a grant for the last five years, 21st Century has been an integral part of providing academic support to all our students. CRASH (Credit Recovery After School Hours) is a program created for students to make up D/F grades and keep them on track to graduate without falling behind in credits. Tutoring through the 21st century has been very popular for assisting students in completing assignments and studying for tests/quizzes. Students have an opportunity after school to be in the library or seek out their teachers to receive the tutoring.
Students who are credit deficient are assigned a graduation coach and are given the opportunity to recover the credits through APEX. These online classes have been useful for students who failed during the school year and for keeping them on track to graduate. Resource teachers provide additional support in ELA/math classrooms. The Special Education staff, (case managers and one-on-one aides) help to maintain our student ratios for students with IEPs requiring supplementary aides.
Analysis of Additional Evidence
Data suggests that the majority of students at Morse are successful in meeting their graduation requirements. There is overwhelming evidence that suggests the academic support programs assist Morse students in reaching their CAHSEE and graduation goals. APEX and CRASH have had a great impact on students in need of academic assistance. In addition, student access to real-world applications provides opportunities for students to connect their interests and motivation to the rigorous, standards-based curriculum taught in their daily classes.
· CAHSEE rosters
· APEX rosters
· Photos: Hungry Tiger
· ROP brochures
· COSMOS flyer
· Food Handler’s Certificate
· MESA Wind Turbine Student’s Project Lab Report
· APEX credits recovered
· CRASH credits recovered
Areas of Strength
· Curriculum incorporates ESLRs
· Access to AP and Honors classes
· Standards-based curriculum in all core content areas
· ROP program
· CST quizzes keep teachers aligned in pacing
Areas for Improvement
· AVID program needs to be revamped
· Further professional development for critical thinking strategies
· Vertical curricular development
· Horizontal curricular development
· Professional development needed for co-teacher model